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“AN E DUCATIONAL I NSTITUTE<br />

OF U NTOLD V ALUE”


“AN E DUCATIONAL I NSTITUTE<br />

OF U NTOLD V ALUE”<br />

T HE E VOLUTION OF THE<br />

C O-OPERATIVE C OLLEGE OF C ANADA<br />

1953–1987<br />

Jodi Crewe<br />

<strong>Centre</strong> <strong>for</strong> <strong>the</strong> <strong>Study</strong> <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eratives<br />

University <strong>of</strong> Saskatchewan


<strong>Co</strong>pyright © 2001 <strong>Centre</strong> <strong>for</strong> <strong>the</strong> <strong>Study</strong> <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eratives<br />

University <strong>of</strong> Saskatchewan<br />

All rights reserved. No part <strong>of</strong> this publication may be reproduced<br />

in any <strong>for</strong>m or by any means without <strong>the</strong> prior written permission<br />

<strong>of</strong> <strong>the</strong> publisher. In <strong>the</strong> case <strong>of</strong> photoc<strong>op</strong>ying or o<strong>the</strong>r <strong>for</strong>ms <strong>of</strong> reprographic<br />

reproduction, please consult CANCOPY, <strong>the</strong> Canadian<br />

<strong>Co</strong>pyright Licensing Agency, at 1–800–893–5777.<br />

<strong>Co</strong>ver and logo design by Byron Henderson<br />

Editing, interior layout, and design by Nora Russell<br />

C ANADIAN C ATALOGUING IN P UBLICATION D ATA<br />

Crewe, Jodi, 1972–<br />

“An educational institute <strong>of</strong> untold value”<br />

(Occasional papers series ; #01.01)<br />

Includes bibliographical references.<br />

ISBN 0–88880–423–7<br />

1. <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada--<strong>History</strong>. 2. <strong>Co</strong><strong>op</strong>eration--<br />

<strong>Study</strong> and teaching (Higher)--Saskatchewan--Saskatoon--<strong>History</strong>.<br />

I. University <strong>of</strong> Saskatchewan. <strong>Centre</strong> <strong>for</strong> <strong>the</strong> <strong>Study</strong> <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eratives.<br />

II. Title. III. Series: Occasional papers series (University <strong>of</strong> Saskatchewan.<br />

<strong>Centre</strong> <strong>for</strong> <strong>the</strong> <strong>Study</strong> <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eratives) ; #01.01.<br />

HD2955.5.C3C73 2001 334’.071’1712425 C2001–910155–4<br />

Printed in Canada<br />

01 02 03 04 05 / 5 4 3 2 1<br />

<strong>Centre</strong> <strong>for</strong> <strong>the</strong> <strong>Study</strong> <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eratives<br />

101 Diefenbaker Place<br />

University <strong>of</strong> Saskatchewan<br />

Saskatoon, SK, Canada S7N 5B8<br />

Phone: (306) 966–8509 / Fax: (306) 966–8517<br />

E-mail: co<strong>op</strong>.studies@usask.ca<br />

Website: http://co<strong>op</strong>-studies.usask.ca


C ONTENTS<br />

ACKNOWLEDGEMENTS<br />

VIII<br />

INTRODUCTION 1<br />

“AN EDUCATIONAL INSTITUTE OF UNTOLD VALUE”<br />

The Vision <strong>for</strong> a <strong>Co</strong>-<strong>op</strong>erative Education <strong>Centre</strong> in Canada 3<br />

The Push <strong>for</strong> <strong>Co</strong>-<strong>op</strong>erative Education 1939–1955 4<br />

Philos<strong>op</strong>hical Belief and Practical Need 6<br />

THE CO-OPERATIVE INSTITUTE 1955–1959<br />

The Director 7<br />

<strong>Co</strong>-<strong>op</strong>eration among <strong>Co</strong>-<strong>op</strong>eratives 8<br />

Devel<strong>op</strong>ing a <strong>Co</strong>-<strong>op</strong>erative Curriculum 9<br />

THE WESTERN CO-OPERATIVE COLLEGE 1959–1972<br />

Legal Independence 11<br />

A Permanent Location 12<br />

Expanding <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative Education Curriculum 13<br />

The Adult Education Series 15<br />

<strong>Co</strong>-<strong>op</strong>erative Education in <strong>the</strong> North 16<br />

International Partnerships 16<br />

Divided Interests 18<br />

The Staff Dispute 19


THE CO-OPERATIVE COLLEGE OF CANADA 1973–1987<br />

Regional Planning 21<br />

The <strong>Co</strong>nference on <strong>Co</strong>-<strong>op</strong>erative Thought and Practice 22<br />

Research and Publications 23<br />

The <strong>Co</strong>-<strong>op</strong>erative Curriculum Project 25<br />

The Future Directions Project 26<br />

Curriculum and Extension Programmes 26<br />

Merger with <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong> Canada 28<br />

CONCLUSION 30<br />

APPENDICES<br />

I. Western <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege Campus 33<br />

II. List <strong>of</strong> Directors, Members, and Staff<br />

in Random Years at <strong>the</strong> <strong>Co</strong>llege 34<br />

III. Western <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege<br />

Organizational Chart, 1962–1963 40<br />

IV. Enrolment Patterns at <strong>the</strong> Western<br />

<strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege, 1960–1970 41<br />

NOTES 46<br />

WORKS CITED 51


C ENTRE FOR THE S TUDY OF C O-OPERATIVES<br />

HE CENTRE FOR THE STUDY OF CO-OPERATIVES WAS ESTABlished<br />

in 1984 as a postsecondary teaching and research institute at<br />

T<br />

<strong>the</strong> University <strong>of</strong> Saskatchewan. The <strong>Centre</strong> is supported financially by <strong>the</strong> University<br />

<strong>of</strong> Saskatchewan, major co-<strong>op</strong>eratives, and <strong>the</strong> Government <strong>of</strong> Saskatchewan.<br />

The objectives <strong>of</strong> <strong>the</strong> <strong>Centre</strong> are:<br />

• to devel<strong>op</strong> and <strong>of</strong>fer university courses that provide<br />

an understanding <strong>of</strong> co-<strong>op</strong>erative <strong>the</strong>ory, principles,<br />

devel<strong>op</strong>ments, structures, and legislation;<br />

• to undertake original research into co-<strong>op</strong>eratives;<br />

• to publish co-<strong>op</strong>erative research, both that <strong>of</strong> <strong>the</strong><br />

<strong>Centre</strong> staff and <strong>of</strong> o<strong>the</strong>r researchers; and<br />

• to maintain a resource centre <strong>of</strong> materials that support<br />

<strong>the</strong> <strong>Centre</strong>’s teaching and research functions.<br />

For more in<strong>for</strong>mation on <strong>the</strong> <strong>Centre</strong>, please contact:<br />

<strong>Centre</strong> <strong>for</strong> <strong>the</strong> <strong>Study</strong> <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eratives<br />

101 Diefenbaker Place<br />

University <strong>of</strong> Saskatchewan<br />

Saskatoon SK S7N 5B8<br />

Phone: (306) 966–8509<br />

Fax: (306) 966–8517<br />

E-mail: co<strong>op</strong>.studies@usask.ca<br />

Website: http://co<strong>op</strong>-studies.usask.ca<br />

Our publications are designed to disseminate and encourage <strong>the</strong> discussion <strong>of</strong><br />

research conducted at, or under <strong>the</strong> auspices <strong>of</strong>, <strong>the</strong> <strong>Centre</strong> <strong>for</strong> <strong>the</strong> <strong>Study</strong> <strong>of</strong><br />

<strong>Co</strong>-<strong>op</strong>eratives. The views expressed constitute <strong>the</strong> <strong>op</strong>inions <strong>of</strong> <strong>the</strong> author, to<br />

whom any comments should be addressed.


A CKNOWLEDGEMENTS<br />

T<br />

HE AUTHOR WOULD LIKE TO EXPRESS SPECIAL APPRECIATION<br />

<strong>for</strong> <strong>the</strong> work <strong>of</strong> <strong>the</strong> Research Advisory <strong>Co</strong>mmittee—Harold Baker,<br />

Harold Chapman, Skip Kutz, Eric Rasmussen, Leona Theis, and Ole Turnbull—who<br />

provided helpful observations and valuable historical details about <strong>the</strong> <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege.<br />

Thank you also to Brett Fairbairn <strong>for</strong> clarity and insight throughout <strong>the</strong> entire project.


I NTRODUCTION<br />

HE CO-OPERATIVE MOVEMENT IN POSTWAR WESTERN CANADA<br />

T was in <strong>the</strong> midst <strong>of</strong> rapid expansion, with significant growth in <strong>the</strong> number<br />

<strong>of</strong> credit unions, agricultural marketing co-<strong>op</strong>s, and particularly retail co-<strong>op</strong>s. While this<br />

direction <strong>of</strong>fered prosperity and growth, <strong>the</strong>re were o<strong>the</strong>r implications that slowly began to<br />

take shape throughout <strong>the</strong> western provinces. Maintaining a successful business practice<br />

gradually took precedence over <strong>the</strong> preservation <strong>of</strong> co-<strong>op</strong>erative ideology, and co-<strong>op</strong> leaders<br />

realized that although an economically successful co-<strong>op</strong>erative retailing system was beginning<br />

to devel<strong>op</strong>, a thorough understanding <strong>of</strong> co-<strong>op</strong> philos<strong>op</strong>hy had diminished.<br />

The type <strong>of</strong> co-<strong>op</strong> education that had blossomed in rural areas during <strong>the</strong> 1930s and<br />

1940s was fuelled by a common purpose and a sense <strong>of</strong> collective action. This was manifested<br />

in educational conferences, study groups, newsletters, <strong>the</strong> Wheat Pool field representatives,<br />

and <strong>the</strong> dedication <strong>of</strong> individual leaders. <strong>Co</strong>-<strong>op</strong> education involved pe<strong>op</strong>le teaching and<br />

working toge<strong>the</strong>r to discuss and act on social and economic issues. It was essential to sustaining<br />

<strong>the</strong> movement. 1 By <strong>the</strong> 1950s, rural dep<strong>op</strong>ulation in Saskatchewan was fracturing communities<br />

that once fostered relationships to work towards a common goal. It became clear to<br />

many co-<strong>op</strong> leaders that co-<strong>op</strong>erative education was needed to rejuvenate co-<strong>op</strong> values in <strong>the</strong><br />

growing numbers <strong>of</strong> employees, elected <strong>of</strong>ficials, members, and especially in <strong>the</strong> younger<br />

generation, who held <strong>the</strong> greatest influence over <strong>the</strong> future <strong>of</strong> <strong>the</strong> movement.<br />

In sou<strong>the</strong>rn Manitoba, a progressive group <strong>of</strong> co-<strong>op</strong> farmers and educators first met in<br />

1953 to devel<strong>op</strong> a plan <strong>for</strong> an International <strong>Co</strong>-<strong>op</strong>erative Institute. This idea was brought to<br />

Saskatchewan in 1955 through <strong>the</strong> creation <strong>of</strong> Federated <strong>Co</strong>-<strong>op</strong>eratives Limited (FCL), an interprovincial<br />

co-<strong>op</strong>erative joining Manitoba and Saskatchewan consumers. FCL and <strong>the</strong> <strong>Co</strong><strong>op</strong>erative<br />

Union <strong>of</strong> Saskatchewan were willing supporters. A co-<strong>op</strong> education centre would<br />

solve <strong>the</strong> need <strong>for</strong> employee and director training, while devoting a part <strong>of</strong> <strong>the</strong> curriculum to<br />

teaching co-<strong>op</strong> principles. To teach <strong>the</strong>se principles effectively required a comprehensive un-<br />

O CCASIONAL P APERS S ERIES #01–01


2 C REWE<br />

derstanding and application <strong>of</strong> adult-education methods. Thus <strong>the</strong> vision, <strong>the</strong> practical need,<br />

and <strong>the</strong> required practice were amalgamated to <strong>for</strong>m a unique blend <strong>of</strong> co-<strong>op</strong>erative education<br />

based at what became known as <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege in Saskatoon. From 1955 to<br />

1987, <strong>the</strong> curriculum expanded to manager training, youth programmes, nor<strong>the</strong>rn Aboriginal<br />

programmes, and courses <strong>for</strong> international students in devel<strong>op</strong>ing countries. Partnerships<br />

were devel<strong>op</strong>ed with universities, community groups, Women’s <strong>Co</strong>-<strong>op</strong>erative Guilds, and<br />

co-<strong>op</strong>erative and nonpr<strong>of</strong>it organizations across Canada and overseas.<br />

C ENTRE FOR THE S TUDY OF C O - OPERATIVES


“A N E DUCATIONAL I NSTITUTE<br />

OF U NTOLD V ALUE”<br />

T HE V ISION FOR<br />

A C O-OPERATIVE E DUCATION C ENTRE<br />

IN C ANADA<br />

HE IDEA OF CREATING A CO-OPERATIVE EDUCATIONAL<br />

Tcentre in Canada began with Jake Siemens, a teacher, farmer, and co-<strong>op</strong><br />

activist in sou<strong>the</strong>rn Manitoba. Siemens, who was largely responsible <strong>for</strong> <strong>the</strong> creation <strong>of</strong> <strong>the</strong><br />

Rhineland Agricultural Society in 1931, was a member <strong>of</strong> Manitoba <strong>Co</strong>-<strong>op</strong>erative Wholesale<br />

(MCW) and an organizer <strong>of</strong> <strong>the</strong> Winkler <strong>Co</strong>-<strong>op</strong> Creamery and Altona <strong>Co</strong>-<strong>op</strong> Vegetable Oils. 2<br />

Siemens travelled to folk schools in Denmark during 1948. Upon his return he pr<strong>op</strong>osed a<br />

co-<strong>op</strong> educational centre in Canada based on <strong>the</strong> folk-school models, which would provide<br />

instruction in co-<strong>op</strong> philos<strong>op</strong>hy, be active in research, and have <strong>the</strong> ability to grant degrees.<br />

Known <strong>for</strong> his idealism and passion <strong>for</strong> grassroots education, Jake Siemens convinced<br />

fellow co-<strong>op</strong>erators in <strong>the</strong> area to support a co-<strong>op</strong> education centre. Siemens <strong>of</strong>fered eighty<br />

acres <strong>of</strong> his own land as a site, and brought toge<strong>the</strong>r an organization committee, chaired by<br />

J.A. Fehr, also a member <strong>of</strong> MCW. They succeeded in selling <strong>for</strong>ty lifetime memberships at<br />

one hundred dollars apiece to o<strong>the</strong>r co-<strong>op</strong>erators in sou<strong>the</strong>rn Manitoba sympa<strong>the</strong>tic to <strong>the</strong><br />

cause. 3 After this initial limited success, board members <strong>of</strong> <strong>the</strong> first International <strong>Co</strong>-<strong>op</strong>erative<br />

Institute (ICI) expressed <strong>op</strong>timism <strong>for</strong> <strong>the</strong>ir common vision by writing, “We who are<br />

members <strong>of</strong> ICI, small in number though we have been, have laid a modest foundation on<br />

which may be built an educational institute <strong>of</strong> untold value.” 4<br />

In 1955, soon after <strong>the</strong>se events in Altona, MCW and Saskatchewan Federated <strong>Co</strong>-<strong>op</strong>eratives<br />

Limited amalgamated to <strong>for</strong>m Federated <strong>Co</strong>-<strong>op</strong>eratives Limited (FCL). This marked <strong>the</strong><br />

beginning <strong>of</strong> a new era <strong>of</strong> growth in <strong>the</strong> western co-<strong>op</strong>erative retailing system, and <strong>the</strong> demand<br />

<strong>for</strong> employee and director training increased. In 1954, be<strong>for</strong>e <strong>the</strong> creation <strong>of</strong> FCL,<br />

O CCASIONAL P APERS S ERIES #01–01


4 C REWE<br />

Saskatchewan Federated <strong>Co</strong>-<strong>op</strong>eratives Limited unanimously ad<strong>op</strong>ted a resolution to spend<br />

$100,000 “to spread <strong>the</strong> history and <strong>the</strong>ory <strong>of</strong> co-<strong>op</strong>eration.” 5 The new organization ensured<br />

Siemens could remain as <strong>the</strong> board secretary, and provided <strong>the</strong> <strong>op</strong>portunity to introduce FCL<br />

to <strong>the</strong> <strong>Co</strong>-<strong>op</strong> Institute idea.<br />

Lewie Lloyd, president <strong>of</strong> <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong> Saskatchewan (CUS), pr<strong>op</strong>osed <strong>the</strong><br />

idea <strong>of</strong> moving <strong>the</strong> <strong>Co</strong>-<strong>op</strong> Institute to Saskatoon at an FCL board meeting in August <strong>of</strong> 1955,<br />

with <strong>the</strong> CUS as “<strong>the</strong> authority under which <strong>the</strong> institute <strong>op</strong>erates.” 6 The CUS had been <strong>op</strong>erating<br />

co-<strong>op</strong>erative youth schools in Saskatchewan as a means <strong>of</strong> introducing students to<br />

business principles and practices, and was <strong>of</strong>ten considered <strong>the</strong> conscience <strong>of</strong> <strong>the</strong> movement<br />

due to its role in promoting co-<strong>op</strong>erative values through education. Lloyd perceived <strong>the</strong> need<br />

to maintain an understanding <strong>of</strong> co-<strong>op</strong>erative philos<strong>op</strong>hy not only <strong>for</strong> co-<strong>op</strong> employees, but<br />

also <strong>for</strong> youth and emerging co-<strong>op</strong>s. Harry Fowler, president <strong>of</strong> FCL, believed that an efficient<br />

and educated work<strong>for</strong>ce could only be guided by <strong>the</strong> practice and understanding <strong>of</strong> co<strong>op</strong>erative<br />

principles. Thus, two <strong>of</strong> <strong>the</strong> larger co-<strong>op</strong>erative organizations in western Canada<br />

began a partnership to devel<strong>op</strong> co-<strong>op</strong> education throughout <strong>the</strong> prairies, administered, with<br />

<strong>the</strong>ir guidance, in Saskatoon.<br />

T HE P USH FOR C O-OPERATIVE E DUCATION<br />

1939–1955<br />

The <strong>op</strong>ening <strong>of</strong> <strong>the</strong> new <strong>Co</strong>-<strong>op</strong>erative Institute (<strong>the</strong> “International” title was<br />

dr<strong>op</strong>ped) was more than timely <strong>for</strong> many within <strong>the</strong> co-<strong>op</strong> movement. As early as 1939, research<br />

had been conducted into issues related to local co-<strong>op</strong>s created in Saskatchewan within<br />

<strong>the</strong> previous fifteen to twenty-five years. At that time it was discovered that hundreds <strong>of</strong> local<br />

co-<strong>op</strong>s were closing, and <strong>the</strong> majority <strong>of</strong> <strong>the</strong>se indicated that problems arose because <strong>of</strong> a<br />

lack <strong>of</strong> management skills. 7 During <strong>the</strong> booming years <strong>of</strong> <strong>the</strong> postwar era, co-<strong>op</strong>erators from<br />

government departments, education, women’s guilds, and business advocated <strong>for</strong> co-<strong>op</strong> education<br />

in <strong>the</strong> growing co-<strong>op</strong> sector.<br />

The early Saskatchewan <strong>Co</strong>-<strong>op</strong> Wholesale Society published The <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>nsumer,<br />

beginning in 1939, to cover co-<strong>op</strong> events across <strong>the</strong> prairies, Canada, and overseas. 8 In 1955,<br />

FCL took over <strong>the</strong> publication and continued to promote co-<strong>op</strong> education and business.<br />

During <strong>the</strong> 1950s, articles were written describing successful Eur<strong>op</strong>ean models <strong>of</strong> co-<strong>op</strong>erative<br />

education. Peter Maaniche’s “generation and a half” <strong>the</strong>ory 9 encouraged pe<strong>op</strong>le to examine<br />

<strong>the</strong> lifetime <strong>of</strong> a movement without education, which he believed to be a priority if <strong>the</strong><br />

values <strong>of</strong> a movement or an organization were to be upheld. Without fostering co-<strong>op</strong>erative<br />

principles in new generations, <strong>the</strong> movement would cease to progress as be<strong>for</strong>e or would<br />

C ENTRE FOR THE S TUDY OF C O - OPERATIVES


E VOLUTION OF THE C O - OPERATIVE C OLLEGE OF C ANADA 5<br />

simply die out. Eur<strong>op</strong>ean solutions to employee education were seen as a model <strong>for</strong> what<br />

could be applied at home.<br />

In <strong>the</strong> early 1950s, co-<strong>op</strong> education became part <strong>of</strong> <strong>the</strong> Department <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eration and<br />

<strong>Co</strong>-<strong>op</strong>erative Devel<strong>op</strong>ment’s agenda <strong>for</strong> native residents <strong>of</strong> nor<strong>the</strong>rn Saskatchewan. 10 <strong>Co</strong>mmunity<br />

leadership training, co-<strong>op</strong> schools, and co-<strong>op</strong>erative business devel<strong>op</strong>ment were<br />

ad<strong>op</strong>ted into <strong>the</strong> department’s programme. It was h<strong>op</strong>ed that devel<strong>op</strong>ing local leadership<br />

and control through co-<strong>op</strong> business would break <strong>the</strong> typical barriers <strong>of</strong> resentment and distrust<br />

<strong>for</strong> non-native agendas. This sort <strong>of</strong> co-<strong>op</strong>erative outreach was perceived as an agency<br />

<strong>for</strong> social change. 11<br />

The push <strong>for</strong> co-<strong>op</strong> education was well illustrated by Barney Arnason, deputy minister<br />

<strong>of</strong> <strong>Co</strong>-<strong>op</strong>eration in 1956, and an avid co-<strong>op</strong> education organizer. He found <strong>the</strong> current problems<br />

impeding co-<strong>op</strong> education to be rapid technological advances and <strong>the</strong> trend towards<br />

urban living, and blamed part <strong>of</strong> <strong>the</strong> difficulties on <strong>the</strong> increase in <strong>the</strong> number <strong>of</strong> members<br />

who were unaware <strong>of</strong> co-<strong>op</strong> principles. Arnason believed that co-<strong>op</strong> education and research<br />

were required to solve <strong>the</strong> problems within <strong>the</strong> system. 12<br />

Alexander Laidlaw, secretary <strong>of</strong> <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong> Canada (CUC), wrote a series<br />

<strong>of</strong> articles concerned with <strong>the</strong> lack <strong>of</strong> co-<strong>op</strong> education in Canada. Laidlaw observed two<br />

common threads in Canadian co-<strong>op</strong>s: neglect <strong>of</strong> co-<strong>op</strong> education and <strong>the</strong> acceptance <strong>of</strong> new<br />

members without <strong>the</strong>ir being aware <strong>of</strong> what membership meant. He posed <strong>the</strong> question:<br />

“What new organizational structures and educational techniques will be needed to ensure<br />

democratic control and participation by members?” and continually stressed <strong>the</strong> need <strong>for</strong><br />

each co-<strong>op</strong>erative to take more responsibility <strong>for</strong> education. 13<br />

The Saskatchewan <strong>Co</strong>-<strong>op</strong>erative Women’s Guild (SCWG), established in 1944, was ano<strong>the</strong>r<br />

active member <strong>of</strong> <strong>the</strong> movement, promoting co-<strong>op</strong> education throughout <strong>the</strong> province.<br />

In addition to soliciting national and international speakers <strong>for</strong> <strong>the</strong>ir meetings, <strong>the</strong><br />

guild provided regular articles <strong>for</strong> The <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>nsumer addressing issues in co-<strong>op</strong> education<br />

among members. One article written by <strong>the</strong> Saskatchewan Education <strong>Co</strong>nvenor, a<br />

Mrs. Wilson, states that “education in co-<strong>op</strong>eration is <strong>the</strong> foundation which will maintain a<br />

co-<strong>op</strong>erative in success and adversity.” 14<br />

As <strong>the</strong> above examples have shown, <strong>the</strong>re were many besides Jake Siemens who believed<br />

<strong>the</strong>re was a growing need <strong>for</strong> members and employees to be educated in <strong>the</strong> philos<strong>op</strong>hy and<br />

practices <strong>of</strong> co-<strong>op</strong>s. Even as co-<strong>op</strong>erative membership increased throughout <strong>the</strong> province,<br />

knowledge and education about co-<strong>op</strong> values diminished. As <strong>the</strong> grassroots co-<strong>op</strong> education<br />

movements <strong>of</strong> <strong>the</strong> depression era dwindled, a renewal in local educational initiatives was perceived<br />

to be part <strong>of</strong> <strong>the</strong> solution, and it was h<strong>op</strong>ed that <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative Institute would<br />

provide that educational link.<br />

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6 C REWE<br />

P HILOSOPHICAL B ELIEF AND P RACTICAL N EED<br />

When <strong>the</strong> CUS, along with Siemens, took <strong>the</strong> idea <strong>of</strong> <strong>the</strong> <strong>Co</strong>-<strong>op</strong> Institute to<br />

FCL, it was inevitably greeted with enthusiastic support. FCL granted <strong>the</strong> use <strong>of</strong> <strong>the</strong> meeting<br />

room in <strong>the</strong>ir Saskatoon home <strong>of</strong>fice <strong>for</strong> classroom space. Even more significant to ensuring<br />

<strong>the</strong> future <strong>of</strong> <strong>the</strong> institute was <strong>the</strong> allocation <strong>of</strong> FCL’s Management Training Programme <strong>op</strong>erating<br />

costs <strong>of</strong> $100,000 along with $6,000 from <strong>the</strong> CUS. This, combined with <strong>the</strong> initial<br />

$4,000 raised by Siemens and <strong>the</strong> ICI board, provided <strong>the</strong> financial springboard required <strong>for</strong><br />

<strong>the</strong> institute to begin. 15<br />

It was not finances alone, however, that would ensure <strong>the</strong> success <strong>of</strong> such an endeavour.<br />

Purpose and direction were balanced between <strong>the</strong> need <strong>for</strong> a practical training centre that<br />

would also preserve <strong>the</strong> co-<strong>op</strong> philos<strong>op</strong>hy. In <strong>the</strong>se early years <strong>of</strong> <strong>the</strong> <strong>Co</strong>-<strong>op</strong> Institute, <strong>the</strong><br />

CUS and FCL shared a mutual commitment to promote this idea. During <strong>the</strong> FCL board<br />

meeting in August <strong>of</strong> 1955, directors agreed with <strong>the</strong> expressed need to preserve <strong>the</strong>ir heritage.<br />

It was concluded that “...a co-<strong>op</strong> educational institution should include <strong>the</strong> teaching<br />

<strong>of</strong> co-<strong>op</strong> philos<strong>op</strong>hy, whe<strong>the</strong>r <strong>the</strong> primary reason <strong>for</strong> taking <strong>the</strong> course was related to technical<br />

or commercial training, or in <strong>the</strong> leadership field.” 16 This vision was <strong>the</strong> decisive impetus<br />

<strong>for</strong> <strong>the</strong> <strong>Co</strong>-<strong>op</strong> Institute to finally proceed. As Olaf (Ole) Turnbull, executive director from<br />

1972 to 1982, later remarked, “The college was <strong>the</strong> result <strong>of</strong> a certain culture that was present<br />

at <strong>the</strong> time, where particular pe<strong>op</strong>le were spokesmen, believers, and leaders. They believed<br />

[co-<strong>op</strong>eratives] were ano<strong>the</strong>r way <strong>for</strong> society to organize itself—not ano<strong>the</strong>r way <strong>of</strong> selling<br />

cornflakes.” 17<br />

C ENTRE FOR THE S TUDY OF C O - OPERATIVES


T HE C O-OPERATIVE I NSTITUTE<br />

1955–1959<br />

T HE D IRECTOR<br />

HE CO-OP INSTITUTE’S FIRST PRIORITY WAS TO FIND<br />

Ta principal—a person with a firm grounding in co-<strong>op</strong>erative philos<strong>op</strong>hy<br />

combined with strong abilities in adult-education techniques. Hired <strong>for</strong> this position in 1955<br />

was Harold Chapman, who had extensive experience with prairie co-<strong>op</strong>eratives. Chapman<br />

had just completed three years with <strong>the</strong> Royal <strong>Co</strong>mmission on Agriculture and Rural Life, a<br />

project commissioned by <strong>the</strong> CCF government to analyze <strong>the</strong> state <strong>of</strong> rural society in Saskatchewan.<br />

The work <strong>of</strong>ten included interviewing rural residents, organizing community meetings,<br />

and syn<strong>the</strong>sizing responses and ideas <strong>for</strong> government and public use. Chapman worked<br />

with Bill Baker, a rural sociologist from <strong>the</strong> University <strong>of</strong> Saskatchewan, to devel<strong>op</strong> practical<br />

methods <strong>of</strong> adult education that encouraged <strong>the</strong> participation <strong>of</strong> rural communities. 18<br />

Chapman had graduated from <strong>the</strong> University <strong>of</strong> Saskatchewan’s <strong>Co</strong>llege <strong>of</strong> Agriculture<br />

in 1943, and after two years in <strong>the</strong> army began work <strong>for</strong> <strong>the</strong> Department <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eration, assisting<br />

with agricultural production co-<strong>op</strong>eratives and <strong>the</strong> establishment <strong>of</strong> <strong>the</strong> Matador <strong>Co</strong><strong>op</strong>erative<br />

Farm. In 1949, he was a staff member <strong>of</strong> <strong>the</strong> Human Relations Institute at Valley<br />

<strong>Centre</strong> in <strong>the</strong> Qu’appelle Valley. This institute had a history as a centre <strong>for</strong> community devel<strong>op</strong>ment<br />

in <strong>the</strong> province, as a location <strong>for</strong> <strong>the</strong> Farmer-Labour-Teacher worksh<strong>op</strong>s, and <strong>the</strong><br />

CUS-directed co-<strong>op</strong> schools. 19 Chapman’s knowledge <strong>of</strong> <strong>the</strong> co-<strong>op</strong>erative movement in<br />

Saskatchewan through his early government extension work, as well as his work with <strong>the</strong><br />

royal commission, equipped him admirably <strong>for</strong> <strong>the</strong> principalship <strong>of</strong> <strong>the</strong> new <strong>Co</strong>-<strong>op</strong> Institute.<br />

It was an FCL classroom in Saskatoon that housed <strong>the</strong> first <strong>Co</strong>-<strong>op</strong> Institute class; <strong>the</strong><br />

t<strong>op</strong>ic was lumber merchandizing, a short course that began in late November 1955. Retail<br />

co-<strong>op</strong> employees who attended included Bert Seib, manager <strong>of</strong> Lipton <strong>Co</strong>-<strong>op</strong>, Mel<br />

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8 C REWE<br />

Matchett, manager <strong>of</strong> Eatonia <strong>Co</strong>-<strong>op</strong>, Ed Redek<strong>op</strong> <strong>of</strong> Birsay <strong>Co</strong>-<strong>op</strong>, and Carl Rinholm,<br />

lumber and hardware manager <strong>of</strong> Craik <strong>Co</strong>-<strong>op</strong>. The five-day course included:<br />

• <strong>the</strong> history and philos<strong>op</strong>hy <strong>of</strong> co-<strong>op</strong> education;<br />

• estimating and merchandizing;<br />

• plywood buildings;<br />

• <strong>the</strong> organization <strong>of</strong> FCL;<br />

• credit administration;<br />

• lumber and building supplies;<br />

• human and public relations; and<br />

• management and administration.<br />

Instructors included a field engineer from Macmillan-Blodel and <strong>the</strong> manager from<br />

FCL’s personnel division. 20 Chapman organized <strong>the</strong> class time to incorporate group discussion<br />

and participant feedback.<br />

During <strong>the</strong> remainder <strong>of</strong> <strong>the</strong> season, courses were <strong>of</strong>fered at <strong>the</strong> <strong>Co</strong>-<strong>op</strong> Institute in accounting,<br />

business management, co-<strong>op</strong> bookkeeping, and store management. These first<br />

courses illustrated <strong>the</strong> college’s distinct approach: to blend co-<strong>op</strong> philos<strong>op</strong>hy and technical<br />

in<strong>for</strong>mation using adult-education techniques that stressed group work and interaction.<br />

C O-OPERATION AMONG C O-OPERATIVES<br />

In 1956, <strong>the</strong> CUS sponsored a meeting to bring toge<strong>the</strong>r representatives <strong>of</strong> co-<strong>op</strong><br />

organizations interested in supporting <strong>the</strong> initiatives <strong>of</strong> <strong>the</strong> institute. The planning committee<br />

struck at <strong>the</strong> meeting solicited new members through pamphlets distributed to o<strong>the</strong>r co<strong>op</strong><br />

organizations across <strong>the</strong> prairies. 21 <strong>Co</strong>mmittee members included: Mrs. H.L. [Dorothy]<br />

Fowler, president <strong>of</strong> <strong>the</strong> Saskatchewan <strong>Co</strong>-<strong>op</strong>erative Women’s Guild; Mrs. H. Robinson,<br />

member <strong>of</strong> <strong>the</strong> Manitoba <strong>Co</strong>-<strong>op</strong>erative Women’s Guild; J. Siemens, FCL associate secretary;<br />

R.L. Stutt, director <strong>of</strong> Saskatchewan Wheat Pool’s <strong>Co</strong>untry Organization Department; G.R.<br />

Bunn, president <strong>of</strong> <strong>the</strong> Saskatchewan Credit Union League; O.M. McCreary, manager <strong>of</strong><br />

FCL’s personnel division; L.L. Lloyd, president <strong>of</strong> <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong> Saskatchewan;<br />

and Harold Chapman, new principal <strong>of</strong> <strong>the</strong> institute and ex <strong>of</strong>ficio member. 22<br />

These individuals established <strong>the</strong> purpose <strong>of</strong> <strong>the</strong> institute and o<strong>the</strong>r important <strong>op</strong>erational<br />

guidelines. Those co-<strong>op</strong>s that could have representatives nominated to <strong>the</strong> board were<br />

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E VOLUTION OF THE C O - OPERATIVE C OLLEGE OF C ANADA 9<br />

defined as “…any commercial co-<strong>op</strong>erative acting as a sponsor [who] shall pay a grant <strong>of</strong> at<br />

least $1,000/year; each sponsor has <strong>the</strong> privilege <strong>of</strong> appointing a member to <strong>the</strong> board <strong>of</strong><br />

management.” The directors defined <strong>the</strong> purpose <strong>of</strong> <strong>the</strong> <strong>Co</strong>-<strong>op</strong> Institute: “To act as a training<br />

organization within <strong>the</strong> co-<strong>op</strong>erative movement and to provide services as requested by<br />

o<strong>the</strong>r co-<strong>op</strong>eratives in western Canada.” These services were defined as:<br />

• devel<strong>op</strong>ing and conducting training programmes;<br />

• providing consultation services regarding meetings, conferences,<br />

and member relations;<br />

• ga<strong>the</strong>ring and compiling in<strong>for</strong>mation required <strong>for</strong> training and<br />

consultation; and<br />

• assembling in<strong>for</strong>mation on correspondence courses <strong>for</strong> co-<strong>op</strong>erative<br />

employees and <strong>of</strong>ficials. 23<br />

The foundation <strong>of</strong> <strong>the</strong> college was built on <strong>the</strong> partnerships among certain key individuals<br />

who were <strong>the</strong> “spokesmen, believers, and leaders.” Lewie Lloyd, Harry and Dorothy<br />

Fowler, Barney Arnason, Forrest Scharf, Smokey Robson, and Howard Tyler were among<br />

those who shared <strong>the</strong> vision <strong>for</strong> a co-<strong>op</strong> educational centre that would provide <strong>the</strong> knowledge<br />

and skills needed to keep <strong>the</strong> movement strong. Thus <strong>the</strong> new educational centre was<br />

directly sponsored by <strong>the</strong> co-<strong>op</strong>erative movement and was <strong>the</strong> result <strong>of</strong> co-<strong>op</strong>eration among<br />

co-<strong>op</strong> organizations, which began to provide <strong>the</strong> framework <strong>for</strong> its educational activities.<br />

D EVELOPING A C O-OPERATIVE C URRICULUM<br />

New members to <strong>the</strong> <strong>Co</strong>-<strong>op</strong> Institute also increased <strong>the</strong> attendance records.<br />

<strong>Co</strong>urses were introduced in management training and co-<strong>op</strong> insurance leadership, and <strong>for</strong><br />

credit union employees and co-<strong>op</strong> directors. New staff were hired as <strong>the</strong> curriculum began to<br />

take shape, and Harold Chapman’s adult-education techniques instilled innovative practices<br />

into its framework.<br />

Training programmes <strong>for</strong> employees and elected <strong>of</strong>ficials were felt to be important elements<br />

in efficient co-<strong>op</strong> enterprise. Equally important was a training component <strong>for</strong> co-<strong>op</strong><br />

managers. <strong>Co</strong>nsequently, in its second year, <strong>the</strong> institute introduced a management training<br />

programme, which was <strong>of</strong>fered as a short course in urban centres. T<strong>op</strong>ics covered included<br />

management administration, accounting, human relations, finance, merchandising, credit<br />

unions and co-<strong>op</strong>s, advertising, co-<strong>op</strong> education and public relations, and “<strong>the</strong> co-<strong>op</strong>erative<br />

in a changing rural community.” 24 When <strong>the</strong> course was <strong>of</strong>fered in Winnipeg in 1957, a vari-<br />

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10 CREWE<br />

ety <strong>of</strong> speakers from <strong>the</strong> local FCL branch helped provide instruction in co-<strong>op</strong> management<br />

<strong>the</strong>ory. Worksh<strong>op</strong>s gave students an <strong>op</strong>portunity to tackle relevant issues relating to <strong>the</strong>ir<br />

own co-<strong>op</strong> such as networking, co-<strong>op</strong>s in <strong>the</strong> community, public relations in <strong>the</strong> local co-<strong>op</strong>,<br />

accounts receivable, and <strong>the</strong> manager’s report to <strong>the</strong> board. The classroom also provided an<br />

<strong>op</strong>portunity <strong>for</strong> participants to practice public speaking. 25<br />

In June <strong>of</strong> 1957, twenty-four branch managers and employees from co-<strong>op</strong> life, fire, and<br />

casualty insurance companies across Canada attended a <strong>Co</strong>-<strong>op</strong> Insurance Leadership course<br />

in Fort Qu’appelle. Their instructors were experts in <strong>the</strong>ir field in <strong>the</strong> co-<strong>op</strong> sector. Barney<br />

Arnason discussed <strong>the</strong> economic basis <strong>for</strong> <strong>the</strong> co-<strong>op</strong>erative movement; O.M. McCreary,<br />

human relations and study groups; Harry Fowler, consumer co-<strong>op</strong>eratives; R.L. Stutt, marketing<br />

co-<strong>op</strong>eratives; A.C. MacLean spoke on credit unions; B. Johnson, on <strong>the</strong> co-<strong>op</strong>erative<br />

credit society; and Harold Chapman answered <strong>the</strong> question, what is a co-<strong>op</strong>erative? 26<br />

New instructors were recruited as <strong>the</strong> number and variety <strong>of</strong> courses increased. In April<br />

<strong>of</strong> 1957, Phil Ro<strong>the</strong>ry was hired as <strong>the</strong> institute’s first educational assistant. He had been <strong>the</strong><br />

District 7 field representative <strong>for</strong> <strong>the</strong> Saskatchewan Wheat Pool, previously finishing his master’s<br />

degree in agriculture at <strong>the</strong> University <strong>of</strong> Saskatchewan. 27 In 1959, <strong>the</strong> permanent staff<br />

expanded to three with <strong>the</strong> addition <strong>of</strong> Jake Fehr, whose invaluable experience with <strong>the</strong> early<br />

stages <strong>of</strong> <strong>the</strong> ICI in Manitoba was an obvious asset to <strong>the</strong> <strong>Co</strong>-<strong>op</strong> Institute. 28 Be<strong>for</strong>e he joined<br />

<strong>the</strong> staff, Fehr, who had a BSc in agriculture from <strong>the</strong> University <strong>of</strong> Manitoba, was <strong>the</strong> educational<br />

director <strong>of</strong> <strong>the</strong> Federation <strong>of</strong> Sou<strong>the</strong>rn Manitoba <strong>Co</strong>-<strong>op</strong>eratives. 29 With Anne<br />

Ewanchyna filling <strong>the</strong> vital position <strong>of</strong> secretary, <strong>the</strong> institute’s administration finally began<br />

to take shape.<br />

In those early years, <strong>op</strong>erations continued to evolve in a number <strong>of</strong> areas. As membership<br />

at <strong>the</strong> institute increased, <strong>the</strong> board organized committees to assist with course planning. A<br />

sponsorship programme was introduced to cover student fees. Between 1955 and 1957, <strong>the</strong><br />

location <strong>of</strong> <strong>the</strong> classroom moved from FCL’s home <strong>of</strong>fice on Avenue D to <strong>the</strong> fourth floor <strong>of</strong><br />

<strong>the</strong> Grain Building, and <strong>the</strong>n in 1959, to a classroom and administration area on <strong>the</strong> second<br />

floor <strong>of</strong> <strong>the</strong> Avenue Building.<br />

Despite <strong>the</strong> fluctuations in surroundings, <strong>the</strong> institute continued to <strong>of</strong>fer courses in lumber,<br />

insurance, and co-<strong>op</strong> management training. By <strong>the</strong> end <strong>of</strong> <strong>the</strong> 1958–59 season, more<br />

than 550 students had attended <strong>the</strong> institute, although <strong>the</strong> majority were still from FCL.<br />

While co-<strong>op</strong> <strong>the</strong>ory was included in <strong>the</strong>se courses, <strong>the</strong> content ultimately reflected more emphasis<br />

on <strong>the</strong> practical training <strong>of</strong> business employees. It would be a recurrent challenge<br />

throughout <strong>the</strong> history <strong>of</strong> <strong>the</strong> college to maintain this pioneering approach to adult-education<br />

while integrating <strong>the</strong>ory, history, and philos<strong>op</strong>hy alongside <strong>the</strong> technical in<strong>for</strong>mation.<br />

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T HE W ESTERN<br />

C O-OPERATIVE C OLLEGE<br />

1959–1972<br />

L EGAL I NDEPENDENCE<br />

LTHOUGH THE CO-OPERATIVE INSTITUTE’S STATUS AS A<br />

A successful training centre was growing, some college members were concerned<br />

that courses did not <strong>of</strong>fer enough <strong>the</strong>oretical co-<strong>op</strong> content. 30 Was co-<strong>op</strong> history, education,<br />

and philos<strong>op</strong>hy being compromised, and if so, how could <strong>the</strong> institute secure a<br />

balance between technical and philos<strong>op</strong>hical training? This question would continue to be<br />

recycled among college staff and administrators alike. Financial (and physical) independence<br />

was an <strong>op</strong>tion <strong>the</strong>y felt could move <strong>the</strong>m towards this goal, and consequently, <strong>the</strong> last planning<br />

meeting <strong>of</strong> <strong>the</strong> decade began with an agreement <strong>for</strong> fundamental changes. The institute<br />

would incorporate as <strong>the</strong> Western <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege, a move that administrators expected<br />

would ensure a greater recognition <strong>of</strong> <strong>the</strong> programme by <strong>the</strong> co-<strong>op</strong> community at large.<br />

These devel<strong>op</strong>ments also led to <strong>the</strong> <strong>for</strong>mation <strong>of</strong> a board <strong>of</strong> trustees, comprised <strong>of</strong> elected<br />

<strong>of</strong>ficials from each <strong>of</strong> <strong>the</strong> member organizations. Chosen <strong>for</strong> <strong>the</strong>se positions were Lewis<br />

Lloyd, president <strong>of</strong> <strong>the</strong> CUS; Howard Tyler, assistant director <strong>of</strong> Saskatchewan Wheat Pool’s<br />

<strong>Co</strong>untry Organization Department; E.F. Scharf, editor <strong>of</strong> The <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>nsumer; E.T.<br />

Mowbrey, <strong>of</strong> <strong>the</strong> Alberta <strong>Co</strong>-<strong>op</strong>erative Wholesale Association; J.J. Peters, from FCL in<br />

Manitoba; O.M. McCreary, from FCL in Saskatoon; A.H. Charbonneau, <strong>of</strong> <strong>the</strong> Credit<br />

Union League; and Harold Chapman, who acted as secretary. 31<br />

The composition <strong>of</strong> <strong>the</strong> board reflected <strong>the</strong> desire to structure <strong>the</strong> college as a multistakeholder<br />

organization, widely based and responsible to <strong>the</strong> western co-<strong>op</strong>erative movement.<br />

This revised structure, combined with <strong>the</strong> move to a large, designated facility in a new<br />

location, <strong>op</strong>ened <strong>the</strong> curriculum to many new devel<strong>op</strong>ments and finally granted <strong>the</strong> college a<br />

sense <strong>of</strong> permanence.<br />

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12 CREWE<br />

A PERMANENT L OCATION<br />

The Western <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege (WCC) charted a new course <strong>for</strong> expansion<br />

that would begin with <strong>the</strong> establishment <strong>of</strong> a permanent location. This launched <strong>the</strong> search<br />

<strong>for</strong> land and <strong>the</strong> beginning <strong>of</strong> a large fundraising campaign.<br />

When searching <strong>for</strong> a new location, it seemed logical to directors and staff alike to approach<br />

<strong>the</strong> University <strong>of</strong> Saskatchewan. Affiliation with <strong>the</strong> university would lend a strong<br />

sense <strong>of</strong> legitimacy to <strong>the</strong> <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege, a recognition <strong>of</strong> <strong>the</strong> value <strong>of</strong> <strong>the</strong> courses being <strong>of</strong>fered,<br />

and <strong>the</strong> possibility <strong>for</strong> academic expansion. In 1959, Harold Chapman and Forrest<br />

Scharf met with members <strong>of</strong> <strong>the</strong> university administration. They discussed a pr<strong>op</strong>osal that<br />

envisioned <strong>the</strong> college’s courses as part <strong>of</strong> a two-year diploma programme, funded by both<br />

institutions, and providing students with <strong>the</strong> <strong>op</strong>portunity to attend both co-<strong>op</strong> and university<br />

classes. The university, however, felt that be<strong>for</strong>e any affiliation could occur, <strong>the</strong> institute<br />

had to meet <strong>the</strong> same academic standards that applied to university instructors and courses.<br />

Thus, <strong>the</strong> institute was <strong>for</strong>ced to <strong>op</strong>t out <strong>of</strong> fur<strong>the</strong>r negotiations, a disappointing end to a<br />

possibility <strong>for</strong> academic freedom. 32 This lack <strong>of</strong> flexibility on <strong>the</strong> part <strong>of</strong> <strong>the</strong> university—an<br />

institution historically dedicated to serving <strong>the</strong> pe<strong>op</strong>le <strong>of</strong> <strong>the</strong> province—resulted in a significant<br />

lost <strong>op</strong>portunity <strong>for</strong> college personnel. Staff and directors <strong>the</strong>n began to “do some<br />

scrambling,” which prompted a push to acquire more financial independence. 33 The search<br />

continued <strong>for</strong> land close to <strong>the</strong> university and eventually a site in Su<strong>the</strong>rland was chosen <strong>for</strong><br />

<strong>the</strong> college’s new location.<br />

The process <strong>of</strong> scrutinizing residential plans began. After reviewing many bids, Gordon<br />

Arnott was chosen as architect <strong>for</strong> <strong>the</strong> new building. In 1960, Chapman took Arnott’s plans<br />

to a conference <strong>of</strong> <strong>the</strong> International Association <strong>for</strong> Educators in Residence, 34 where <strong>the</strong>y<br />

were critiqued by international adult educators. At Chapman’s behest, Arnott flew to Ottawa<br />

and joined him at <strong>the</strong> conference, where he received valuable design suggestions <strong>for</strong> <strong>the</strong><br />

building. The revised plans ultimately incorporated leading-edge, adult-education thinking. 35<br />

The new building was a remarkable reflection <strong>of</strong> <strong>the</strong> influence <strong>of</strong> <strong>the</strong> adult educators.<br />

The innovative design created space in <strong>the</strong> classrooms that assisted adult-education styles <strong>of</strong><br />

teaching, whose purpose was to foster healthy classroom dynamics through group discussion<br />

and interaction. Acoustic tiles and visual aids were incorporated into <strong>the</strong> three classrooms,<br />

while <strong>the</strong> furniture was chosen to enhance small-group discussion. Student quarters were<br />

specifically designed to encourage co-<strong>op</strong>erative living. Particular details <strong>of</strong> <strong>the</strong> residence in-<br />

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E VOLUTION OF THE C O - OPERATIVE C OLLEGE OF C ANADA 13<br />

cluded sleeping quarters placed as pods around a main lounge. In effect, <strong>the</strong> building was<br />

laid out so that residents could hardly avoid social interaction with one ano<strong>the</strong>r, rein<strong>for</strong>cing<br />

<strong>the</strong> <strong>the</strong>ory that “much adult learning took place outside <strong>the</strong> classroom when <strong>the</strong> learners discussed<br />

<strong>the</strong> practical application <strong>of</strong> what <strong>the</strong>y had been told or were studying.” 36<br />

A fundraising committee was quickly established, chaired by George Munro <strong>of</strong> Sherwood<br />

<strong>Co</strong>-<strong>op</strong>, and Jake Fehr was hired to work <strong>for</strong> six months on <strong>the</strong> project. The drive <strong>for</strong><br />

funding <strong>for</strong> <strong>the</strong> new building was publicized frequently in The <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>nsumer, with<br />

articles by recognized co-<strong>op</strong>erative leaders encouraging support <strong>for</strong> <strong>the</strong> college. Included was<br />

Premier T.C. Douglas, who wrote, “I know <strong>of</strong> nothing which will do more to inculcate <strong>the</strong><br />

co-<strong>op</strong>erative philos<strong>op</strong>hy in <strong>the</strong> rising generation than <strong>the</strong> construction <strong>of</strong> <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative<br />

<strong>Co</strong>llege.” 37<br />

Funds came from many member co-<strong>op</strong>s, but much <strong>of</strong> <strong>the</strong> credit <strong>for</strong> <strong>the</strong> successful campaign<br />

was given to <strong>the</strong> Saskatchewan Women’s <strong>Co</strong>-<strong>op</strong>erative Guild (SWCG). Ann Poth,<br />

guild member and public relations <strong>of</strong>ficer <strong>for</strong> Saskatoon <strong>Co</strong>-<strong>op</strong>, acted as a liaison between<br />

<strong>the</strong> college and <strong>the</strong> guild. 38 The SWCG also wrote articles in The <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>nsumer promoting<br />

<strong>the</strong> success <strong>of</strong> <strong>the</strong> college and reaffirming <strong>the</strong>ir “moral support in <strong>the</strong>ir continuing<br />

programme <strong>of</strong> education, <strong>the</strong> very life blood <strong>of</strong> co-<strong>op</strong>eration.” 39<br />

This was an <strong>op</strong>timistic time <strong>for</strong> everyone involved with <strong>the</strong> college. Encouragement<br />

came from many directions as co-<strong>op</strong>eratives echoed <strong>the</strong>ir faith in <strong>the</strong> new endeavour. The<br />

committee, with guild support, had raised a total <strong>of</strong> $400,000, but <strong>the</strong> construction costs were<br />

estimated at $600,000. As a result, <strong>the</strong> final plans were revised by a twenty-foot reduction in<br />

building length and <strong>the</strong> elimination <strong>of</strong> a basement. Despite this minor adjustment, <strong>the</strong> college<br />

acquired its own specially designed building, largely due to widespread goodwill and a<br />

grassroots fundraising campaign within <strong>the</strong> co-<strong>op</strong> movement.<br />

E XPANDING<br />

THE C O-OPERATIVE E DUCATION<br />

C URRICULUM<br />

The curriculum at <strong>the</strong> Western <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege continued to provide practical<br />

training <strong>for</strong> directors, management, and employees <strong>of</strong> retail co-<strong>op</strong>s. The Women’s <strong>Co</strong>-<strong>op</strong>erative<br />

Guilds remained active on <strong>the</strong> curriculum committees and with course devel<strong>op</strong>ment,<br />

and <strong>the</strong> teaching practices still firmly reflected adult-education principles. While <strong>the</strong>se aspects<br />

were familiar, <strong>the</strong> following decade introduced significant changes to <strong>the</strong> curriculum.<br />

One <strong>of</strong> <strong>the</strong> early projects initiated by <strong>the</strong> WCC was <strong>the</strong> first <strong>Co</strong>-<strong>op</strong>–Labour seminar,<br />

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14 CREWE<br />

27–28 March 1961. Held at <strong>the</strong> <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege, this seminar was <strong>the</strong> result <strong>of</strong> a collaboration<br />

between <strong>the</strong> Saskatchewan Federation <strong>of</strong> Labour and <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong><br />

Saskatchewan, with twelve representatives <strong>of</strong> <strong>the</strong> co-<strong>op</strong> movement and twelve from organized<br />

labour attending. It was <strong>the</strong> first time in <strong>the</strong> history <strong>of</strong> <strong>the</strong> province that <strong>the</strong>se two<br />

groups had come toge<strong>the</strong>r. The purpose <strong>of</strong> <strong>the</strong> meeting was to review <strong>the</strong> history, aims, devel<strong>op</strong>ment,<br />

and organization <strong>of</strong> both movements, and from this undertaking, <strong>the</strong> participants<br />

h<strong>op</strong>ed to gain better mutual understanding and devel<strong>op</strong> a plan <strong>for</strong> future action<br />

working towards common goals. 40<br />

Ano<strong>the</strong>r branch <strong>of</strong> instruction was provided to <strong>the</strong> Women’s <strong>Co</strong>-<strong>op</strong>erative Guilds, at<br />

first in Saskatchewan, and later across <strong>the</strong> country. The guilds provided a link “between co<strong>op</strong>eratives<br />

and community” and promoted education <strong>for</strong> <strong>the</strong>ir members and <strong>for</strong> co-<strong>op</strong>s in<br />

general. 41 They worked closely with college staff to devel<strong>op</strong> leadership courses <strong>for</strong> <strong>the</strong>ir members,<br />

and <strong>the</strong>y continued to be represented on <strong>the</strong> college board. The courses focussed on <strong>the</strong><br />

history <strong>of</strong> <strong>the</strong> co-<strong>op</strong> movement, guild leadership, and community devel<strong>op</strong>ment. 42 These<br />

guild leaders would <strong>the</strong>n communicate <strong>the</strong> values <strong>of</strong> <strong>the</strong> co-<strong>op</strong> movement in <strong>the</strong>ir communities,<br />

<strong>the</strong>reby encouraging o<strong>the</strong>rs to do <strong>the</strong> same. In 1962, nineteen women from Manitoba,<br />

Saskatchewan, Alberta, and Nova Scotia assembled to learn about co-<strong>op</strong>s and adult-education<br />

principles, and specifically, to devel<strong>op</strong> a study guide <strong>for</strong> use in future guild programming.<br />

43 It was through this sort <strong>of</strong> personal devel<strong>op</strong>ment that <strong>the</strong> guilds and <strong>the</strong>ir members<br />

worked in conjunction with <strong>the</strong> college to promote <strong>the</strong>ir objectives and sustain <strong>the</strong> growth<br />

and spirit <strong>of</strong> co-<strong>op</strong>eration.<br />

In 1961, <strong>the</strong> college introduced a course to help secondary school teachers learn more<br />

about co-<strong>op</strong>erative history and practice. <strong>Co</strong>urse t<strong>op</strong>ics included <strong>the</strong> history, philos<strong>op</strong>hy,<br />

principles, and objectives <strong>of</strong> <strong>the</strong> co-<strong>op</strong> movement; co-<strong>op</strong> organizational structure and types;<br />

legal incorporation/marketing; and how to use co-<strong>op</strong> education resources. 44 The goal was to<br />

encourage teachers to devel<strong>op</strong> classes on co-<strong>op</strong>eratives as part <strong>of</strong> <strong>the</strong> social studies curriculum.<br />

Twelve teachers attended <strong>the</strong> first course; by <strong>the</strong> following year, enrolment had increased<br />

to thirty-one. 45 This also provided ano<strong>the</strong>r source <strong>of</strong> revenue and support <strong>for</strong> <strong>the</strong><br />

college programme, while streng<strong>the</strong>ning a vital link to <strong>the</strong> non–co-<strong>op</strong> community.<br />

In <strong>the</strong> late 1960s, <strong>the</strong> college assumed <strong>the</strong> co-ordination <strong>of</strong> <strong>the</strong> co-<strong>op</strong>erative youth education<br />

programmes throughout Saskatchewan and <strong>the</strong> West. WCC hired a co-ordinator to facilitate<br />

youth camps, college courses, field trips, and o<strong>the</strong>r activities that involved young<br />

adults in co-<strong>op</strong>erative education. The co-ordinator worked closely with government groups,<br />

university extension, and o<strong>the</strong>r organizations interested in or providing similar youth activities.<br />

The students were sponsored by a variety <strong>of</strong> co-<strong>op</strong> organizations. 46 In later years, <strong>the</strong><br />

college assembled youth co-ordinators from <strong>the</strong> US and Canada, created a youth advisory<br />

committee to devel<strong>op</strong> <strong>the</strong> programmes, conducted worksh<strong>op</strong>s between adults and youth,<br />

and hosted youth leadership conferences. 47<br />

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E VOLUTION OF THE C O - OPERATIVE C OLLEGE OF C ANADA 15<br />

T HE A DULT E DUCATION S ERIES<br />

The approach to adult learning at <strong>the</strong> college reflected a set <strong>of</strong> principles devel<strong>op</strong>ed<br />

by Harold Chapman during his years with <strong>the</strong> royal commission and through his experience<br />

in <strong>the</strong> classroom. These guidelines, defined as follows, remained an integral part <strong>of</strong><br />

WCC’s educational practices.<br />

1. Problems need to be considered important to those expected to solve <strong>the</strong>m.<br />

2. Start where pe<strong>op</strong>le are—not where we think <strong>the</strong>y are or would like to be.<br />

3. A person cannot transfer his/her knowledge and skills to ano<strong>the</strong>r—<strong>the</strong> o<strong>the</strong>r<br />

must go through a learning process.<br />

4. Significant learning takes place when facts and in<strong>for</strong>mation are integrated into<br />

<strong>the</strong> experience <strong>of</strong> <strong>the</strong> learner.<br />

5. A person feels more responsible <strong>for</strong> what s/he helps to create. 48<br />

As early as 1957–58, adult-education courses were created to assist wheat pool field representatives<br />

in <strong>the</strong>ir practical work. The courses were also attended by guild directors and delegates,<br />

<strong>the</strong> directors <strong>of</strong> <strong>the</strong> central co-<strong>op</strong>s, and eventually by <strong>the</strong> managers. Pere Stensland<br />

from The <strong>Centre</strong> <strong>for</strong> <strong>Co</strong>mmunity Studies, University <strong>of</strong> Saskatchewan, assisted with <strong>the</strong> devel<strong>op</strong>ment<br />

<strong>of</strong> <strong>the</strong> Adult Learning course, and Harold Baker from <strong>the</strong> University Extension<br />

Division helped create <strong>the</strong> course that came to be known as Programme Planning.<br />

Aside from <strong>the</strong> work <strong>of</strong> <strong>the</strong> <strong>Co</strong>ady Institute in Nova Scotia, <strong>the</strong> Adult Education Series<br />

was an educational innovation in Canada. In <strong>the</strong> community-oriented environment at <strong>the</strong><br />

college, university instructors would come to experiment with new devel<strong>op</strong>ments in <strong>the</strong>ir<br />

field. The involvement <strong>of</strong> university educators at <strong>the</strong> college created a situation where <strong>the</strong><br />

programme became “a kind <strong>of</strong> laboratory <strong>for</strong> those just starting to teach” adult education. 49<br />

From 1960 onwards, <strong>the</strong> Adult Education Series began with a course in co-<strong>op</strong>erative in<strong>for</strong>mation,<br />

followed by an introduction to adult learning. Students could <strong>the</strong>n take a weeklong<br />

course in adult learning, ano<strong>the</strong>r in communication, followed by a week <strong>of</strong> human<br />

relations training at <strong>the</strong> institute in Fort Qu’Appelle. Students received a certificate <strong>for</strong> each<br />

course, with a final certificate given to those who completed <strong>the</strong> series <strong>of</strong> six.<br />

In 1963, <strong>the</strong> university used <strong>the</strong> same pe<strong>op</strong>le who had worked in <strong>the</strong> <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege to<br />

<strong>of</strong>fer adult-education courses through <strong>the</strong> Extension Division. Although <strong>the</strong>se courses were<br />

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16 CREWE<br />

<strong>the</strong> direct result <strong>of</strong> <strong>the</strong> college programme, <strong>the</strong> university programme required standard academic-level<br />

entries. These parallel programmes only exemplified <strong>the</strong> unique <strong>op</strong>portunity<br />

provided to adult students at <strong>the</strong> college. WCC courses enabled <strong>the</strong>m to continue working,<br />

while at <strong>the</strong> same time directly incorporating <strong>the</strong> training into <strong>the</strong>ir own employment.<br />

C O-OPERATIVE E DUCATION IN THE N ORTH<br />

In <strong>the</strong> early 1960s, <strong>the</strong> college was approached by <strong>the</strong> Department <strong>of</strong> Indian<br />

Affairs and Nor<strong>the</strong>rn Devel<strong>op</strong>ment to look at ways <strong>of</strong> initiating courses <strong>for</strong> Inuit, Dene, and<br />

Cree residents interested in co-<strong>op</strong> devel<strong>op</strong>ment. The focus <strong>for</strong> <strong>the</strong>se courses varied from elements<br />

<strong>of</strong> management and bookkeeping, to courses on co-<strong>op</strong>erative methods and community<br />

leadership. The college was one <strong>of</strong> <strong>the</strong> first organizations working with communities<br />

in <strong>the</strong> Arctic to devel<strong>op</strong> locally <strong>op</strong>erated <strong>for</strong>ms <strong>of</strong> co-<strong>op</strong> business. <strong>Co</strong>llege instructor Dan<br />

Beveridge spent ten weeks in <strong>the</strong> Mackenzie District facilitating co-<strong>op</strong>erative and community<br />

leadership courses in <strong>the</strong> North. Typically this work would include <strong>the</strong> encouragement<br />

<strong>of</strong> public meetings, group discussions, field trips, and audio-visual study. Almost all <strong>the</strong><br />

courses were conducted with interpreters in a region extending from <strong>the</strong> Mackenzie Delta<br />

to Resolute Bay (Qausuittuq), to Cape Dorset (Kinngait), and Baker Lake (Qamani’tuaq). 50<br />

While this extension work reached remote Arctic regions, many Inuit and native co-<strong>op</strong>erators<br />

journeyed to Saskatoon to study <strong>the</strong>se methods at <strong>the</strong> college. Often <strong>the</strong> students<br />

were chosen by <strong>the</strong>ir local handicraft, retail, or fisheries co-<strong>op</strong> board, with sponsorship available<br />

through <strong>the</strong> federal government. 51 Students invariably gained more from <strong>the</strong>se courses<br />

at <strong>the</strong> college due to <strong>the</strong> availability <strong>of</strong> different instructors and <strong>the</strong> proximity to practical examples.<br />

The <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege was a pioneer in devel<strong>op</strong>ing this sort <strong>of</strong> self-learning package <strong>for</strong><br />

nor<strong>the</strong>rn aboriginal pe<strong>op</strong>le in Canada.<br />

I NTERNATIONAL P ARTNERSHIPS<br />

In 1963, twenty-five representatives from <strong>the</strong> Caribbean, Asia, and Africa travelled<br />

to Canada to begin a six-month study <strong>of</strong> <strong>the</strong> Canadian co-<strong>op</strong> movement. Their purpose<br />

was to examine Canadian co-<strong>op</strong>erative models and apply <strong>the</strong>m to <strong>the</strong> devel<strong>op</strong>ment <strong>of</strong><br />

<strong>the</strong>ir own programmes. Half <strong>the</strong>ir time in Canada was spent in Saskatoon at WCC, while <strong>the</strong><br />

remaining three months were spent in Nova Scotia with <strong>the</strong> Extension Division <strong>of</strong> St.<br />

Francis Xavier University. The students were able to take advantage <strong>of</strong> <strong>the</strong> residential facilities,<br />

<strong>of</strong>ten sharing living and learning space with Inuit and native students visiting from <strong>the</strong><br />

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North. Harold Chapman attests to <strong>the</strong> rare <strong>op</strong>portunity <strong>for</strong> Inuit and overseas students to<br />

meet face to face and share classroom and living space. This unique congregation <strong>of</strong> students<br />

would <strong>of</strong>ten host evening cultural events, per<strong>for</strong>ming music and dance from regions as diverse<br />

as Jakarta and Tuktoyuktuk. 52<br />

Jack <strong>Co</strong>llier was <strong>the</strong> director <strong>of</strong> <strong>the</strong>se “Overseas <strong>Co</strong>urses,” which <strong>of</strong>fered a combination<br />

<strong>of</strong> regular college programming and educational field trips. The latter would include visits<br />

to co-<strong>op</strong> centrals across <strong>the</strong> province and attendance at conferences such as <strong>the</strong> CUC annual<br />

congress and <strong>the</strong> National <strong>Co</strong>nference on <strong>Co</strong>-<strong>op</strong>erative Education held in Saskatoon in<br />

1965. 53<br />

G. Francis Xavier, a student in 1970, wrote a personal evaluation <strong>of</strong> <strong>the</strong> teaching techniques<br />

used at <strong>the</strong> college. In an article <strong>for</strong> <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative Training <strong>Co</strong>llege in Bangalore,<br />

Xavier emphasized <strong>the</strong> use <strong>of</strong> class participation combined with an in<strong>for</strong>mal structure, discussion<br />

sheets, audio-visual aids, and <strong>the</strong> practical in<strong>for</strong>mation gained from field trips. He<br />

noted <strong>the</strong> emphasis placed on <strong>the</strong> relevancy <strong>of</strong> <strong>the</strong> course content to <strong>the</strong> students, and felt<br />

<strong>the</strong> courses valuable to his own situation. This was particularly evident from <strong>the</strong> content <strong>of</strong><br />

student mini-<strong>the</strong>ses and <strong>the</strong>ir thirty-minute presentations on t<strong>op</strong>ics applicable to <strong>the</strong>ir own<br />

countries. 54<br />

The federal Department <strong>of</strong> External Aid in 1967 sponsored Chapman as an advisor in co<strong>op</strong><br />

education and training in Guyana. A new <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege had <strong>op</strong>ened <strong>the</strong> previous<br />

year in a region from which over twenty co-<strong>op</strong>erators had attended WCC courses in<br />

Saskatoon. The group felt that Chapman’s experience with curriculum and administration<br />

would help in establishing <strong>the</strong>ir programme. 55<br />

In 1968, <strong>the</strong> college programme director, Ole Turnbull, was sponsored by <strong>the</strong> Canadian<br />

International Devel<strong>op</strong>ment Agency (CIDA) to evaluate co-<strong>op</strong>erative training programmes in<br />

Japan, <strong>the</strong> Philippines, Thailand, India, Israel, Sweden, and Britain over <strong>the</strong> course <strong>of</strong> five<br />

weeks. During this trip, Turnbull also explained <strong>the</strong> Western <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege as a<br />

model <strong>for</strong> education and training. 56<br />

Networking with CIDA and international co-<strong>op</strong>s and governments launched <strong>the</strong> beginning<br />

<strong>of</strong> partnerships that stimulated devel<strong>op</strong>ing co-<strong>op</strong>s around <strong>the</strong> globe. These partnerships<br />

also provided <strong>the</strong> financing WCC needed to pursue economic independence, particularly as<br />

<strong>the</strong> support <strong>of</strong> some <strong>of</strong> <strong>the</strong> larger co-<strong>op</strong> organizations in western Canada declined. 57<br />

At <strong>the</strong> end <strong>of</strong> <strong>the</strong> 1960s, <strong>the</strong> WCC courses were organized into seven programmes: short<br />

courses, consultation services, adult-educator training, extension training, <strong>the</strong> international<br />

student programme, courses <strong>for</strong> Inuit communities and leaders, and courses <strong>for</strong> native residents.<br />

<strong>Co</strong>nsequently, <strong>the</strong> staff <strong>of</strong> three in 1957 had increased to an instructional team <strong>of</strong> fifteen<br />

that included Phil Ro<strong>the</strong>ry, Bill Hlushko, Jake Fehr, Jack <strong>Co</strong>llier, and Ole Turnbull. 58<br />

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18 CREWE<br />

The staff worked in conjunction with community groups, <strong>the</strong> Extension Division at <strong>the</strong> university,<br />

and university educators borrowed <strong>for</strong> course devel<strong>op</strong>ment and instruction. <strong>Co</strong>urse<br />

fees continued to be provided by <strong>the</strong> member organizations, with <strong>the</strong> exception <strong>of</strong> student<br />

bursaries available to youth, teachers, community leaders, and <strong>the</strong> general public.<br />

By 1969 <strong>the</strong> college had introduced co-<strong>op</strong> education to regions beyond previous geographical<br />

and physical boundaries—to nor<strong>the</strong>rn native co-<strong>op</strong>erators, international communities,<br />

and those from <strong>the</strong> non–co-<strong>op</strong> sector. This shift in curriculum increased <strong>the</strong><br />

<strong>op</strong>portunity <strong>for</strong> college educators to introduce co-<strong>op</strong> <strong>the</strong>ory in <strong>the</strong> classrooms. While this<br />

trend boosted attendance records and increased <strong>the</strong> pr<strong>of</strong>ile <strong>of</strong> <strong>the</strong> college in <strong>for</strong>eign communities,<br />

diverging <strong>the</strong>ir focus away from <strong>the</strong> needs <strong>of</strong> western Canadian co-<strong>op</strong>eratives would<br />

have far-reaching implications <strong>for</strong> <strong>the</strong> years ahead.<br />

D IVIDED I NTERESTS<br />

As familiarity with <strong>the</strong> concept <strong>of</strong> adult education was expanding, so was <strong>the</strong><br />

number <strong>of</strong> community educational centres in urban areas <strong>of</strong> <strong>the</strong> province. This created two<br />

ra<strong>the</strong>r conflicting situations. An increased appreciation and understanding <strong>for</strong> adult education,<br />

though encouraging, was tempered by increased competition <strong>for</strong> funding sources. New<br />

adult-education centres began to appear. Faced with decreasing financial support, college directors<br />

and staff struggled to maintain reliable sources <strong>for</strong> tuition and grants, while attempting<br />

to clarify <strong>the</strong> role <strong>of</strong> <strong>the</strong> college to member organizations, to <strong>the</strong> general public, and<br />

finally, to <strong>the</strong>mselves.<br />

In 1966, WCC trustees hired Harold Baker from <strong>the</strong> university Extension Division to<br />

conduct a detailed survey about how <strong>the</strong> <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege was organized. The procedure <strong>for</strong><br />

ga<strong>the</strong>ring <strong>the</strong> in<strong>for</strong>mation progressed through three specific steps:<br />

1. Meetings were held with staff to identify problem areas.<br />

2. A list <strong>of</strong> questions was given to member organizations, board members,<br />

and staff to prioritize in order <strong>of</strong> importance.<br />

3. The questionnaire results were discussed in team interviews with selected<br />

staff and member organizations.<br />

Less than fifty percent <strong>of</strong> member organizations responded to <strong>the</strong> questionnaire, and<br />

only five <strong>of</strong> <strong>the</strong> eight directors. Notably, all thirteen staff participated. The report illustrated<br />

different priorities <strong>for</strong> staff, board, and member organizations, and pointed to widely divergent<br />

ideas regarding purpose and direction.<br />

While this report outlined <strong>the</strong> results <strong>of</strong> <strong>the</strong> survey, <strong>the</strong> authors decided to write a second<br />

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E VOLUTION OF THE C O - OPERATIVE C OLLEGE OF C ANADA 19<br />

report, <strong>for</strong> <strong>the</strong> board alone, to address additional findings from <strong>the</strong> study. This second document<br />

revealed <strong>the</strong> internal issues between staff and directors. The role <strong>of</strong> <strong>the</strong> college was usually<br />

defined between two extremes: a philos<strong>op</strong>hical institute and a practical training centre.<br />

Staff members emphasized <strong>the</strong> struggle to remain accountable to various members, sponsors,<br />

and co-<strong>op</strong> organizations, and concluded that this greatly influenced <strong>the</strong> type <strong>of</strong> curriculum<br />

<strong>of</strong>fered. This, coupled with an insufficient grant system (concerning which all parties were in<br />

agreement), may have been <strong>the</strong> reason why “morale was described as lousy” among those delivering<br />

<strong>the</strong> programmes. It was concluded by all that financing was a pressing issue, and that<br />

a more integrated approach was required in determining <strong>the</strong> course <strong>of</strong> <strong>the</strong> college’s future. 59<br />

T HE S TAFF D ISPUTE<br />

Financing problems, coupled with diverging philos<strong>op</strong>hical visions, soon contributed<br />

to a climate <strong>of</strong> dissatisfaction among instructors. In <strong>the</strong> spring <strong>of</strong> 1968, <strong>the</strong> board<br />

fired <strong>the</strong> college registrar, Bill H<strong>op</strong>e, and eight staff members tried to reinstate him, <strong>for</strong>ming<br />

an Instructional Staff Association that continued to push <strong>the</strong> board to agree to <strong>the</strong>ir demands.<br />

On 13 May 1968, with tensions mounting between board and staff, <strong>the</strong>se eight instructors<br />

were locked out <strong>of</strong> <strong>the</strong> college. 60<br />

Although H<strong>op</strong>e was fired because <strong>of</strong> “insufficient job per<strong>for</strong>mance,” this did not account<br />

<strong>for</strong> <strong>the</strong> more fundamental underlying issues. 61 Recent years had seen a lack <strong>of</strong> co-<strong>op</strong>–trained<br />

instructors, which led to a shift in hiring patterns. The college struggled to maintain staff<br />

with a strong grounding in <strong>the</strong> co-<strong>op</strong> movement, but o<strong>the</strong>r educators were <strong>of</strong>ten introduced.<br />

It took ano<strong>the</strong>r three months <strong>for</strong> a <strong>for</strong>mal agreement to be reached, with delays coming<br />

from both sides. The board refused to meet with <strong>the</strong> staff, and <strong>the</strong> staff association threatened<br />

to apply <strong>for</strong> union certification. When talks finally resumed, an agreement was eventually<br />

reached. The eight staff members were compensated with seventy percent <strong>of</strong> <strong>the</strong>ir pay<br />

but were barred against union certification. H<strong>op</strong>e received ninety days pay, but ultimately<br />

was not given back his position as college registrar.<br />

The strike affected co-<strong>op</strong>erators across <strong>the</strong> system, academic co-<strong>op</strong> supporters, and <strong>the</strong><br />

public at large. A <strong>Co</strong>mmittee <strong>for</strong> Justice, comprised <strong>of</strong> academics and o<strong>the</strong>rs within <strong>the</strong> co<strong>op</strong><br />

movement, was <strong>for</strong>med to continue inquiries into <strong>the</strong> strike and its implications, and invited<br />

both sides to discuss <strong>the</strong> dispute. Although <strong>the</strong> board was not in attendance, those<br />

present debated some <strong>of</strong> <strong>the</strong> more prominent issues. <strong>Co</strong>-<strong>op</strong> labour relations were argued to<br />

be inadequate, causing some participants to suggest a boycott <strong>of</strong> WCC member organizations.<br />

62<br />

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20 CREWE<br />

On 2 November 1968, <strong>the</strong> committee held a Teach-In, inviting all those involved in <strong>the</strong><br />

dispute to come toge<strong>the</strong>r in an <strong>op</strong>en <strong>for</strong>um. This led to a critical assessment <strong>of</strong> <strong>the</strong> co-<strong>op</strong>erative<br />

movement by <strong>the</strong> Saskatchewan Farmers Union, academics, and labour groups from<br />

across <strong>the</strong> province.<br />

The programming process devel<strong>op</strong>ed at <strong>the</strong> college was an extensive collaborative approach<br />

involving instructors and member organizations. It was <strong>the</strong>se relationships between<br />

<strong>the</strong> college and its supporters that were most damaged by <strong>the</strong> dispute. Some co-<strong>op</strong> leaders<br />

withdrew <strong>the</strong>ir support when evidence suggested that <strong>the</strong> college was unable to maintain its<br />

co-<strong>op</strong>erative approach; <strong>the</strong> college was also criticized <strong>for</strong> having “union pe<strong>op</strong>le teaching our<br />

managers how to manage.” 63<br />

These devel<strong>op</strong>ments exacerbated a more widespread and serious trend. As <strong>the</strong> larger co<strong>op</strong><br />

organizations made alternate choices about member training, <strong>the</strong> problem <strong>of</strong> financial<br />

support had an even greater influence on <strong>the</strong> direction <strong>of</strong> <strong>the</strong> college. As organizations such<br />

as <strong>the</strong> Saskatchewan Wheat Pool and FCL hired instructors to per<strong>for</strong>m <strong>the</strong>ir own training,<br />

<strong>the</strong>re was less room <strong>for</strong> <strong>the</strong> college to maintain economically viable programmes.<br />

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T HE C O-OPERATIVE C OLLEGE<br />

OF C ANADA 1973–1987<br />

R EGIONAL P LANNING<br />

N 1973, THE WESTERN CO-OPERATIVE COLLEGE RE-INCORPORATED<br />

Ias <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada (CCC), a move that administrators<br />

h<strong>op</strong>ed would more clearly reflect its national membership. Better partnerships with <strong>the</strong> regional<br />

member organizations could also help to re-establish financial security. The new<br />

structure facilitated specialized courses <strong>for</strong> members in each region and gave <strong>the</strong>m more flexibility<br />

in choosing or providing instructors. This adaptation <strong>of</strong> <strong>the</strong> curriculum structure<br />

meant <strong>the</strong> college would focus more on correspondence training and devel<strong>op</strong>ing regional<br />

programmes. Administrators h<strong>op</strong>ed that this would reduce <strong>the</strong> financial burden on <strong>the</strong><br />

Saskatoon <strong>of</strong>fice and perhaps allow <strong>for</strong> more devel<strong>op</strong>ment and distribution <strong>of</strong> communitybased<br />

work and co-<strong>op</strong> <strong>the</strong>ory classes.<br />

Under <strong>the</strong> new structure <strong>the</strong>re still remained many <strong>of</strong> <strong>the</strong> core programmes <strong>for</strong> which<br />

<strong>the</strong> college was widely known: director training, management skills devel<strong>op</strong>ment, retail and<br />

credit union employee business training, correspondence courses, and adult education. The<br />

transition from in-house to extension training, however, was clearly evident. All courses were<br />

now organized under “Residential”—those provided at <strong>the</strong> college—and “Extension”—<br />

those provided in o<strong>the</strong>r provinces. This meant that instructors were travelling away from <strong>the</strong><br />

college more <strong>of</strong>ten, and that fewer students were actually coming to <strong>the</strong> college to attend<br />

courses and stay in <strong>the</strong> residence. Programmes that had previously brought aboriginal and<br />

international students toge<strong>the</strong>r in Saskatoon, <strong>for</strong> example, were replaced by one instructor<br />

going to a community to deliver <strong>the</strong> course. Beveridge and o<strong>the</strong>rs continued to give instruction<br />

in <strong>the</strong> Arctic, but students were no longer sponsored to come to Saskatoon.<br />

The International Student Programme, as it was known, continued only through <strong>the</strong><br />

work <strong>of</strong> a few college delegates. The last time international students participated in college<br />

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22 CREWE<br />

courses was in 1972 at a training programme at Memorial University in St. John’s, where<br />

Harold Chapman provided instruction in adult learning and co-<strong>op</strong> management. These devel<strong>op</strong>ments,<br />

coupled with <strong>the</strong> withdrawal <strong>of</strong> federal financing, led to <strong>the</strong> eventual termination<br />

<strong>of</strong> <strong>the</strong>se programmes. The Adult Education Series was also affected and continued with<br />

only two <strong>of</strong> <strong>the</strong> core courses (Adult Learning and Programme Planning).<br />

In 1972, Ole Turnbull became <strong>the</strong> college’s executive director, a position that redefined<br />

<strong>the</strong> role <strong>of</strong> <strong>the</strong> principal to accommodate more administrative responsibilities. Chapman<br />

took a position as member relations director with FCL in 1973, but continued a strong relationship<br />

with <strong>the</strong> college as part <strong>of</strong> <strong>the</strong> “special appointment personnel,” along with Dan<br />

Sydiaha from <strong>the</strong> University <strong>of</strong> Saskatchewan and John G. (Jack) Craig from York. 64<br />

The college began to promote custom-designed programmes, distinct from scheduled<br />

listings, along with multimedia packages, which increased consulting services and training<br />

co-ordination <strong>of</strong> <strong>the</strong> staff. With <strong>the</strong> new structure, <strong>the</strong> college’s library, which <strong>of</strong>ten received<br />

requests <strong>for</strong> in<strong>for</strong>mation from co-<strong>op</strong> members and <strong>the</strong> public, was fur<strong>the</strong>r devel<strong>op</strong>ed as a resource<br />

centre <strong>for</strong> co-<strong>op</strong> material from across Canada. Additions to its four-to-six-thousandbook<br />

holdings were circulated via <strong>the</strong> membership, with contributions to <strong>the</strong> collection<br />

coming from across <strong>the</strong> country and from publications and research by college staff. 65<br />

At <strong>the</strong> beginning <strong>of</strong> <strong>the</strong> new curriculum, it was evident that while <strong>op</strong>timism <strong>for</strong> <strong>the</strong> college’s<br />

future was strong, it still appeared to be tempered by financial uncertainty. Rooms at<br />

<strong>the</strong> college continued to be rented to <strong>the</strong> non–co-<strong>op</strong> sector as a means <strong>of</strong> covering some <strong>of</strong><br />

<strong>the</strong> maintenance costs. As <strong>the</strong> nonactive member co-<strong>op</strong>s st<strong>op</strong>ped sending pe<strong>op</strong>le to <strong>the</strong> college<br />

<strong>for</strong> training, more instructors were <strong>for</strong>ced to take <strong>the</strong> courses with <strong>the</strong>m and promote<br />

<strong>the</strong> curriculum abroad. It was through this outreach and extension work that <strong>the</strong> college<br />

continued to introduce first-time partnerships and pioneer new activities.<br />

T HE C ONFERENCE<br />

ON C O-OPERATIVE T HOUGHT<br />

AND P RACTICE<br />

The changing physical and internal structure <strong>of</strong> <strong>the</strong> college, coupled with reflection<br />

on <strong>the</strong> changing nature <strong>of</strong> <strong>the</strong> co-<strong>op</strong> system, provided <strong>the</strong> impetus <strong>for</strong> a conference on<br />

co-<strong>op</strong>erative thought and practice. In May <strong>of</strong> 1977, <strong>the</strong> <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege <strong>of</strong> Canada assembled<br />

academics, employees, elected <strong>of</strong>ficials, and o<strong>the</strong>rs within <strong>the</strong> Canadian and American co<strong>op</strong>erative<br />

movement, who came toge<strong>the</strong>r in Saskatoon to examine <strong>the</strong> state <strong>of</strong> co-<strong>op</strong>s in <strong>the</strong>ir<br />

generation. Bruce Gunn, conference moderator, called it “a thinker’s conference, designed to<br />

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E VOLUTION OF THE C O - OPERATIVE C OLLEGE OF C ANADA 23<br />

get us thinking and talking about macro issues.” 66 The conference <strong>the</strong>me was “<strong>Co</strong>-<strong>op</strong>erative<br />

Thought and Practice: Economic Efficiency and Democratic <strong>Co</strong>ntrol.” Participants came<br />

from thirty different co-<strong>op</strong>s in Canada and <strong>the</strong> United States. Eight speakers gave presentations<br />

on t<strong>op</strong>ics ranging from “<strong>Co</strong>-<strong>op</strong>eratives in <strong>the</strong> Canadian Environment” to “<strong>Co</strong>-<strong>op</strong>eratives<br />

and <strong>the</strong> Future: How Can We Move beyond <strong>Co</strong>nventional Economics and Politics?” 67<br />

The conference was designed to “provide a framework that would be stimulating and<br />

supportive enough <strong>for</strong> each participant to struggle <strong>op</strong>enly with his or her thoughts and feelings<br />

about <strong>the</strong> major issues.” At <strong>the</strong> <strong>op</strong>ening session, college chair D. Thomas stated, “This<br />

is a new venture <strong>for</strong> <strong>the</strong> college. Most <strong>of</strong> our conferences to date have focussed on <strong>the</strong> solution<br />

<strong>of</strong> current problems. This conference will look at much broader questions and issues.<br />

H<strong>op</strong>efully it will give Canadian co-<strong>op</strong>eratives a focus on our future.” He also added, “You<br />

could be setting up tomorrow’s confrontation, but if that’s to give us a better co-<strong>op</strong>erative<br />

movement, so be it.” 68<br />

In a talk prepared by Ole Turnbull entitled “Practical Models <strong>for</strong> Democratic <strong>Co</strong>ntrols,”<br />

<strong>the</strong> <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege was presented as a model <strong>for</strong> democratic control in o<strong>the</strong>r co-<strong>op</strong> organizations.<br />

As Turnbull explained:<br />

The college…acquires authority by agreements. These agreements are in<strong>for</strong>mal coalitions<br />

that rise from needs <strong>of</strong> member organizations. It is a more dynamic relationship<br />

and more subject to change than <strong>the</strong> traditional education system.… The college sees itself<br />

as part <strong>of</strong> what it describes as a <strong>Co</strong>-<strong>op</strong>erative Education System. It is activated by <strong>the</strong><br />

staff…linking with <strong>the</strong>ir equivalents in member organizations in planning groups. The<br />

planning style is participatory, with low hierarchical structure, and is democratic in that<br />

it lacks <strong>the</strong> authority to be autocratic. 69<br />

The presentation reflected a sense <strong>of</strong> <strong>op</strong>timism <strong>for</strong> <strong>the</strong> college, fuelled by a belief in a<br />

process that had <strong>the</strong> potential <strong>for</strong> conflict resolution. Stimulated by <strong>the</strong> conference discussions,<br />

<strong>the</strong> college publications committee <strong>of</strong> Norm Bromberger, Jack Craig, Jake Schroeder,<br />

Jack Trevena, and Turnbull prepared a report that would serve as resource material <strong>for</strong><br />

groups and individuals to use <strong>for</strong> fur<strong>the</strong>r study.<br />

R ESEARCH AND P UBLICATIONS<br />

The <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada was becoming a national organization and<br />

“a centre <strong>for</strong> research and devel<strong>op</strong>ment <strong>for</strong> <strong>the</strong> co-<strong>op</strong>erative movement in Canada.” 70 Its<br />

work included instructional books, occasional papers, films, and structured research that<br />

produced studies, surveys, and graduate work <strong>for</strong> college staff and university students. The<br />

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24 CREWE<br />

following decade at <strong>the</strong> college produced a wealth <strong>of</strong> publications and research, which continued<br />

to reflect <strong>the</strong> co-<strong>op</strong> movement’s growing interest in self-examination as it faced an<br />

uncertain future. A few notable examples are detailed below.<br />

In 1975, Lou E. Gossen, an instructor at CCC, wrote An Introduction to <strong>Co</strong>-<strong>op</strong>eratives. In<br />

his <strong>for</strong>eword, Harold Chapman explained that <strong>the</strong> book was intended <strong>for</strong> anyone involved<br />

with or interested in co-<strong>op</strong>eratives and co-<strong>op</strong>eration. The book contained in<strong>for</strong>mation derived<br />

from <strong>the</strong> introductory correspondence course, and as a readable narrative combined<br />

with graphics, <strong>the</strong> text was easily adaptable <strong>for</strong> instruction. 71<br />

Also in 1975, <strong>the</strong> college published Eric Rasmussen’s Financial Management in <strong>Co</strong>-<strong>op</strong>erative<br />

Enterprises. Rasmussen was <strong>the</strong> controller and an instructor in financial matters at CCC<br />

<strong>for</strong> twenty-two years. This book was <strong>the</strong> first <strong>of</strong> its kind, thoroughly tackling <strong>the</strong> specific<br />

procedures <strong>for</strong> <strong>the</strong> financial management <strong>of</strong> a co-<strong>op</strong>erative business. T<strong>op</strong>ics addressed in <strong>the</strong><br />

book included co-<strong>op</strong>erative features and objectives, co-<strong>op</strong>erative taxation, <strong>op</strong>erations planning,<br />

and <strong>the</strong> analysis <strong>of</strong> financial statements. Previous to this publication, <strong>the</strong>re was nothing<br />

available in written <strong>for</strong>m. <strong>Co</strong>nsidered indispensable to co-<strong>op</strong>erators, <strong>the</strong> book sold across<br />

Canada, <strong>the</strong> United States, India, and Eur<strong>op</strong>e, and by 1984 had undergone six printings. 72<br />

In 1986, Rasmussen also participated in <strong>the</strong> publication <strong>of</strong> a book initiated by Chapman<br />

and o<strong>the</strong>rs called The <strong>Co</strong>ntemporary Director: A Handbook <strong>for</strong> Elected Officials <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eratives,<br />

Credit Unions, and O<strong>the</strong>r Organizations. This book thoroughly explained <strong>the</strong> purpose<br />

and function <strong>of</strong> co-<strong>op</strong> boards <strong>for</strong> directors in <strong>the</strong> system. It was used in hundreds <strong>of</strong> training<br />

sessions by instructors across Canada as a means <strong>of</strong> clarifying <strong>the</strong> role <strong>of</strong> directors and empowering<br />

<strong>the</strong>m to participate in <strong>the</strong>ir respective duties. 73 Even non–co-<strong>op</strong> organizations<br />

made wide use <strong>of</strong> <strong>the</strong> book because <strong>the</strong>re was so little else on <strong>the</strong> subject.<br />

FCL and <strong>the</strong> Government <strong>of</strong> Manitoba <strong>Co</strong>-<strong>op</strong>erative Curriculum Project jointly sponsored<br />

a historical/pictorial outline <strong>of</strong> prairie co-<strong>op</strong>eration and its origins, including a detailed<br />

outline <strong>of</strong> co-<strong>op</strong> history in Britain and <strong>the</strong> political and social history <strong>of</strong> Canada. Prairie <strong>Co</strong><strong>op</strong>eration:<br />

A Diary was written by Jack Trevena and published by CCC in 1976. 74 This was<br />

followed by two biographies <strong>of</strong> co-<strong>op</strong> leaders. Terry Phalen’s <strong>Co</strong>-<strong>op</strong>erative Leadership: Harry<br />

L. Fowler (1977) and Stefan Haley’s Tested by Fire: The Life and Work <strong>of</strong> W.H. McEwen<br />

(1980) described <strong>the</strong> history <strong>of</strong> two great leaders in <strong>the</strong> Canadian co-<strong>op</strong> movement, one from<br />

<strong>the</strong> prairies, <strong>the</strong> o<strong>the</strong>r from <strong>the</strong> Maritimes. 75<br />

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E VOLUTION OF THE C O - OPERATIVE C OLLEGE OF C ANADA 25<br />

T HE C O-OPERATIVE C URRICULUM P ROJECT<br />

In 1976, <strong>the</strong> Government <strong>of</strong> Manitoba began a project to assemble in<strong>for</strong>mation<br />

on co-<strong>op</strong>eratives that could be introduced into <strong>the</strong> public school curriculum. 76 Although <strong>the</strong><br />

project was never fully integrated in Manitoba, <strong>the</strong> curriculum committee, along with programme<br />

directors at <strong>the</strong> college, saw this as an <strong>op</strong>portunity to devel<strong>op</strong> material <strong>for</strong> schools in<br />

every province. The <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege negotiated <strong>for</strong> <strong>the</strong> publication rights and began to alter<br />

<strong>the</strong> content to lend it a more national relevance. 77 Revised by 1983, <strong>Co</strong>-<strong>op</strong>erative Outlooks was<br />

distributed to every college member. The focus <strong>of</strong> <strong>the</strong> prepared material was “<strong>the</strong> reasoned<br />

and intelligent investigation <strong>of</strong> <strong>the</strong> role <strong>of</strong> co-<strong>op</strong>eratives and co-<strong>op</strong>eration in satisfying<br />

human needs, and <strong>of</strong> <strong>the</strong> conditions that foster co-<strong>op</strong>erative behavior in groups.” Divided<br />

into four sections, <strong>the</strong> contents also supplemented classroom activities. The units were:<br />

1. Social Studies—The <strong>History</strong> <strong>of</strong> <strong>Co</strong>-<strong>op</strong>s in Canada<br />

2. Human Behaviour—The Individual and Society<br />

3. Business Education—The Business <strong>of</strong> <strong>Co</strong>-<strong>op</strong>s<br />

4. Case Studies on <strong>Co</strong>-<strong>op</strong>eration and <strong>Co</strong>-<strong>op</strong>eratives<br />

Each section was designed as an independent study unit accompanied by techniques to<br />

stimulate discussion. Outlines were provided <strong>for</strong> questions, co-<strong>op</strong>erative games, related<br />

audio-visual resources, and “socio-dramas.” 78 The project was a completely new direction <strong>for</strong><br />

<strong>the</strong> college, and a pioneering programme <strong>for</strong> public educational content. The co-<strong>op</strong> games<br />

and activities represented an entirely different pedagogy from that practised in <strong>the</strong> contemporary<br />

school system, emphasizing co-<strong>op</strong> learning over competition and exclusion.<br />

The publications committee also produced <strong>Co</strong>-<strong>op</strong>eration and <strong>Co</strong>mmunity Life, using <strong>the</strong><br />

same resource materials but specifically targeting <strong>the</strong> seven-to-fourteen age group. 79 Many <strong>of</strong><br />

those from <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative Outlooks project were involved with this endeavour as well: Skip<br />

Kutz, Margret Asmuss, and o<strong>the</strong>rs. The manual explained co-<strong>op</strong> education principles and<br />

was organized into five sections to tackle issues in community devel<strong>op</strong>ment or co-<strong>op</strong>eration.<br />

1. Learning to Live Toge<strong>the</strong>r<br />

2. The Spirit <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eration<br />

3. My <strong>Co</strong>mmunity’s <strong>History</strong><br />

4. <strong>Co</strong>mmunity Life<br />

5. Working with O<strong>the</strong>rs<br />

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26 CREWE<br />

<strong>Co</strong>-<strong>op</strong>eration and <strong>Co</strong>mmunity Life was first introduced into <strong>the</strong> Alberta school curriculum<br />

through <strong>the</strong> Rural Education and Devel<strong>op</strong>ment Association (REDA). It continued to be distributed<br />

nationally and internationally via <strong>the</strong> college’s elaborate networking system, where<br />

established regional <strong>of</strong>fices promoted it to education boards, classrooms, and teachers.<br />

Members <strong>of</strong> <strong>the</strong> publications committee also conducted worksh<strong>op</strong>s <strong>for</strong> teachers on how to<br />

incorporate <strong>the</strong> materials into <strong>the</strong> classroom. Because <strong>the</strong> programme was <strong>op</strong>erating on a<br />

shoestring budget, it employed relatively inexperienced staff—<strong>of</strong>ten summer and part-time<br />

students—and from this circumstance, new staff gained valuable work experience, which<br />

shaped <strong>the</strong> direction <strong>of</strong> <strong>the</strong>ir careers and academic choices and <strong>op</strong>portunities. 80<br />

T HE F UTURE D IRECTIONS P ROJECT<br />

In May 1978, co-<strong>op</strong> leaders met in Regina to discuss <strong>the</strong>ir history, present situation,<br />

and future. A resolution passed by <strong>the</strong> Canadian <strong>Co</strong>-<strong>op</strong>erative Credit Society and <strong>the</strong><br />

<strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong> Canada called <strong>for</strong> a steering committee to “review <strong>the</strong> needs <strong>of</strong> credit<br />

unions and co-<strong>op</strong>eratives in looking to <strong>the</strong> future.” Thus began <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative Future<br />

Directions (CFD) Project, which committed itself to making <strong>the</strong> in<strong>for</strong>mation it assembled<br />

available to <strong>the</strong> general public through a series <strong>of</strong> publications. The CFD research committee<br />

was based in Ottawa, received input from co-<strong>op</strong>s across Canada, and worked in conjunction<br />

with <strong>the</strong> <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege, which was responsible <strong>for</strong> management, accounting, <strong>the</strong> publication<br />

<strong>of</strong> research papers, and also <strong>for</strong> providing library resources. <strong>Co</strong>mmittee staff conducted<br />

research while networking with co-<strong>op</strong> organizations on related projects, devel<strong>op</strong>ing task<br />

<strong>for</strong>ces to facilitate each step. The CFD Project was one <strong>of</strong> <strong>the</strong> few systematic attempts by <strong>the</strong><br />

Canadian co-<strong>op</strong> movement to assess its own history, present challenges, and future, and <strong>the</strong><br />

<strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada played a large role in supporting this self-analysis.<br />

This research initiated <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative Resource Materials Project and began <strong>the</strong> Working<br />

Papers Series that continued to be published by <strong>the</strong> college until <strong>the</strong> late 1980s. These<br />

papers, <strong>of</strong> which <strong>the</strong>re are well over fifty, tackled co-<strong>op</strong> case studies, historical origins, international<br />

co-<strong>op</strong>s, and devel<strong>op</strong>ments and predictions <strong>for</strong> <strong>the</strong> future <strong>of</strong> <strong>the</strong> movement. 81<br />

C URRICULUM AND E XTENSION P ROGRAMMES<br />

The correspondence courses that had been devel<strong>op</strong>ed at <strong>the</strong> college were based<br />

on written material assembled by Alexander Laidlaw, and were adapted over time into a<br />

manual covering co-<strong>op</strong>erative history and principles. 82 The senior correspondence course,<br />

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“Organizational Dynamics <strong>of</strong> <strong>Co</strong>-<strong>op</strong>erative Organizations,” and <strong>the</strong> introductory course on<br />

<strong>the</strong> co-<strong>op</strong> movement, were partly based on earlier <strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong> Saskatchewan programmes.<br />

83 These courses were also core components <strong>of</strong> <strong>the</strong> Canadian Credit Union Institute<br />

(CCUI), which contracted <strong>the</strong> <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege to facilitate this accreditation programme<br />

<strong>for</strong> credit union employees. The project demonstrated how <strong>the</strong> financial co-<strong>op</strong> sector continued<br />

to support college programmes and to value co-<strong>op</strong> education where o<strong>the</strong>r support had<br />

diminished. 84<br />

The college youth programmes received a three-year extension in 1972 and continued to<br />

encourage youth leadership in communities through conferences and youth camps. The programme<br />

addressed <strong>the</strong>oretical t<strong>op</strong>ics on how groups function, responsibility, appreciation <strong>of</strong><br />

o<strong>the</strong>rs, and effective communication through small talk groups and panel discussions. It also<br />

enabled participants to learn how to live co-<strong>op</strong>eratively and understand co-<strong>op</strong>erative organization<br />

in general, essentially ideas that foster intentional communities. 85 In a survey conducted<br />

in 1978, more than 75 percent <strong>of</strong> respondents attested to <strong>the</strong> positive influence <strong>of</strong><br />

<strong>the</strong> youth programmes on <strong>the</strong>ir present employment, particularly in <strong>the</strong>ir communication<br />

skills. 86<br />

The <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege <strong>of</strong>ten hired students and unemployed workers to assist with <strong>the</strong><br />

youth programme and <strong>the</strong> resource centre. The fact that <strong>the</strong> college was frequently shortstaffed<br />

gave <strong>the</strong>se pe<strong>op</strong>le <strong>the</strong> <strong>op</strong>portunity to take on greater responsibilities. Some were writing<br />

and conducting research <strong>for</strong> <strong>the</strong> Curriculum Project, and from this work experience were<br />

inspired to continue with academic studies or pr<strong>of</strong>essional careers. Jack Craig is a particularly<br />

good example. A public relations <strong>of</strong>ficer <strong>for</strong> <strong>the</strong> Kindersley District Federation <strong>of</strong> <strong>Co</strong><strong>op</strong>eratives,<br />

he decided to finish his secondary education and continued on to university<br />

while working as an instructor at <strong>the</strong> college from 1964–67. Today he is a retired faculty<br />

member from <strong>the</strong> Department <strong>of</strong> Sociology at York University and has written a text book<br />

on <strong>the</strong> nature <strong>of</strong> co-<strong>op</strong>eration. 87<br />

In 1975, <strong>the</strong> Historical Research Project hired four university students to conduct and<br />

record interviews with members and leaders from Saskatchewan’s co-<strong>op</strong> history—leaders<br />

from agricultural co-<strong>op</strong>s, credit unions, women’s guilds, and consumer co-<strong>op</strong>s. The result<br />

was a “living library” catalogued at <strong>the</strong> college <strong>for</strong> co-<strong>op</strong> and public use. 88 This collection, <strong>the</strong><br />

first <strong>of</strong> its kind to document <strong>the</strong> living history <strong>of</strong> Saskatchewan co-<strong>op</strong>eration, became a vital<br />

component <strong>of</strong> a famous piece <strong>of</strong> Saskatchewan <strong>the</strong>atre. Actors from <strong>the</strong> production that<br />

would become Paper Wheat came to <strong>the</strong> college in 1976 to review some <strong>of</strong> <strong>the</strong> history and incorporate<br />

it into <strong>the</strong> play. The result was a <strong>the</strong>atrical success, with Paper Wheat playing more<br />

than two hundred per<strong>for</strong>mances across <strong>the</strong> country and being seen by over sixty-five thousand<br />

pe<strong>op</strong>le. 89<br />

O CCASIONAL P APERS S ERIES #01–01


28 CREWE<br />

In <strong>the</strong> early 1980s, in response to labour strife in <strong>the</strong> movement, college staff were<br />

granted federal money to examine <strong>the</strong> issue <strong>of</strong> co-<strong>op</strong> labour relations. The Quality <strong>of</strong> Life<br />

Working <strong>Centre</strong>, based at <strong>the</strong> college, brought toge<strong>the</strong>r various pe<strong>op</strong>le from <strong>the</strong> co-<strong>op</strong> and<br />

<strong>the</strong> union movement across Canada to research socio-economic relations in co-<strong>op</strong>eratives,<br />

production and job satisfaction, and methods that help to empower <strong>the</strong> worker. These ideas,<br />

now commonly recognizable components <strong>of</strong> human relations in <strong>the</strong> workplace, were innovations<br />

at that time. The project resulted in a three-day conference and <strong>the</strong> production <strong>of</strong> a<br />

video tape that sold across <strong>the</strong> country. 90<br />

The <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege continued to play a significant role in both <strong>the</strong> co-<strong>op</strong> community<br />

and among <strong>the</strong> general public. The Canadian Credit Union Institute, <strong>Co</strong>-<strong>op</strong>erative<br />

Youth Programmes, <strong>the</strong> Quality <strong>of</strong> Life Working <strong>Centre</strong>, and <strong>the</strong> living library are all examples<br />

<strong>of</strong> innovative approaches to research and education. As <strong>the</strong> role <strong>of</strong> <strong>the</strong> college changed<br />

and it became a base <strong>for</strong> extension resources and training, <strong>the</strong> core programmes (i.e., director<br />

training and adult education) were delivered to fewer co-<strong>op</strong>s and more to nonpr<strong>of</strong>it organizations<br />

or through community colleges. The regional structure fur<strong>the</strong>r embodied <strong>the</strong> image<br />

<strong>of</strong> “a college without walls,” 91 a notion that turned out to be a self-fulfilling pr<strong>op</strong>hecy <strong>of</strong><br />

what <strong>the</strong> college would truly become. With few residential students, <strong>the</strong> campus now saw<br />

little use. The facility was finally sold in 1985, and <strong>the</strong> administration <strong>of</strong>fice and resource library<br />

were transferred to a downtown location. In its final years as <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege<br />

<strong>of</strong> Canada, <strong>the</strong> new executive director, Gerald Schuler, envisioned more networking with<br />

community colleges and universities and an increase in <strong>the</strong> use <strong>of</strong> technological advances <strong>for</strong><br />

networked learning. 92 The college functioned in this capacity to some extent, particularly by<br />

still providing one <strong>of</strong> <strong>the</strong> few links between established and emerging co-<strong>op</strong>s.<br />

M ERGER WITH<br />

THE C O-OPERATIVE U NION<br />

OF C ANADA<br />

As early as 1975, college directors began discussing how to finalize <strong>the</strong> move to<br />

region-based <strong>op</strong>erations under <strong>the</strong> Regionalization Programme, which would remove authority<br />

from <strong>the</strong> central <strong>of</strong>fice in Saskatoon and eliminate to some extent <strong>the</strong> considerable<br />

expense <strong>of</strong> bringing students to <strong>the</strong> college courses. The programme was gradually being implemented<br />

when suggestions were made to merge <strong>the</strong> <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege and <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative<br />

Union <strong>of</strong> Canada (CUC). <strong>Co</strong>llege enrolment had begun to decline rapidly and <strong>the</strong> financial<br />

deficit was increasing. It was h<strong>op</strong>ed that <strong>the</strong> merger would have a beneficial impact on both<br />

organizations. 93 The Regionalization Programme was part <strong>of</strong> a five-year plan to be achieved<br />

C ENTRE FOR THE S TUDY OF C O - OPERATIVES


E VOLUTION OF THE C O - OPERATIVE C OLLEGE OF C ANADA 29<br />

by 1985. Some staff were sceptical <strong>of</strong> <strong>the</strong> changes. In <strong>the</strong> beginning, <strong>the</strong> college was able to<br />

provide <strong>the</strong> resources <strong>for</strong> regional <strong>of</strong>fices, but eventually <strong>the</strong>y were unable to meet demands.<br />

“We were asked to do things we couldn’t do;…we ran out <strong>of</strong> gas,” comments Ole Turnbull,<br />

<strong>the</strong>n research director <strong>for</strong> <strong>the</strong> college. And so continued <strong>the</strong> struggle to maintain programming<br />

under financial duress. 94<br />

The pr<strong>op</strong>osal <strong>for</strong> <strong>the</strong> <strong>for</strong>mation <strong>of</strong> one national organization was outlined in a joint committee<br />

draft in March 1986. The internal structure was organized so that <strong>the</strong> regional boards<br />

would all contribute to <strong>the</strong> main organization. A foundation <strong>for</strong> research would be established,<br />

in <strong>the</strong> h<strong>op</strong>es <strong>of</strong> increasing <strong>the</strong> organization’s educational role. Reducing <strong>the</strong> duplication<br />

<strong>of</strong> ef<strong>for</strong>ts and expenses was a valuable argument in favour <strong>of</strong> <strong>the</strong> merger. 95<br />

When <strong>the</strong> two organizations amalgamated to <strong>for</strong>m <strong>the</strong> new Canadian <strong>Co</strong>-<strong>op</strong>erative<br />

Association (CCA) in 1987, what remained <strong>of</strong> <strong>the</strong> college’s functions did not reflect a cohesive<br />

national programme. The college building had been shut down and sold. Responsibility <strong>for</strong><br />

research, education, and extension now lay with <strong>the</strong> CCA regional and national <strong>of</strong>fices alongside<br />

<strong>the</strong>ir duties <strong>of</strong> representation in lobbying, international devel<strong>op</strong>ment, and o<strong>the</strong>r services.<br />

Educational content continued to be supplied, with director training in <strong>the</strong> regions and an<br />

annual, national, educational session on co-<strong>op</strong>erative principles and practices. The contract<br />

instructors <strong>for</strong> <strong>the</strong>se sessions were hired through <strong>the</strong> national and regional <strong>of</strong>fices, with no<br />

set curriculum. There was now no central physical facility, and what remained <strong>of</strong> an extensive<br />

collection <strong>of</strong> co-<strong>op</strong>erative resource materials had been downsized to accommodate <strong>the</strong><br />

shift to an <strong>of</strong>fice in Ottawa. Thus, while co-<strong>op</strong> education continued under <strong>the</strong> CCA, <strong>the</strong><br />

amalgamation can be understood as <strong>the</strong> demise <strong>of</strong> <strong>the</strong> college idea: <strong>the</strong>re was no longer a separate<br />

organization dedicated to research and <strong>the</strong> practice <strong>of</strong> adult education, to devel<strong>op</strong>ing<br />

common learning <strong>for</strong> co-<strong>op</strong>erators, nor to promoting co-<strong>op</strong> values among members, leaders,<br />

and employees.<br />

O CCASIONAL P APERS S ERIES #01–01


C ONCLUSION<br />

HE CO-OP COLLEGE WAS DIRECTLY INFLUENCED BY THE<br />

T shifting patterns in <strong>the</strong> co-<strong>op</strong> movement across Canada. Change began<br />

with <strong>the</strong> loss <strong>of</strong> certain individuals who were vocal leaders <strong>of</strong> <strong>the</strong>ir co-<strong>op</strong> organizations and<br />

who had ensured support <strong>for</strong> <strong>the</strong> college since its inception. New administrations, perhaps<br />

unaware <strong>of</strong> <strong>the</strong> history and potential <strong>of</strong> co-<strong>op</strong> education, withdrew support from <strong>the</strong> college,<br />

<strong>the</strong>reby decreasing <strong>the</strong> number <strong>of</strong> active members. In addition, <strong>the</strong> fact that college-trained<br />

graduates were employed in larger co-<strong>op</strong>eratives helped <strong>the</strong>se co-<strong>op</strong>s to devel<strong>op</strong> <strong>the</strong>ir own<br />

programmes at <strong>the</strong> college’s expense. In this sense, <strong>the</strong> college was a victim <strong>of</strong> its own success.<br />

The results <strong>of</strong> <strong>the</strong>se changes contributed to financial uncertainty and a shift towards<br />

extension training, which eventually replaced <strong>the</strong> functions <strong>of</strong> a central physical location.<br />

O<strong>the</strong>r changes that influenced <strong>the</strong> direction <strong>of</strong> <strong>the</strong> college were broadly reflected in <strong>the</strong> devel<strong>op</strong>ment<br />

<strong>of</strong> <strong>the</strong> co-<strong>op</strong> movement as a whole: <strong>the</strong> struggle to compete in a rapidly devel<strong>op</strong>ing<br />

global economy; <strong>the</strong> continued growth <strong>of</strong> membership without necessarily understanding<br />

co-<strong>op</strong> values and practices; and <strong>the</strong> increase <strong>of</strong> o<strong>the</strong>r adult-education programmes across<br />

Canada. Despite <strong>the</strong> ef<strong>for</strong>ts <strong>of</strong> <strong>the</strong> college administration and its employees, it is clear that<br />

<strong>the</strong> changing nature <strong>of</strong> co-<strong>op</strong>eration in Canada limited <strong>the</strong> sc<strong>op</strong>e <strong>of</strong> <strong>the</strong> college curriculum<br />

and its ability to impact its environment.<br />

The initial creation <strong>of</strong> <strong>the</strong> <strong>Co</strong>-<strong>op</strong> Institute can be attributed to partnerships among individuals<br />

from predominant co-<strong>op</strong> organizations who understood <strong>the</strong> principles <strong>of</strong> co-<strong>op</strong>eration<br />

and <strong>the</strong> need to spread this knowledge among new generations. Lewie Lloyd, Harry and<br />

Dorothy Fowler, and Barney Arnason were among those who kept <strong>the</strong> movement alive by<br />

inspiring o<strong>the</strong>rs. They convinced <strong>the</strong>ir organizations <strong>of</strong> <strong>the</strong> value <strong>of</strong> co-<strong>op</strong> education, and in<br />

turn <strong>the</strong>se co-<strong>op</strong>s sponsored employees, directors, and managers to attend college programmes.<br />

Peter Maaniche’s “generation and a half” <strong>the</strong>ory fuelled <strong>the</strong>ir belief in <strong>the</strong> necessity<br />

<strong>of</strong> co-<strong>op</strong> education to sustain <strong>the</strong> movement. When <strong>the</strong>se individuals were eventually re-<br />

C ENTRE FOR THE S TUDY OF C O - OPERATIVES


E VOLUTION OF THE C O - OPERATIVE C OLLEGE OF C ANADA 31<br />

placed, <strong>the</strong> <strong>the</strong>ory unfolds: new managers and directors did not have <strong>the</strong> same grasp <strong>of</strong> co-<strong>op</strong><br />

principles, ultimately placed less value on <strong>the</strong> education <strong>of</strong> employees (and members), and<br />

decided “by 1968 that <strong>the</strong>y could conduct <strong>the</strong>ir own training programmes at a better price.” 96<br />

This context within which <strong>the</strong> college evolved has been described as “a history <strong>of</strong> narrowing<br />

limits,” where decreasing support from <strong>the</strong> members was a symptom <strong>of</strong> <strong>the</strong> loss <strong>of</strong> knowledge<br />

and understanding <strong>for</strong> co-<strong>op</strong> philos<strong>op</strong>hy in <strong>the</strong> movement itself. 97<br />

Jake Siemens believed that an educational institute had to be autonomous and financially<br />

independent <strong>of</strong> <strong>the</strong> co-<strong>op</strong>erative movement. Yet <strong>the</strong> <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege began as an educational<br />

institution directly funded by <strong>the</strong> movement, a dependency that meant <strong>the</strong> college<br />

was susceptible to <strong>the</strong> actions <strong>of</strong> member organizations. This financial uncertainty at <strong>the</strong> college<br />

shifted <strong>the</strong> balance between <strong>the</strong> two founding purposes: <strong>the</strong> college discovered that<br />

more income was derived from technical training than from <strong>the</strong> exploration <strong>of</strong> co-<strong>op</strong> <strong>the</strong>ory.<br />

This was one reason why it began its “<strong>op</strong>en-market approach” <strong>for</strong> funding (i.e., CIDA, <strong>the</strong><br />

Department <strong>of</strong> Indian and Nor<strong>the</strong>rn Affairs, and o<strong>the</strong>r federal grants). 98 The problem was<br />

directly related to financial dependence on member organizations. The fluctuation between<br />

two distinct approaches to co-<strong>op</strong> education pointed to <strong>the</strong> uncertainty within <strong>the</strong> co-<strong>op</strong><br />

movement as to what <strong>for</strong>m <strong>of</strong> education was preferred—and ultimately would be funded.<br />

Lacking strong affirmation <strong>for</strong> one particular approach, <strong>the</strong> college continued to struggle<br />

without a clear sense <strong>of</strong> purpose and with questionable solidarity with those in <strong>the</strong> larger co<strong>op</strong><br />

movement.<br />

The <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada began as a vision that inspired thirty-five years <strong>of</strong><br />

instruction, research, publications, and conferences <strong>for</strong> pe<strong>op</strong>le within and outside <strong>of</strong> <strong>the</strong><br />

Canadian co-<strong>op</strong>erative movement. It was established to accomplish two purposes: to provide<br />

a successful standard <strong>of</strong> co-<strong>op</strong> business training and to inculcate <strong>the</strong> history and philos<strong>op</strong>hy<br />

<strong>of</strong> <strong>the</strong> co-<strong>op</strong>erative movement into every course. The inherent problem lay in maintaining a<br />

balance between <strong>the</strong>se two tasks while preserving, at <strong>the</strong> same time, institutional co-<strong>op</strong>erative<br />

support <strong>for</strong> both. The balance was determined by <strong>the</strong> college’s financial capacity, <strong>the</strong> dedicated<br />

work <strong>of</strong> employees, and <strong>the</strong> collaboration with its members. While cohesion among<br />

<strong>the</strong>se factors was sometimes tenuous, <strong>the</strong> volume <strong>of</strong> research, publications, and outreach<br />

programmes from <strong>the</strong> <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege ultimately define <strong>the</strong> impact <strong>of</strong> its progress.<br />

<strong>Co</strong>ncerns that were evident to those struggling to promote education within <strong>the</strong> co-<strong>op</strong><br />

movement in 1955—<strong>the</strong> trend towards economic efficiency and <strong>the</strong> lack <strong>of</strong> member education—were<br />

<strong>the</strong> same concerns <strong>of</strong> leaders and educators in 1987, <strong>the</strong> year <strong>of</strong> <strong>the</strong> college’s<br />

demise. Even today, <strong>the</strong> education <strong>of</strong> new co-<strong>op</strong> members about co-<strong>op</strong> principles and practice<br />

is far from adequate; and while trends in rural dep<strong>op</strong>ulation continue, <strong>the</strong> possibilities<br />

<strong>for</strong> local, grassroots education initiatives to overcome this problem are more challenging<br />

than ever. In 1960, Alexander Laidlaw observed, “The false impression is somehow given that<br />

O CCASIONAL P APERS S ERIES #01–01


32 CREWE<br />

while business is practical, education is only <strong>the</strong>oretical,” 99 an assumption that is still commonly<br />

held today. The end <strong>of</strong> <strong>the</strong> college does not mean an end to <strong>the</strong> need <strong>for</strong> <strong>the</strong> functions<br />

it per<strong>for</strong>med. Indeed, reviewing <strong>the</strong> college’s history only raises questions about how<br />

such functions will be organized in <strong>the</strong> future.<br />

C ENTRE FOR THE S TUDY OF C O - OPERATIVES


A PPENDIX I<br />

W ESTERN C O-OPERATIVE C OLLEGE C AMPUS<br />

141–105th Street, Saskatoon, SK<br />

O CCASIONAL P APERS S ERIES #01–01


A PPENDIX II<br />

L IST OF D IRECTORS, MEMBERS, AND S TAFF<br />

IN R ANDOM Y EARS AT THE C OLLEGE<br />

1956<br />

BOARD OF DIRECTORS<br />

A.H. Charbonneau, Credit Union League, Regina<br />

Lewis Lloyd, president <strong>of</strong> <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong><br />

Saskatchewan<br />

O.M. McCreary, Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd.,<br />

Saskatoon<br />

E.T. Mowbrey, Alberta <strong>Co</strong>-<strong>op</strong>erative Wholesale<br />

Association<br />

J.J. Peters, Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd., Manitoba<br />

E.F. Scharf, editor <strong>of</strong> The <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>nsumer<br />

Howard Tyler, vice-chair, Saskatchewan Wheat<br />

Pool, Regina<br />

STAFF<br />

Harold Chapman, principal<br />

LIST OF MEMBERS<br />

Alberta <strong>Co</strong>-<strong>op</strong>erative Wholesale Association<br />

<strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong> Saskatchewan<br />

Credit Union League<br />

Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd.<br />

Saskatchewan Wheat Pool<br />

Saskatchewan Women’s <strong>Co</strong>-<strong>op</strong>erative Guild<br />

1957–58<br />

BOARD OF DIRECTORS, NA<br />

COURSE SPONSORS<br />

Alberta <strong>Co</strong>-<strong>op</strong>erative Wholesale Association<br />

<strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong> Saskatchewan<br />

Credit Union League <strong>of</strong> Saskatchewan<br />

Department <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eration<br />

Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd.<br />

Manitoba Pool Elevators<br />

Manitoba Women’s <strong>Co</strong>-<strong>op</strong>erative Guild<br />

Saskatchewan <strong>Co</strong>-<strong>op</strong>erative Credit Society<br />

Saskatchewan Farmers’ Union<br />

Saskatchewan Wheat Pool<br />

Saskatchewan Women’s <strong>Co</strong>-<strong>op</strong>erative Guild<br />

STAFF<br />

Harold Chapman, director<br />

Anne Ewanchyna, secretary<br />

Phil Ro<strong>the</strong>ry, educational assistant<br />

C ENTRE FOR THE S TUDY OF C O - OPERATIVES


A PPENDICES 35<br />

1964<br />

BOARD OF DIRECTORS, NA<br />

STAFF<br />

Harold Chapman, director<br />

Jack <strong>Co</strong>llier, educational assistant<br />

Jake Fehr<br />

William Hlushko<br />

Eric Rasmussen, bursar assistant<br />

Phil Ro<strong>the</strong>ry, educational assistant<br />

LIST OF MEMBERS<br />

Alberta Central Credit Union<br />

Alberta <strong>Co</strong>-<strong>op</strong>erative Women’s Guild<br />

Alberta Wheat Pool<br />

British <strong>Co</strong>lumbia <strong>Co</strong>-<strong>op</strong>erative Wholesale Society<br />

Canadian <strong>Co</strong>-<strong>op</strong>erative Implements Ltd.<br />

<strong>Co</strong>dette <strong>Co</strong>nsumers <strong>Co</strong>-<strong>op</strong>erative Association Ltd.<br />

<strong>Co</strong>nseil de la <strong>Co</strong><strong>op</strong>ération de la Saskatchewan<br />

<strong>Co</strong>-<strong>op</strong>erative Insurance Services<br />

<strong>Co</strong>-<strong>op</strong>erative Trust <strong>Co</strong>mpany Ltd.<br />

<strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong> Manitoba<br />

<strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong> Saskatchewan<br />

<strong>Co</strong>-<strong>op</strong>erative Vegetable Oils Ltd.<br />

Credit Union League <strong>of</strong> Saskatchewan<br />

Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd.<br />

Interprovincial <strong>Co</strong>-<strong>op</strong>eratives Ltd.<br />

Manitoba <strong>Co</strong>-<strong>op</strong>erative Women’s Guild<br />

Manitoba Dairy and Poultry <strong>Co</strong>-<strong>op</strong>erative Ltd.<br />

Manitoba Pool Elevators<br />

Portage La Prairie <strong>Co</strong>nsumer <strong>Co</strong>-<strong>op</strong>erative Ltd.<br />

Saskatchewan <strong>Co</strong>-<strong>op</strong>erative Credit Society<br />

Saskatchewan <strong>Co</strong>-<strong>op</strong>erative Women’s Guild<br />

Saskatchewan Wheat Pool<br />

United Farmers <strong>of</strong> Alberta <strong>Co</strong>-<strong>op</strong>erative Ltd.<br />

United Grain Growers<br />

1967–68<br />

BOARD OF DIRECTORS<br />

Allan Gibson, Alberta Wheat Pool<br />

Ernest Henschel, <strong>Co</strong>-<strong>op</strong> Credit Society <strong>of</strong> Manitoba<br />

Baldur Johnson, Saskatchewan Credit Union<br />

League, executive member<br />

Orville McCreary, Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd.,<br />

chair<br />

Breen Melvin, <strong>Co</strong>-<strong>op</strong>erative Insurance Services,<br />

vice-chair<br />

Arne Olson, United Farmers <strong>of</strong> Alberta <strong>Co</strong>-<strong>op</strong>erative<br />

Harold Sneath, Manitoba Pool Elevators<br />

William Swiderski, Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd.<br />

Edward Turner, Saskatchewan Wheat Pool<br />

COLLEGE PERSONNEL<br />

Dan Beveridge, instructor<br />

Harold Chapman, principal<br />

Jack <strong>Co</strong>llier, instructor<br />

Jake Fehr, supervisor, resident instruction<br />

Martha Friend, principal’s secretary<br />

Ralph Gilbert, instructor<br />

Richard He<strong>the</strong>rington, instructor<br />

Walter Luchenski, instructor<br />

Bruno Neufeldt, instructor<br />

Don Pavelick, instructor<br />

Eric Rasmussen, instructor and bursar<br />

Gordon Shuttle, instructor<br />

Olaf Turnbull, director, programme division<br />

LIST OF MEMBERS<br />

Alberta <strong>Co</strong>-<strong>op</strong>erative Women’s Guild<br />

Alberta Credit Union Federation<br />

Alberta Wheat Pool<br />

B.C. <strong>Co</strong>-<strong>op</strong>erative Wholesale Society<br />

Calgary <strong>Co</strong>-<strong>op</strong>erative Association<br />

Canadian <strong>Co</strong>-<strong>op</strong> Implements Ltd.<br />

<strong>Co</strong>dette <strong>Co</strong>nsumers <strong>Co</strong>-<strong>op</strong>erative<br />

<strong>Co</strong>nseil de la <strong>Co</strong>-<strong>op</strong>ération de la Saskatchewan<br />

<strong>Co</strong>-<strong>op</strong>erative Credit Society <strong>of</strong> Manitoba<br />

<strong>Co</strong>-<strong>op</strong>erative Devel<strong>op</strong>ment Association<br />

<strong>Co</strong>-<strong>op</strong>erative Fisheries Ltd.<br />

<strong>Co</strong>-<strong>op</strong>erative Insurance Services<br />

<strong>Co</strong>-<strong>op</strong>erative Trust <strong>Co</strong>mpany<br />

<strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong> Manitoba<br />

<strong>Co</strong>-<strong>op</strong>erative Vegetable Oils<br />

Credit Union League <strong>of</strong> Saskatchewan<br />

Credit Union League <strong>of</strong> Manitoba 1967 Ltd.<br />

District 9 <strong>Co</strong>-<strong>op</strong>erative Public Relations Federation<br />

Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd.<br />

Interprovincial <strong>Co</strong>-<strong>op</strong>eratives<br />

Manitoba <strong>Co</strong>-<strong>op</strong>erative Women’s Guild<br />

Manitoba Dairy and Poultry <strong>Co</strong>-<strong>op</strong>erative<br />

Manitoba Pool Elevators<br />

Maritime <strong>Co</strong>-<strong>op</strong>erative Services<br />

Portage La Prairie <strong>Co</strong>nsumers <strong>Co</strong>-<strong>op</strong>erative Ltd.<br />

Saskatchewan <strong>Co</strong>-<strong>op</strong>erative Credit Society<br />

O CCASIONAL P APERS S ERIES #01–01


36 CREWE<br />

Saskatchewan <strong>Co</strong>-<strong>op</strong>erative Honey Producers<br />

Saskatchewan <strong>Co</strong>-<strong>op</strong>erative Women’s Guild<br />

Saskatchewan Wheat Pool<br />

United Farmers <strong>of</strong> Alberta <strong>Co</strong>-<strong>op</strong>erative<br />

United Grain Growers<br />

Western <strong>Co</strong>-<strong>op</strong>erative Fertilizer<br />

1970–71<br />

BOARD OF DIRECTORS<br />

Pat Bell, Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd.,<br />

executive member<br />

Gordon Campbell, Alberta Wheat Pool<br />

Jim Doull, Manitoba Pool Elevators<br />

Baldur Johnson, <strong>Co</strong>-<strong>op</strong> Insurance Services, chair<br />

Chris Hansen, Saskatchewan Wheat Pool, vice-chair<br />

Richard Hatlelid, Saskatchewan <strong>Co</strong>-<strong>op</strong>erative<br />

Credit Society<br />

Ernie Henschel, <strong>Co</strong>-<strong>op</strong>erative Credit Society <strong>of</strong><br />

Manitoba Ltd.<br />

Benton Murphy, Federated <strong>Co</strong>-<strong>op</strong>eratives Limited<br />

Arne Olson, United Farmers <strong>of</strong> Alberta <strong>Co</strong>-<strong>op</strong><br />

Limited<br />

COLLEGE PERSONNEL<br />

Harold Chapman, head <strong>of</strong> International Services<br />

Fred Clark, youth programme co-ordinator<br />

Jack <strong>Co</strong>llier, instructor<br />

Martha Friend, <strong>of</strong>fice supervisor<br />

Lou Gossen, instructor and accountant<br />

Kenneth Howard, secretary manager<br />

Nadine Hryniuk, registrar<br />

Barney Loehr, facilities supervisor (since 1962)<br />

Bertha Loehr, cafeteria supervisor (since 1962)<br />

Don Milne, liaison <strong>of</strong>ficer<br />

Bruno Neufeldt, instructor<br />

Don Pavelick, instructor<br />

Eric Rasmussen, controller<br />

Olaf Turnbull, research and devel<strong>op</strong>ment co-ord.<br />

Hilde Weinmeyer, librarian<br />

LIST OF MEMBERS, NA<br />

1975–76<br />

BOARD OF DIRECTORS<br />

M. Brown, Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd.<br />

Gordon Campbell, Alberta Wheat Pool<br />

A. Doucet, Maritime <strong>Co</strong>-<strong>op</strong>erative Services Ltd.<br />

Mrs. L. Janeson, Saskatchewan <strong>Co</strong>-<strong>op</strong>erative<br />

Women’s Guild<br />

B. Liland, <strong>Co</strong>-<strong>op</strong> Implements, executive member<br />

Milton MacKenzie, National Association <strong>of</strong><br />

Canadian Credit Unions, vice-chair<br />

J. Schroeder, B.C. Central Credit Union<br />

R. Siemens, CSP Foods Ltd., executive member<br />

D. Thomas, Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd., chair<br />

H. Wessner, <strong>Co</strong>-<strong>op</strong>erative Insurance Services Ltd.<br />

COLLEGE PERSONNEL<br />

Helen Demar, cafeteria administrator<br />

Martha Friend, services manager<br />

Lou Gossen, instructor<br />

Ron Gretchen, instructor<br />

Dick Hatlelid, programme manager<br />

Alan MacDonald, maintenance supervisor<br />

Don Milne, programme manager<br />

Don O’Neill, programme manager<br />

Bruno Neufeldt, programme manager<br />

Eva Quintaine, <strong>of</strong>fice supervisor<br />

Eric Rasmussen, controller<br />

Olaf Turnbull, executive director<br />

David Tyler, youth programme co-ordinator<br />

Hilde Weinmeyer, supervisor, library services<br />

Terry York, research and devel<strong>op</strong>ment co-ordinator<br />

Registrar, NA<br />

SPECIAL APPOINTMENTS<br />

Harold Chapman, member relations director,<br />

Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd.<br />

Jack Craig, Department <strong>of</strong> Sociology and<br />

Anthr<strong>op</strong>ology, York University<br />

Dan Sydiaha-Symore, director <strong>of</strong> student counselling,<br />

University <strong>of</strong> Saskatchewan<br />

LIST OF MEMBERS<br />

Alberta <strong>Co</strong>-<strong>op</strong>erative Women’s Guild<br />

Alberta Wheat Pool<br />

B.C. Central Credit Union<br />

Calgary <strong>Co</strong>-<strong>op</strong>erative Association Ltd.<br />

Canadian <strong>Co</strong>-<strong>op</strong> Implements Ltd.<br />

<strong>Co</strong>nseil de la <strong>Co</strong>-<strong>op</strong>ération de la Saskatchewan<br />

C ENTRE FOR THE S TUDY OF C O - OPERATIVES


A PPENDICES 37<br />

<strong>Co</strong>-<strong>op</strong>erative Credit Society <strong>of</strong> Manitoba Ltd.<br />

<strong>Co</strong>-<strong>op</strong>erative Fisheries Ltd.<br />

<strong>Co</strong>-<strong>op</strong>erative Insurance Services<br />

<strong>Co</strong>-<strong>op</strong>erative Trust <strong>Co</strong>mpany <strong>of</strong> Canada<br />

<strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong> Prince Edward Island<br />

<strong>Co</strong>-<strong>op</strong>erators Insurance Association <strong>of</strong> Guelph<br />

Credit Union Central<br />

CUNA Mutual Insurance Society<br />

Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd.<br />

Manitoba Dairy and Poultry <strong>Co</strong>-<strong>op</strong>erative<br />

Manitoba Pool Elevators<br />

Maritime <strong>Co</strong>-<strong>op</strong>erative Services Ltd.<br />

National Association <strong>of</strong> Canadian Credit Unions<br />

Ontario Credit Union League<br />

Portage La Prairie <strong>Co</strong>nsumers <strong>Co</strong>-<strong>op</strong>erative<br />

Saskatchewan <strong>Co</strong>-<strong>op</strong>erative Women’s Guild<br />

Saskatchewan Wheat Pool<br />

United Farmers <strong>of</strong> Alberta <strong>Co</strong>-<strong>op</strong>erative Ltd.<br />

United Grain Growers Ltd.<br />

Western <strong>Co</strong>-<strong>op</strong>erative Fertilizer<br />

1978–79<br />

BOARD OF DIRECTORS<br />

R.D. Bristow, Saskatchewan Wheat Pool<br />

M. Brown, Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd.<br />

A. Doucet, Maritime <strong>Co</strong>-<strong>op</strong>erative Services Ltd.<br />

O. Fielman, Manitoba Pool Elevators<br />

P. Hlushko, The <strong>Co</strong>-<strong>op</strong>erators, vice-chair<br />

J.W. Lawrie, Canadian <strong>Co</strong>-<strong>op</strong> Implements Ltd.<br />

D. Thomas, Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd., chair<br />

J. Van Eaton, Credit Union Central (Saskatchewan)<br />

L. Wald, B.C. Central Credit Union<br />

COLLEGE PERSONNEL<br />

Mike Ferguson, programme manager, Atlantic<br />

region<br />

Martha Friend, services manager<br />

Frank Hart, programme manager<br />

Lynden Hillier, youth programme manager<br />

Anna Kluckmann, cafeteria administrator<br />

Paula Lucak, registrar<br />

Alan MacDonald, maintenance supervisor<br />

Don Nadane, Canadian Credit Union Institute<br />

programme administrator<br />

Bruno Neufeldt, programme manager<br />

Jean Park, instructor<br />

Eva Quintaine, <strong>of</strong>fice supervisor<br />

Eric Rasmussen, controller<br />

Olaf Turnbull, executive director<br />

John Turtle, research director<br />

Hilde Weinmeyer, supervisor, library services<br />

SPECIAL APPOINTMENTS<br />

Harold Chapman, member relations director,<br />

Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd.<br />

Don Milne (<strong>for</strong>merly programme manager <strong>of</strong> <strong>the</strong><br />

<strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada)<br />

Alan Scharf, Management <strong>Co</strong>nsulting Division,<br />

Saskatchewan Research <strong>Co</strong>uncil<br />

Dan Sydiaha-Symore, director <strong>of</strong> student counselling,<br />

University <strong>of</strong> Saskatchewan<br />

LIST OF MEMBERS<br />

Alberta <strong>Co</strong>-<strong>op</strong>erative Women’s Guild<br />

Alberta Wheat Pool<br />

B.C. Central Credit Union<br />

Calgary <strong>Co</strong>-<strong>op</strong>erative Association<br />

Canadian <strong>Co</strong>-<strong>op</strong> Implements Ltd.<br />

Centrale des Caisses P<strong>op</strong>ulaires du Manitoba<br />

C.I. Management Group<br />

<strong>Co</strong>nseil de la <strong>Co</strong><strong>op</strong>ération de la Saskatchewan<br />

<strong>Co</strong>-<strong>op</strong>erative Credit Society <strong>of</strong> Manitoba<br />

<strong>Co</strong>-<strong>op</strong>erative Fisheries Ltd.<br />

<strong>Co</strong>-<strong>op</strong>erative Trust <strong>Co</strong>mpany<br />

<strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong> Prince Edward Island<br />

Credit Union Central<br />

Credit Union Federation <strong>of</strong> Alberta<br />

CSP Foods<br />

CUNA Mutual Insurance Society<br />

Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd.<br />

Fédération des Caisses P<strong>op</strong>ulaires Acadiennes<br />

Limitée<br />

Interprovincial <strong>Co</strong>-<strong>op</strong>eratives<br />

Manitoba Dairy and Poultry <strong>Co</strong>-<strong>op</strong>erative<br />

Manitoba Pool Elevators Ltd.<br />

Maritime <strong>Co</strong>-<strong>op</strong>erative Services Ltd.<br />

National Association <strong>of</strong> Canadian Credit Unions<br />

Ontario Credit Union League Ltd.<br />

Portage La Prairie <strong>Co</strong>nsumers <strong>Co</strong>-<strong>op</strong>erative<br />

Saskatchewan Wheat Pool<br />

United <strong>Co</strong>-<strong>op</strong>eratives <strong>of</strong> Ontario<br />

United Farmers <strong>of</strong> Alberta <strong>Co</strong>-<strong>op</strong>erative Ltd.<br />

United Grain Growers Ltd.<br />

Western <strong>Co</strong>-<strong>op</strong>erative Fertilizers Ltd.<br />

O CCASIONAL P APERS S ERIES #01–01


38 CREWE<br />

1981–82<br />

BOARD OF GOVERNORS<br />

D. Ackland, CUMIS Insurance Group<br />

K. Adie, Saskatchewan Wheat Pool<br />

G.S. Arason, Manitoba Pool Elevators, vice-chair<br />

G.W. Braithwaite, Alberta Wheat Pool<br />

L. Buffett, <strong>Co</strong>-<strong>op</strong> Atlantic<br />

R. Campbell, Credit Union Central <strong>of</strong> Manitoba<br />

P. Hlushko, The <strong>Co</strong>-<strong>op</strong>erators Group Ltd., chair<br />

D.H. Munro, Credit Union Central (Alberta)<br />

S. Raschdorf, B.C. Central Credit Union<br />

P. Rivière, <strong>Co</strong>-<strong>op</strong>erative Trust <strong>Co</strong>mpany <strong>of</strong> Canada,<br />

executive member<br />

COLLEGE PERSONNEL<br />

Ron Castonguay, Atlantic region programme<br />

manager<br />

Martha Friend, central services assistant<br />

Kurt Holferurer, project manager, research and<br />

devel<strong>op</strong>ment<br />

Sean Kenny, marketing and public relations<br />

Anna Kluckmann, cafeteria administrator<br />

Lorna Knudson, youth programme manager<br />

Skip Kutz, project manager<br />

Marci Lepage, administrative assistant, special<br />

projects and consulting services<br />

Paula Lucak, registrar and administrative assistant,<br />

educational programme delivery<br />

Don Nadane, CCUI programme manager<br />

Bruno Neufeldt, co-ordinator, educational programme<br />

delivery<br />

Leona Olson, librarian<br />

Eva Quintaine, administrative assistant, marketing<br />

and public relations<br />

Eric Rasmussen, controller and co-ordinator <strong>of</strong><br />

central services<br />

Gerald Schuler, executive director<br />

Art Szakacs, maintenance supervisor<br />

Olaf Turnbull, co-ordinator, research and<br />

devel<strong>op</strong>ment<br />

LIST OF MEMBERS<br />

Alberta <strong>Co</strong>-<strong>op</strong>erative Women’s Guild<br />

Alberta Wheat Pool<br />

B.C. Central Credit Union<br />

Calgary <strong>Co</strong>-<strong>op</strong>erative Association Ltd.<br />

Canadian Arctic Federation <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eratives<br />

Canadian <strong>Co</strong>-<strong>op</strong>erative Credit Society<br />

Canadian <strong>Co</strong>-<strong>op</strong> Implements Ltd.<br />

Canfarm <strong>Co</strong>-<strong>op</strong>erative Services<br />

Centrale des Caisses P<strong>op</strong>ulaires du Manitoba<br />

<strong>Co</strong>nseil de la <strong>Co</strong><strong>op</strong>ération de la Saskatchewan<br />

<strong>Co</strong>-<strong>op</strong> Atlantic<br />

<strong>Co</strong>-<strong>op</strong>erative Housing Federation <strong>of</strong> Toronto<br />

<strong>Co</strong>-<strong>op</strong>erative Trust <strong>Co</strong>mpany <strong>of</strong> Canada<br />

<strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong> Prince Edward Island<br />

The <strong>Co</strong>-<strong>op</strong>erators Group Ltd.<br />

Credit Union Central (Alberta)<br />

Credit Union Central (Saskatchewan)<br />

Credit Union Central <strong>of</strong> Manitoba<br />

Credit Union Central <strong>of</strong> New Brunswick<br />

Credit Union Central <strong>of</strong> Ontario<br />

CSP Foods<br />

CUMIS Insurance Group<br />

Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd.<br />

Fédération des Caisses P<strong>op</strong>ulaires Acadiennes Ltée<br />

Manitoba Dairy and Poultry <strong>Co</strong>-<strong>op</strong>erative<br />

Manitoba Pool Elevators Ltd.<br />

Portage La Prairie <strong>Co</strong>nsumers <strong>Co</strong>-<strong>op</strong>erative<br />

Saskatchewan Wheat Pool<br />

United <strong>Co</strong>-<strong>op</strong>eratives <strong>of</strong> Ontario<br />

United Farmers <strong>of</strong> Alberta <strong>Co</strong>-<strong>op</strong>erative Ltd.<br />

United Grain Growers Ltd.<br />

United Maritime Fishermen <strong>Co</strong>-<strong>op</strong><br />

Western <strong>Co</strong>-<strong>op</strong>erative Fertilizers Ltd.<br />

1984–85<br />

THE COLLEGE REGIONS<br />

British <strong>Co</strong>lumbia<br />

Alberta<br />

Saskatchewan<br />

Manitoba<br />

Ontario<br />

Atlantic<br />

BOARD OF DIRECTORS<br />

D. Ackland, The CUMIS Group<br />

K. Aidie, Saskatchewan Wheat Pool, vice-chair<br />

G. Arason, Manitoba Pool Elevators, chair<br />

L. Buffett, <strong>Co</strong>-<strong>op</strong> Atlantic<br />

R. Campbell, Credit Union Central <strong>of</strong> Manitoba<br />

L. Hillier, Credit Union Central (Saskatchewan),<br />

executive member<br />

P. Hlushko, The <strong>Co</strong>-<strong>op</strong>erators<br />

C. King, Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd.<br />

Ian MacPherson, B.C. Central Credit Union<br />

C ENTRE FOR THE S TUDY OF C O - OPERATIVES


A PPENDICES 39<br />

S. Raschdorf, B.C. Central Credit Union<br />

J. Riddle, Alberta Wheat Pool<br />

P. Zakreski, Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd.<br />

HEAD OFFICE<br />

Myrna Barclay, executive assistant<br />

Martha Friend, rentals supervisor<br />

Sean Kenny, manager <strong>of</strong> democratic studies<br />

Skip Kutz, director <strong>of</strong> curriculum and studies<br />

Sandra Lea<strong>the</strong>rdale, supervisor, media materials<br />

Paula Lucak, registrar<br />

Bruno Neufeldt, manager <strong>of</strong> management studies<br />

Leona Olson, librarian<br />

Peter Prebble and Bernadine Rudichuk, comanagers,<br />

Saskatchewan <strong>Co</strong>-<strong>op</strong>erative Youth<br />

Programme<br />

Eric Rasmussen, controller<br />

Gerald Schuler, chief executive <strong>of</strong>ficer<br />

Janice Wall, supervisor, CCUI <strong>op</strong>erations<br />

Also listed are <strong>the</strong> contact pe<strong>op</strong>le <strong>for</strong> <strong>the</strong> regional <strong>of</strong>fices,<br />

resource pe<strong>op</strong>le available through <strong>the</strong> college,<br />

accredited resource pe<strong>op</strong>le, and o<strong>the</strong>rs employed <strong>for</strong><br />

<strong>the</strong>ir expertise in specific areas. Three pe<strong>op</strong>le were<br />

working full time at <strong>the</strong> college during <strong>the</strong> 1984–85<br />

season: Sean Kenny, Bruno Neufeldt, and Eric<br />

Rasmussen.<br />

LIST OF MEMBERS, NA<br />

1986<br />

BOARD OF GOVERNORS<br />

Doug Ackland<br />

Lloyd Buffett<br />

Ron Campbell<br />

Kevin Flemming<br />

Lynden Hillier, chair<br />

Ed Klassen<br />

Ian MacPherson, vice-chair<br />

Susanne Raschdorf<br />

Jack Riddle<br />

Avery Sahl<br />

Charles Swanson<br />

COLLEGE STAFF<br />

National Office<br />

Myrna Barclay, acting chief executive <strong>of</strong>ficer<br />

Valerie Bunn, librarian<br />

Martha Friend, secretary<br />

Doug Holland, research director<br />

Skip Kutz, director programme design<br />

Sandra Lodoen, communications<br />

Brenda Mager, registrar<br />

Eva Quintaine, secretary<br />

Eric Rasmussen, controller<br />

Lydia Schroeder, receptionist<br />

Jo-Anne Salomons, director, regions<br />

Janice Wall, research and design projects<br />

B.C. Region<br />

Rosanna Hille, CRM co-ordinator<br />

Joan Stone, manager<br />

Alberta Region<br />

Lorna Knudson, manager<br />

Saskatchewan Region<br />

Debra Glazebrook, manager<br />

Jocelyn Peifer, programme assistant<br />

Manitoba Region<br />

Rene Nitelet, manager<br />

Ontario Region<br />

Dick Hatlelid, manager<br />

Jean Stevenson, CRM co-ordinator<br />

Atlantic Region<br />

Sheelagh Greek, programme manager<br />

Eric Turner, manager<br />

MEMBERS<br />

Alberta Wheat Pool<br />

B.C. Central Credit Union<br />

Canadian <strong>Co</strong>-<strong>op</strong>erative Credit Society<br />

<strong>Co</strong>nseil de la <strong>Co</strong><strong>op</strong>ération du Manitoba<br />

<strong>Co</strong>-<strong>op</strong> Atlantic<br />

<strong>Co</strong>-<strong>op</strong>erative Housing Foundation <strong>of</strong> Canada<br />

<strong>Co</strong>-<strong>op</strong>erative Trust <strong>Co</strong>mpany <strong>of</strong> Canada<br />

<strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong> Canada<br />

<strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong> Prince Edward Island<br />

Credit Union Central (Alberta)<br />

Credit Union Central <strong>of</strong> Manitoba<br />

O CCASIONAL P APERS S ERIES #01–01


40 CREWE<br />

Credit Union Central <strong>of</strong> New Brunswick<br />

Credit Union Central <strong>of</strong> Nova Scotia<br />

Credit Union Central <strong>of</strong> Ontario<br />

Credit Union Central <strong>of</strong> Prince Edward Island<br />

Credit Union Central (Saskatchewan)<br />

CSP Foods Ltd.<br />

CUMIS Insurance Group<br />

Federated <strong>Co</strong>-<strong>op</strong>eratives Ltd.<br />

Gay Lea Foods <strong>Co</strong>-<strong>op</strong>erative Ltd.<br />

Manitoba Pool Elevators<br />

Ontario Federation <strong>of</strong> Food <strong>Co</strong>-<strong>op</strong>eratives and<br />

Clubs Inc.<br />

Saskatchewan Wheat Pool<br />

The <strong>Co</strong>-<strong>op</strong>erators Group Ltd.<br />

United <strong>Co</strong>-<strong>op</strong>eratives <strong>of</strong> Ontario<br />

United Farmers <strong>of</strong> Alberta <strong>Co</strong>-<strong>op</strong>erative Ltd.<br />

(Sources: Annual Report <strong>of</strong> <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative Institute<br />

1958, <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege Calendars, 1976 Annual Report)<br />

C ENTRE FOR THE S TUDY OF C O - OPERATIVES


O CCASIONAL P APERS S ERIES #01–01


A PPENDIX IV<br />

E NROLMENT P ATTERNS AT THE<br />

W ESTERN C O-OPERATIVE C OLLEGE, 1960–1970<br />

Editor’s Notes by Nora Russell<br />

Figure 1: * Analysis <strong>of</strong> enrolment in college courses by pe<strong>op</strong>le sponsored by Federated<br />

<strong>Co</strong>-<strong>op</strong>eratives Limited.<br />

1200<br />

Number <strong>of</strong> students<br />

1000<br />

800<br />

600<br />

400<br />

200<br />

Retail (employees)<br />

Retail (elected <strong>of</strong>ficials)<br />

Wholesale (employees)<br />

Wholesale (elected<br />

<strong>of</strong>ficials)<br />

Total number <strong>of</strong><br />

participants<br />

0<br />

1960-61<br />

1960-61<br />

1961-62<br />

1961-62<br />

1962-63<br />

1962-63<br />

1963-64<br />

1963-64<br />

1964-65<br />

1964-65<br />

1965-66<br />

1965-66<br />

Year<br />

1966-67<br />

1966-67<br />

1967-68<br />

1967-68<br />

1968-69<br />

1968-69<br />

1969-70<br />

1969-70<br />

1. <strong>Co</strong>nsists <strong>of</strong> courses conducted at <strong>the</strong> college and on an extension basis by college staff.<br />

2. Includes a <strong>for</strong>ecast <strong>of</strong> enrolment <strong>for</strong> 1969–70.<br />

* Source: The graphs in this appendix can be found in unpublished internal documents in <strong>the</strong> <strong>Co</strong><strong>op</strong>erative<br />

<strong>Co</strong>llege <strong>of</strong> Canada library holdings, now housed at <strong>the</strong> Canadian <strong>Co</strong>-<strong>op</strong>erative Association<br />

in Ottawa. The series included nineteen graphs, <strong>of</strong> which five are reproduced here. The o<strong>the</strong>rs are<br />

analyzed in <strong>the</strong> accompanying text. Since <strong>the</strong> original data from which <strong>the</strong> graphs were constructed<br />

was unavailable, numbers are not exact.<br />

Editor’s Note: Please note that values along <strong>the</strong> Y axes in <strong>the</strong> graphs on this and <strong>the</strong> following pages<br />

are not consistent, so visual comparisons alone are not an adequate measure <strong>of</strong> enrolment figures.<br />

C ENTRE FOR THE S TUDY OF C O - OPERATIVES


A PPENDICES 43<br />

Figure 2: Analysis <strong>of</strong> enrolment in college courses by pe<strong>op</strong>le sponsored by Saskatchewan Wheat Pool.<br />

300<br />

250<br />

Number <strong>of</strong> students<br />

Number <strong>of</strong> students<br />

200<br />

150<br />

100<br />

Employees<br />

Elected Officials<br />

Total number <strong>of</strong><br />

participants<br />

50<br />

0<br />

19<br />

60-<br />

61<br />

1960-61<br />

19<br />

61-<br />

62<br />

1961-62<br />

19<br />

62-<br />

63<br />

1962-63<br />

19<br />

63-<br />

64<br />

1963-64<br />

19<br />

64-<br />

65<br />

1964-65<br />

Year<br />

19<br />

65-<br />

66<br />

1965-66<br />

19<br />

66-<br />

67<br />

1966-67<br />

19<br />

67-<br />

68<br />

1967-68<br />

19<br />

68-<br />

69<br />

1968-69<br />

Figure 3: Total enrolment in college courses by pe<strong>op</strong>le sponsored by credit unions in <strong>the</strong> four<br />

western provinces (consists <strong>of</strong> courses conducted at <strong>the</strong> college and on an extension<br />

basis by college staff).<br />

400<br />

350<br />

300<br />

250<br />

200<br />

Series1<br />

150<br />

100<br />

50<br />

0<br />

1960- 60/61 1961- 61/62 62/63 1962- 63/64 1963- 64/65 1964- 1965- 65/66 1966- 66/67 1967- 67/68 1968- 68/69 1969- 69/70<br />

61 62 63 64 65 66 67 68 69 70<br />

O CCASIONAL P APERS S ERIES #01–01


44 CREWE<br />

E DITOR’ S N OTES<br />

Of <strong>the</strong> above totals (<strong>for</strong> credit unions), Saskatchewan credit unions sponsored<br />

by far <strong>the</strong> largest number <strong>of</strong> pe<strong>op</strong>le each year, falling below one hundred only in 1962–63.<br />

(This growth in later years could be a factor <strong>of</strong> <strong>the</strong> devel<strong>op</strong>ment <strong>of</strong> <strong>the</strong> Canadian Credit<br />

Union Institute and its role with <strong>the</strong> college.) None from <strong>the</strong> o<strong>the</strong>r western credit unions<br />

were registered until 1963–64, and <strong>the</strong> numbers remained extremely limited until 1966–67,<br />

when Manitoba sent approximately <strong>for</strong>ty pe<strong>op</strong>le. Numbers from that province increased to<br />

about sixty-five <strong>the</strong> following year, and peaked around ninety in 1969–70. British <strong>Co</strong>lumbia<br />

sponsored pe<strong>op</strong>le only in <strong>the</strong> last three years <strong>of</strong> this survey: twenty-five, twenty, and about<br />

seventy-five respectively. Alberta had no significant numbers until <strong>the</strong> final two years shown<br />

on <strong>the</strong> graph, when <strong>the</strong> province sponsored approximately sixty-five pe<strong>op</strong>le each year.<br />

A variety <strong>of</strong> o<strong>the</strong>r organizations sponsored students at <strong>the</strong> Western <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege,<br />

but enrolment was generally much lower from <strong>the</strong>se sources than that shown on <strong>the</strong> graphs<br />

above. The Alberta Wheat Pool consistently sponsored pe<strong>op</strong>le <strong>for</strong> courses over <strong>the</strong> ten-year<br />

period, but numbers never reached higher than <strong>for</strong>ty (in 1963–64) and were usually considerably<br />

lower. Maritime <strong>Co</strong>-<strong>op</strong>erative Services (predecessor to <strong>Co</strong>-<strong>op</strong> Atlantic) was a regular<br />

sponsor <strong>of</strong> both employees and elected <strong>of</strong>ficials, although courses were mainly conducted on<br />

an extension basis by college staff. In general, numbers from this organization were higher<br />

than those <strong>for</strong> <strong>the</strong> Alberta Wheat Pool, but did not surpass one hundred, a number reached<br />

in 1967–78.<br />

The United Farmers <strong>of</strong> Alberta, Manitoba Pool Elevators, Interprovincial <strong>Co</strong>-<strong>op</strong>eratives,<br />

<strong>Co</strong>-<strong>op</strong>erative Insurance Services, <strong>Co</strong>-<strong>op</strong>erative Vegetable Oils, United Grain Growers, and<br />

<strong>Co</strong>-<strong>op</strong> Trust <strong>Co</strong>mpany <strong>of</strong> Canada all sponsored pe<strong>op</strong>le at <strong>the</strong> college over <strong>the</strong> course <strong>of</strong> <strong>the</strong><br />

decade, but always in relatively small numbers. United Farmers <strong>of</strong> Alberta numbers peaked<br />

in 1964–65 at about thirty pe<strong>op</strong>le, while <strong>Co</strong>-<strong>op</strong> Insurance Service numbers reached around<br />

<strong>for</strong>ty in 1966–67. O<strong>the</strong>r organizations mentioned in this paragraph were consistent supporters<br />

<strong>of</strong> from one to twenty students annually.<br />

Over <strong>the</strong> five-year period from 1963 to 1968, <strong>the</strong> British <strong>Co</strong>lumbia <strong>Co</strong>-<strong>op</strong>erative Wholesale<br />

Society sponsored extension courses from <strong>the</strong> college <strong>for</strong> its members. During <strong>the</strong> first<br />

four years, student numbers hovered around thirty to thirty-five, jumping to approximately<br />

ninety in 1968, and <strong>the</strong>n falling to zero <strong>the</strong> following year.<br />

The Saskatchewan <strong>Co</strong>-<strong>op</strong>erative Women’s Guild sponsored pe<strong>op</strong>le <strong>for</strong> college courses<br />

C ENTRE FOR THE S TUDY OF C O - OPERATIVES


A PPENDICES 45<br />

every year during <strong>the</strong> decade. Numbers reached a high <strong>of</strong> about thirty-five in 1966–67. And<br />

apart from three years in which no employees attended courses, <strong>the</strong> United <strong>Co</strong>-<strong>op</strong>eratives <strong>of</strong><br />

Ontario maintained fairly consistent sponsorships <strong>of</strong> approximately <strong>for</strong>ty to fifty pe<strong>op</strong>le each<br />

year. These courses were conducted mainly on an extension basis by college staff.<br />

Figure 4: Analysis <strong>of</strong> enrolment in college courses by pe<strong>op</strong>le sponsored by <strong>the</strong> Canadian International<br />

Devel<strong>op</strong>ment Agency.<br />

800<br />

700<br />

600<br />

500<br />

400<br />

Series1<br />

300<br />

200<br />

100<br />

0<br />

1960- 1961- 1962- 1963- 1964- 1965- 1966- 1967- 1968- 1969-<br />

60/61 61/62 62/63 63/64 64/65 65/66 66/67 67/68 68/69 69/70<br />

61 62 63 64 65 66 67 68 69 70<br />

1. 1968–69 consists <strong>of</strong> courses conducted at <strong>the</strong> college and on an extension basis in <strong>the</strong> Maritimes<br />

by college staff.<br />

2. Includes a <strong>for</strong>ecast <strong>of</strong> enrolment <strong>for</strong> 1969–70.<br />

3. No college courses were conducted <strong>for</strong> overseas students in 1963–64.<br />

Enrolment in <strong>the</strong> #25 Teachers’ <strong>Co</strong>-<strong>op</strong>erative In<strong>for</strong>mation course increased steadily over<br />

<strong>the</strong> decade, reaching a peak <strong>of</strong> one hundred in 1966–67, dr<strong>op</strong>ping to around <strong>for</strong>ty <strong>the</strong> next<br />

year, and <strong>the</strong>n to about twenty in 1968–69. Training <strong>for</strong> Inuit pe<strong>op</strong>le from <strong>the</strong> Canadian<br />

North first began in 1965–66, when about sixty pe<strong>op</strong>le attended courses at <strong>the</strong> college. That<br />

number rose and remained at ninety <strong>for</strong> <strong>the</strong> next two years. In 1968–69, Inuit pe<strong>op</strong>le from<br />

Alaska began attending courses as well, which swelled <strong>the</strong> numbers from nor<strong>the</strong>rn areas to<br />

approximately one hundred and eighty pe<strong>op</strong>le. These numbers include only those pe<strong>op</strong>le<br />

who attended courses at <strong>the</strong> college and do not include courses conducted on an extension<br />

basis by college staff.<br />

O CCASIONAL P APERS S ERIES #01–01


46 CREWE<br />

The following graph represents <strong>the</strong> total combined enrolment from all sources.<br />

Figure 5: Analysis <strong>of</strong> <strong>the</strong> total enrolment in college courses conducted by college staff at <strong>the</strong> college<br />

and on an extension basis.<br />

3500<br />

3000<br />

2500<br />

2000<br />

1500<br />

Series1<br />

1000<br />

500<br />

0<br />

19<br />

60-<br />

61<br />

1960-61<br />

19<br />

61-<br />

62<br />

1961-62<br />

19<br />

62-<br />

63<br />

1962-63<br />

19<br />

63-<br />

64<br />

1963-64<br />

1964-65<br />

19<br />

64-<br />

65<br />

1965-66<br />

19<br />

65-<br />

66<br />

1966-67<br />

19<br />

66-<br />

67<br />

1967-68<br />

19<br />

67-<br />

68<br />

1968-69<br />

19<br />

68-<br />

69<br />

1969-70<br />

19<br />

69-<br />

70<br />

C ENTRE FOR THE S TUDY OF C O - OPERATIVES


E NDNOTES<br />

1. Brett Fairbairn, Building a Dream: The <strong>Co</strong>-<strong>op</strong>erative Retailing System in Western Canada 1928–1988<br />

(Saskatoon: Western Producer Prairie Books, 1989), pp. 77–91.<br />

2. Ian MacPherson, “‘An Act <strong>of</strong> Faith and Optimism’: Creating a <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege in English<br />

Canada 1951–73,” in Knowledge <strong>for</strong> <strong>the</strong> Pe<strong>op</strong>le—The Struggle <strong>for</strong> Adult Learning in English Speaking<br />

Canada, ed. E. Whelan (Toronto: Osie Press, 1987), pp. 170–85.<br />

3. Joseph Kaibe Mollo, “Pr<strong>of</strong>it vs. <strong>Co</strong>-<strong>op</strong>eration: The Struggle <strong>of</strong> <strong>the</strong> Western <strong>Co</strong>-<strong>op</strong>erative<br />

<strong>Co</strong>llege” (master’s <strong>the</strong>sis, University <strong>of</strong> Saskatchewan, 1971), pp. 16–18. Siemens and his colleagues<br />

were unable to raise <strong>the</strong>ir entire goal. This was due to two factors: Siemens was unwilling<br />

to approach <strong>the</strong> large co-<strong>op</strong> organizations, and anti-German (and <strong>the</strong>re<strong>for</strong>e anti-Mennonite) sentiment<br />

after <strong>the</strong> war prevented support from outside sou<strong>the</strong>rn Manitoba.<br />

4. ICI minutes <strong>of</strong> board meeting, 3 March 1954, Saskatchewan Archives Board, Saskatoon, Micro.<br />

S–1.113 R 1–3.<br />

5. Ibid.<br />

6. “<strong>Co</strong>-<strong>op</strong> education will be pushed,” The <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>nsumer [hence<strong>for</strong>th C.C.], 5 February 1954.<br />

7. Harold Chapman in conversation with author, 25 August 1999; C.C., 9 March 1951, p. 1; C.C., 11<br />

March 1955, p. 7. In 1951, <strong>the</strong> U <strong>of</strong> S began to <strong>of</strong>fer courses in co-<strong>op</strong>erative organization and<br />

management. They were designed to be incorporated into a Bachelor <strong>of</strong> <strong>Co</strong>mmerce degree under<br />

Management. The first course appears to have begun in April 1955 and was sponsored by FCL.<br />

8. The organization became Saskatchewan Federated <strong>Co</strong>-<strong>op</strong>eratives Limited in 1944, when it merged<br />

with <strong>Co</strong>nsumers’ <strong>Co</strong>-<strong>op</strong>eratives Refineries Ltd.<br />

9. Maaniche’s <strong>the</strong>ory was frequently referred to by Harold Chapman and o<strong>the</strong>r leaders in <strong>the</strong> co-<strong>op</strong><br />

movement. The <strong>the</strong>ory predicts <strong>the</strong> life cycle <strong>of</strong> a co-<strong>op</strong> as only a generation and a half without<br />

<strong>the</strong> fuel <strong>of</strong> fur<strong>the</strong>r co-<strong>op</strong> education <strong>for</strong> adults and particularly <strong>for</strong> youth.<br />

10. This department was created in 1944 by <strong>the</strong> newly elected CCF government.<br />

11. “Plan programme <strong>of</strong> co-<strong>op</strong> education <strong>for</strong> pe<strong>op</strong>le in north <strong>of</strong> province,” C.C., 29 August 1952, p. 3.<br />

O CCASIONAL P APERS S ERIES #01–01


48 CREWE<br />

12. “Problems <strong>of</strong> co-<strong>op</strong> education are outlined by Dr. Arnason,” C.C., 20 July 1956, p. 7.<br />

13. “<strong>Co</strong>-<strong>op</strong> education in Canada,” in C.C., 5, 19 August 1960; 2 September 1960.<br />

14. “Education convenor directs essays on education to members,” C.C., 9 March 1956, p. 6. Mrs.<br />

Wilson’s first name is not available from this source.<br />

15. C.C., 5 April 1957, p. 3.<br />

16. FCL minutes <strong>of</strong> board meeting, winter 1954, Saskatchewan Archives Board, Saskatoon, Micro.<br />

S–1.113 R 1–3.<br />

17. Olaf Turnbull in conversation with author, 25 August 1999.<br />

18. MacPherson, p. 176; and Royal <strong>Co</strong>mmission on Agriculture and Rural Life: A Brief Outline (Regina:<br />

Royal <strong>Co</strong>mmission on Agriculture and Rural Life, 2 January 1953), Saskatchewan Archives Board<br />

pamphlet collection.<br />

19. Harold Chapman, “The Change Process Through <strong>Co</strong>-<strong>op</strong>erative Education and Research,” in<br />

Dignity and Growth—Citizen Participation in Social Change, edited by Harold Baker, James<br />

Draper, and Brett Fairbairn (Calgary: Detselig Enterprises Ltd., 1991), p. 94.<br />

20. C.C., 16 December 1955, p. 3.<br />

21. Mollo, pp. 32–33.<br />

22. As listed in C.C., 25 August 1956, pp. 1, 4. It was customary at <strong>the</strong> time <strong>for</strong> married women to be<br />

identified by <strong>the</strong>ir husbands’ names. Women’s personal names have been added where known.<br />

23. “<strong>Co</strong>-<strong>op</strong> Institute board meeting in Saskatoon,” C.C., 5 September 1958, p. 3.<br />

24. C.C., 6 November 1956, p. 3.<br />

25. C.C., 8 February 1957, p. 5.<br />

26. C.C., 7 June 1957, p. 1. The <strong>Co</strong>-<strong>op</strong>erative Credit Society was <strong>the</strong> predecessor <strong>of</strong> Credit Union<br />

Central.<br />

27. C.C., 8 April 1957, p. 5.<br />

28. ICI minutes <strong>of</strong> meeting, 3 March 1954, Saskatchewan Archives Board, Saskatoon, Micro. S–1.113 R<br />

1–3.<br />

29. C.C., 27 March 1959, p. 4.<br />

30. Mollo, pp. 31–33.<br />

31. “Trustees <strong>of</strong> Western <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege,” C.C., 21 October 1960, p. 1.<br />

32. Mollo, pp. 39–42. On 28 August 1958, <strong>the</strong>y had met with <strong>the</strong> assistant to <strong>the</strong> president <strong>of</strong> <strong>the</strong><br />

University <strong>of</strong> Saskatchewan, <strong>Co</strong>lborne McEown, who assured <strong>the</strong>m <strong>the</strong>y should have no trouble<br />

in obtaining a lease on campus. In September, Chapman wrote a letter to McEown outlining <strong>the</strong><br />

pr<strong>op</strong>osal. The university demanded that <strong>the</strong> college meet academic standards first.<br />

33. Olaf Turnbull in conversation with author, 25 August 1999.<br />

C ENTRE FOR THE S TUDY OF C O - OPERATIVES


E NDNOTES 49<br />

34. Harold Chapman was elected to attend on behalf <strong>of</strong> <strong>the</strong> Canadian Adult Education Association.<br />

35. Harold Chapman in conversation with author, 7 July 1999.<br />

36. MacPherson, p. 180. See also <strong>the</strong> diagram <strong>of</strong> <strong>the</strong> campus, Appendix I.<br />

37. “Premier backs <strong>Co</strong>llege,” C.C., 16 September 1960, p. 3.<br />

38. “Western <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege receives SCWG donation,” C.C., 8 April 1960, p. 5.<br />

39. “Women’s Guild pledges support to co-<strong>op</strong> college building fund,” C.C., 16 September 1960, p. 4.<br />

40. “First <strong>Co</strong>-<strong>op</strong> Labour Seminar held in co-<strong>op</strong> college on March 27–28,” C.C., 7 April 1961 pp. 1, 3.<br />

41. Fairbairn, p. 155.<br />

42. Ibid. p. 159.<br />

43. “Nova Scotia—at leaders’ course,” C.C., 22 November 1962, p. 6.<br />

44. “Teachers attend co-<strong>op</strong> college,” C.C., 8 September 1961, p. 1, and Harold Baker in conversation<br />

with author, 22 September 1999.<br />

45. “<strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege course draws 31 school teachers,” C.C., 7 September 1962, p. 1.<br />

46. “Youth co-ordinators meet at <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege,” n.p., n.d., from <strong>the</strong> Lewie Lloyd scrapbook. The<br />

scrapbook is a collection <strong>of</strong> articles and newspaper clippings about <strong>the</strong> <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege, reprinted<br />

by <strong>the</strong> Canadian <strong>Co</strong>-<strong>op</strong>erative Association (CCA). Sponsoring organizations <strong>for</strong> <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative<br />

Youth Programme were <strong>the</strong> <strong>Co</strong>-<strong>op</strong> Devel<strong>op</strong>ment Association, <strong>the</strong> Saskatchewan <strong>Co</strong>-<strong>op</strong> Credit<br />

Society, FCL, <strong>Co</strong>-<strong>op</strong> Insurance, SWP, and <strong>the</strong> <strong>Co</strong>-<strong>op</strong> Trust <strong>Co</strong>mpany <strong>of</strong> Canada.<br />

47. “Youth, adults seek mutual understanding,” C.C., 30 March 1971; “Youth leadership conference<br />

devel<strong>op</strong>s community awareness,” Lewie Lloyd scrapbook, CCA.<br />

48. MacPherson, pp. 179–80; G. Francis Xavier, “Teaching Techniques Ad<strong>op</strong>ted at <strong>the</strong> Western <strong>Co</strong><strong>op</strong>erative<br />

<strong>Co</strong>llege,” in The <strong>Co</strong>llege Souvenir (Bangalore <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege, 1970), pp. 89–92,<br />

CCA.<br />

49. Harold Chapman in conversation with author, 18 November 1999.<br />

50. Dan Beveridge, “Report and Evaluation <strong>of</strong> Mackenzie District <strong>Co</strong>-<strong>op</strong>erative and <strong>Co</strong>mmunity<br />

Leadership <strong>Co</strong>urses,” (Saskatoon: Western <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege, 1968), CCA.<br />

51. “<strong>Co</strong>-<strong>op</strong>eration learned far north,” C.C., 11 July 1967, p. 3; Western <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege Calendar<br />

<strong>for</strong> 1968–69; and “Alaskans study at Canadian college: see co-<strong>op</strong> success first hand,” April 1969,<br />

from Anchorage newspaper, Lewie Lloyd scrapbook, CCA. In 1969, Alaskan Inuit leaders, sponsored<br />

by <strong>the</strong>ir community groups, spent four weeks at WCC.<br />

52. Harold Chapman in conversation with author, 7 July 1999.<br />

53. “Leaders from Caribbean, Asia, Africa to study in Saskatoon,” C.C., 22 March 1963, p. 8; “<strong>Co</strong>urse<br />

<strong>for</strong> overseas students proves p<strong>op</strong>ular—over 40 coming,” C.C., 24 May 1965, p. 3.<br />

54. Xavier, pp. 89–92.<br />

O CCASIONAL P APERS S ERIES #01–01


50 CREWE<br />

55. “Chapman to Guyana to aid new institute,” The Western Producer, 26 January 1967, p. 29.<br />

56. “<strong>Co</strong>llege <strong>of</strong>ficial visits overseas co-<strong>op</strong>eratives,” The Manitoba <strong>Co</strong>-<strong>op</strong>erator, 21 March 1968.<br />

57. Mollo, pp. 61–63.<br />

58. Harold Chapman in conversation with author, 18 November 1999.<br />

59. H.R. Baker and W.G. Bolstad, “The Structure and Organization <strong>of</strong> <strong>the</strong> Western <strong>Co</strong>-<strong>op</strong>erative<br />

<strong>Co</strong>llege,” Report to board, Western <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege, 1966, CCA.<br />

60. 25 May 1968, newspaper clipping, Saskatchewan Archives Board, Micro. S–1.113 R 1–3.<br />

61. Newspaper clipping, n.p., n.d., Saskatchewan Archives Board, Micro. S–1.113 R 1–3; and Harold<br />

Chapman in conversation with author, 7 July 1999.<br />

62. 29 June 1968, newspaper clipping, Saskatchewan Archives Board, Micro. S–1.113 R1–3. Leo<br />

Kristjanson was chair <strong>of</strong> <strong>the</strong> adhoc committee, but did not agree with <strong>the</strong> boycott.<br />

63. Harold Chapman in conversation with author, 7 July 1999.<br />

64. <strong>Co</strong>urse Schedule 1976–77, <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada, CCA.<br />

65. Leona Theis in conversation with author, 30 November 1999.<br />

66. Report <strong>of</strong> <strong>Co</strong>nference on <strong>Co</strong>-<strong>op</strong>erative Thought and Practice: Economic Efficiency and Democratic<br />

<strong>Co</strong>ntrol (Saskatoon: <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada, 1977), p. 8.<br />

67. The full list <strong>of</strong> speakers and <strong>the</strong> titles <strong>of</strong> <strong>the</strong>ir presentations were: Alex Laidlaw, consultant in co<strong>op</strong>eratives,<br />

“<strong>Co</strong>-<strong>op</strong>eratives in <strong>the</strong> Canadian Environment”; David T. Lowery, corporate secretary,<br />

assistant pr<strong>of</strong>essor <strong>of</strong> accounting, University <strong>of</strong> Regina, “The Need <strong>for</strong> Economic Efficiency in<br />

Business Organizations”; Fred Thayer, associate pr<strong>of</strong>essor, University <strong>of</strong> Pittsburg, “<strong>Co</strong>-<strong>op</strong>eratives<br />

and <strong>the</strong> Future: How Can We Move Beyond <strong>Co</strong>nventional Economics and Politics?”; Eldon<br />

Anderson, corporate secretary, Credit Union Central <strong>of</strong> Saskatchewan, “Member <strong>Co</strong>ntrol in<br />

Credit Union Central”; Rod Glen, president, Hub <strong>Co</strong>-<strong>op</strong>erative, Nanaimo, “A Practical Model<br />

<strong>for</strong> <strong>Co</strong>nsumer <strong>Co</strong>-<strong>op</strong>eration”; Olaf Turnbull, executive director, CCC, “Practical Models <strong>for</strong><br />

Democratic <strong>Co</strong>ntrols”; John Craig, Department <strong>of</strong> Sociology, York University, “Achieving<br />

Economic Effectiveness, Efficiency, and Democracy in Organizations”; John Jordan, planning<br />

consultant, The <strong>Co</strong>-<strong>op</strong>erators, “Efficiency and Democracy: Refocussing <strong>the</strong> Question.”<br />

68. Report <strong>of</strong> <strong>Co</strong>nference on <strong>Co</strong>-<strong>op</strong>erative Thought, p. 7.<br />

69. Ibid. p. 104.<br />

70. Mollo, p. 64.<br />

71. Lou Gossen, An Introduction to <strong>Co</strong>-<strong>op</strong>eratives: A Self-<strong>Study</strong> Guide (Saskatoon: <strong>Co</strong>-<strong>op</strong>erative<br />

<strong>Co</strong>llege <strong>of</strong> Canada, 1975).<br />

72. Eric Rasmussen, Financial Management in <strong>Co</strong>-<strong>op</strong>erative Enterprise (Saskatoon: <strong>Co</strong>-<strong>op</strong>erative<br />

<strong>Co</strong>llege <strong>of</strong> Canada, 1975); Skip Kutz in conversation with author, 7 July 1999; Eric Rasmussen in<br />

conversation with author, 22 September 1999.<br />

73. Harold Chapman et al., The <strong>Co</strong>ntemporary Director: A Handbook <strong>for</strong> Elected Officials <strong>of</strong> <strong>Co</strong>-<strong>op</strong>era-<br />

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E NDNOTES 51<br />

tives, Credit Unions, and O<strong>the</strong>r Organizations (Saskatoon: <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada, 1986).<br />

74. Jack Trevena, Prairie <strong>Co</strong>-<strong>op</strong>eration: A Diary (Saskatoon: <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada, 1976).<br />

75. Terry Phalen, <strong>Co</strong>-<strong>op</strong>erative Leadership: Harry L. Fowler (Saskatoon: <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong><br />

Canada, 1977); Stefan Haley, Tested by Fire: The Life and Work <strong>of</strong> W.H. McEwen (Saskatoon: <strong>Co</strong><strong>op</strong>erative<br />

<strong>Co</strong>llege <strong>of</strong> Canada, 1980).<br />

76. “Finding <strong>the</strong> common denominator,” C.C., 1 July 1975, p. 1.<br />

77. <strong>Co</strong>-<strong>op</strong>erative Outlooks, manual from <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada, Saskatoon, 1983; and Skip<br />

Kutz in conversation with author, 26 October 1999. The committee consisted <strong>of</strong> Ingrid Larson,<br />

editor, Margret Asmuss, assistant editor, Skip Kutz, project director, and Ian MacPherson, historical<br />

consultant.<br />

78. <strong>Co</strong>-<strong>op</strong>erative Outlooks, “Introduction.”<br />

79. This first publication <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eration and <strong>Co</strong>mmunity Life is dated 1983 by CCC with REDA’s<br />

stamp on <strong>the</strong> front page. The second revision is dated 1987 under CCA.<br />

80. Skip Kutz in conversation with <strong>the</strong> author, 18 November 1999.<br />

81. Working Papers (Saskatoon: <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada, 1978–1982).<br />

82. MacPherson, p. 180; and <strong>Co</strong>-<strong>op</strong> Principles, 4th ed. (Regina: <strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong> Saskatchewan,<br />

1951).<br />

83. By 1984, <strong>the</strong> manual was adapted by Stefan Haley to include in<strong>for</strong>mation from <strong>the</strong> Future<br />

Directions Project and <strong>the</strong> Master’s Programme in <strong>Co</strong>-<strong>op</strong> Studies at York University.<br />

84. Leona Theis and Skip Kutz in conversation with author, 30 November 1999.<br />

85. “Youth leadership conferences devel<strong>op</strong> community awareness,” n.p., n.d., The Western Producer,<br />

Lewie Lloyd scrapbook, CCA.<br />

86. “Participants evaluate co-<strong>op</strong> college’s youth program,” C.C., 4 April 1978.<br />

87. Harold Chapman in conversation with author, 7 July 1999. The textbook by J. Craig is The<br />

Nature <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eration (Montreal: Black Rose Books, 1993).<br />

88. “Students will interview 100 Sask. co-<strong>op</strong> pioneers,” The Western Producer, 29 May 1975. The<br />

Living Library is currently available from <strong>the</strong> CCA <strong>of</strong>fice in Ottawa.<br />

89. Don Kerr, “Paper Wheat: Epic Theatre in Saskatchewan,” from Paper Wheat—The Book<br />

(Saskatoon: Western Producer Prairie Books, 1982).<br />

90. Leona Theis and Skip Kutz in conversation with author, 30 November 1999.<br />

91. “A <strong>Co</strong>llege without Walls” was <strong>the</strong> title <strong>of</strong> a slide presentation depicting <strong>the</strong> history <strong>of</strong> <strong>the</strong> college<br />

prepared by <strong>the</strong> staff in 1981.<br />

92. “<strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege emphasizing research,” The Star-Phoenix, 4 February 1981.<br />

93. “<strong>Co</strong>llege regionalization set; merger with CUC urged,” C.C., 19 December 1978, p. 5.<br />

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52 CREWE<br />

94. Ole Turnbull in conversation with author, 25 August 1999.<br />

95. “Pr<strong>op</strong>osal <strong>for</strong> <strong>the</strong> Formation <strong>of</strong> One National Organization,” CCC document, 14 March 1986, and<br />

“Report to <strong>the</strong> Board <strong>of</strong> Governors,” CCC document, 23 September 1987, CCA. This report to <strong>the</strong><br />

board <strong>of</strong> governors does not indicate any clear decision in <strong>the</strong> matter. What is evident is that <strong>the</strong><br />

pr<strong>op</strong>osal to amalgamate <strong>the</strong> organizations was a recurring t<strong>op</strong>ic in <strong>the</strong> <strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege’s later years.<br />

96. Mollo, p. 62.<br />

97. MacPherson, p. 183.<br />

98. Mollo. p. 60.<br />

99. “<strong>Co</strong>-<strong>op</strong> education in Canada,” in C.C., 5, 19 August 1960; 2 September 1960.<br />

W ORKS C ITED<br />

Books<br />

Baker, Harold, James Draper, and Brett Fairbairn (eds.). Dignity and Growth—Citizen Participation<br />

in Social Change. Calgary: Detselig Enterprises Ltd., 1991.<br />

Chapman, Harold, Douglas Holland, and Sean Kenny. The <strong>Co</strong>ntemporary Director: A Handbook <strong>for</strong><br />

Elected Officials <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eratives, Credit Unions, and O<strong>the</strong>r Organizations. Saskatoon: <strong>Co</strong>-<strong>op</strong>erative<br />

<strong>Co</strong>llege <strong>of</strong> Canada, 1986.<br />

Craig, John G. The Nature <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eration. Montreal: Black Rose Books, 1993.<br />

Fairbairn, Brett. Building A Dream: The <strong>Co</strong>-<strong>op</strong>erative Retailing System in Western Canada 1928–1988.<br />

Saskatoon: Western Producer Prairie Books, 1989.<br />

Gossen, Lou. An Introduction to <strong>Co</strong>-<strong>op</strong>eratives: A Self-<strong>Study</strong> Guide. Saskatoon: <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege<br />

<strong>of</strong> Canada, 1975.<br />

Haley, Stefan. Tested by Fire—The Life and Work <strong>of</strong> W.H. McEwen. Saskatoon: <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege<br />

<strong>of</strong> Canada, 1980.<br />

Kerr, Don. “Paper Wheat: Epic Theatre in Saskatchewan.” In Paper Wheat—The Book. Saskatoon:<br />

Western Producer Prairie Books, 1982.<br />

MacPherson, Ian. “‘An Act <strong>of</strong> Faith and Optimism’: Creating a <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege in Western<br />

Canada 1951–1973.” In Knowledge <strong>of</strong> <strong>the</strong> Pe<strong>op</strong>le—The Struggle <strong>for</strong> Adult Learning in English<br />

Canada, edited by E. Whelan. Toronto: Osie Press, 1987.<br />

Mollo, Joseph Kaibe. “Pr<strong>of</strong>it vs. <strong>Co</strong>-<strong>op</strong>eration: The Struggle <strong>of</strong> <strong>the</strong> Western <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege.”<br />

Master’s <strong>the</strong>sis, University <strong>of</strong> Saskatchewan, 1971.<br />

C ENTRE FOR THE S TUDY OF C O - OPERATIVES


W ORKS C ITED 53<br />

Phalen, Terry. <strong>Co</strong>-<strong>op</strong>erative Leadership: Harry L. Fowler. Saskatoon: <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada,<br />

1977.<br />

Rasmussen, A.E. Financial Management in <strong>Co</strong>-<strong>op</strong>erative Enterprise. Saskatoon: <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege<br />

<strong>of</strong> Canada, 1975.<br />

Trevena, Jack. Prairie <strong>Co</strong>-<strong>op</strong>eration: A Diary. Saskatoon: <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada, 1976.<br />

Newspapers<br />

The <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>nsumer, January 1953–December 1983.<br />

The Manitoba <strong>Co</strong>-<strong>op</strong>erator: “<strong>Co</strong>llege <strong>of</strong>ficials visit overseas co-<strong>op</strong>eratives,” 21 March 1968.<br />

The StarPhoenix: “Meet Harold Chapman,” 3 November 1969, p. 4; “<strong>Co</strong>-<strong>op</strong> <strong>Co</strong>llege emphasizing<br />

research,” 4 February 1981.<br />

The Western Producer: “<strong>Co</strong>llege <strong>for</strong> <strong>Co</strong>-<strong>op</strong>erators,” 2 December 1965, pp .17, 19; “Chapman to<br />

Guyana to aid new institute,” 26 January 1967, p. 29; “Students will interview 100 Sask. <strong>Co</strong>-<strong>op</strong><br />

pioneers,” 29 May 1975; “Youth leadership conferences devel<strong>op</strong> community awareness,” n.d.<br />

<strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege—Unpublished Documents<br />

Baker, H.R., and W.G. Bolstad. “The Structure and Organization <strong>of</strong> <strong>the</strong> Western <strong>Co</strong>-<strong>op</strong>erative<br />

<strong>Co</strong>llege.” Western <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege, 1966, University <strong>of</strong> Saskatchewan Archives.<br />

Beveridge, Dan. “Report and Evaluation <strong>of</strong> MacKenzie District <strong>Co</strong>-<strong>op</strong>erative and <strong>Co</strong>mmunity<br />

Leadership <strong>Co</strong>urses.” Report, 1968, Western <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege, Canadian <strong>Co</strong>-<strong>op</strong>erative<br />

Association (CCA).<br />

Chapman, Harold, and Olaf Turnbull. “The Programming Process at <strong>the</strong> Western <strong>Co</strong>-<strong>op</strong>erative<br />

<strong>Co</strong>llege.” Report, 1972, Western <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege, CCA.<br />

<strong>Co</strong>urse Calendar 1968–69 and 1972–73. Western <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege, CCA.<br />

<strong>Co</strong>urse Schedule 1976–77. <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada, CCA.<br />

“<strong>Co</strong>urses <strong>for</strong> Personnel <strong>of</strong> <strong>Co</strong>nsumer <strong>Co</strong>-<strong>op</strong>eratives.” Report, 1962, Western <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege,<br />

CCA.<br />

“Pr<strong>op</strong>osal <strong>for</strong> <strong>the</strong> Formation <strong>of</strong> One National Organization.” Report 14 March 1986, <strong>Co</strong>-<strong>op</strong>erative<br />

<strong>Co</strong>llege <strong>of</strong> Canada, CCA.<br />

“Report to <strong>the</strong> Board <strong>of</strong> Governors.” Report 23 September 1987, <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada,<br />

CCA.<br />

Saskatchewan Archives Board<br />

Micro. S–1.113 R 1–3. Newspaper clippings, reports, and articles about <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege 1953<br />

to 1987.<br />

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54 CREWE<br />

Royal <strong>Co</strong>mmission on Agriculture and Rural Life: A Brief Outline. Regina: Royal <strong>Co</strong>mmission on<br />

Agriculture and Rural Life, 2 January 1953, Saskatchewan Archives Board pamphlet collection.<br />

O<strong>the</strong>r <strong>Co</strong>llege Publications<br />

<strong>Co</strong>-<strong>op</strong> Principles. <strong>Co</strong>-<strong>op</strong>erative Union <strong>of</strong> Saskatchewan, 4th edition, 1951.<br />

<strong>Co</strong>-<strong>op</strong>eration and <strong>Co</strong>mmunity Life. Saskatoon: <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada, 1983.<br />

<strong>Co</strong>-<strong>op</strong>erative Outlooks. Saskatoon: <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada, 1983.<br />

Report on <strong>the</strong> <strong>Co</strong>nference on <strong>Co</strong>-<strong>op</strong>erative Thought and Practice: Economic Efficiency and Democratic<br />

<strong>Co</strong>ntrol. Saskatoon: <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada, 1977.<br />

Working Papers. Saskatoon: <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada, 1978–1982.<br />

C ENTRE FOR THE S TUDY OF C O - OPERATIVES


C ENTRE FOR THE S TUDY OF C O-OPERATIVES<br />

L IST OF P UBLICATIONS<br />

Occasional Papers Series<br />

85.01 Worker <strong>Co</strong>-<strong>op</strong>eratives in Mondragon, <strong>the</strong> U.K., and France: Some Reflections. Christ<strong>op</strong>her Axworthy<br />

(48pp.)<br />

85.02 Employment <strong>Co</strong>-<strong>op</strong>eratives: An Investment in Innovation: Proceedings <strong>of</strong> <strong>the</strong> Saskatoon Worker <strong>Co</strong>-<strong>op</strong>erative<br />

<strong>Co</strong>nference. Skip McCarthy, ed. (288pp.)<br />

85.03 Prairie P<strong>op</strong>ulists and <strong>the</strong> Idea <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eration, 1910–1945. David Laycock (48pp.)<br />

86.01 <strong>Co</strong>-<strong>op</strong>eratives and Their Employees: Towards a Harmonious Relationship. Christ<strong>op</strong>her Axworthy (82pp.)<br />

86.02 <strong>Co</strong>-<strong>op</strong>eratives and Social Democracy: Elements <strong>of</strong> <strong>the</strong> Norwegian Case. Finn Aage Ekelund (42pp.)<br />

86.03 Encouraging Democracy in <strong>Co</strong>nsumer and Producer <strong>Co</strong>-<strong>op</strong>eratives. Stuart Bailey (124pp.)<br />

86.04 A New Model <strong>for</strong> Producer <strong>Co</strong>-<strong>op</strong>eratives in Israel. Abraham Daniel (54pp.)<br />

87.01 Election <strong>of</strong> Directors in Saskatchewan <strong>Co</strong>-<strong>op</strong>eratives: Processes and Results. Lars Apland (72pp.)<br />

87.02 The Pr<strong>op</strong>erty <strong>of</strong> <strong>the</strong> <strong>Co</strong>mmon: Justifying <strong>Co</strong>-<strong>op</strong>erative Activity. Finn Aage Ekelund (74pp.)<br />

87A.03 <strong>Co</strong>-<strong>op</strong>erative/Government Relations in Canada: Lobbying, Public Policy Devel<strong>op</strong>ment and <strong>the</strong> Changing<br />

<strong>Co</strong>-<strong>op</strong>erative System. David Laycock (246pp.)<br />

87A.04 The Management <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eratives: A Bibliography. Lou Hammond Ketilson, Bonnie Korthuis, and <strong>Co</strong>lin<br />

Boyd (144pp.)<br />

87.05 Labour Relations in <strong>Co</strong>-<strong>op</strong>eratives. Kurt Wetzel and Daniel G. Gallagher (30pp.)<br />

87A.06 Worker <strong>Co</strong>-<strong>op</strong>eratives: An International Bibliography/ <strong>Co</strong><strong>op</strong>ératives de Travailleurs: Une Bibliographie<br />

Internationale. Rolland LeBrasseur, Alain Bridault, David Gallingham, Gérard Lafrenière, and<br />

Terence Zinger (76pp.)<br />

88.01 Worker <strong>Co</strong>-<strong>op</strong>eratives and Worker Ownership: Issues Affecting <strong>the</strong> Devel<strong>op</strong>ment <strong>of</strong> Worker <strong>Co</strong>-<strong>op</strong>eratives<br />

in Canada. Christ<strong>op</strong>her Axworthy and David Perry (100pp.)<br />

88.02 A <strong>History</strong> <strong>of</strong> Saskatchewan <strong>Co</strong>-<strong>op</strong>erative Law—1900 to 1960. Donald Mullord, Christ<strong>op</strong>her Axworthy,<br />

and David Liston (66pp.)<br />

88.03 <strong>Co</strong>-<strong>op</strong>erative Organizations in Western Canada. Murray Fulton (40pp.)<br />

88.04 Farm Interest Groups and Canadian Agricultural Policy. Barry Wilson, David Laycock, and Murray<br />

Fulton (42pp.)<br />

O CCASIONAL P APERS S ERIES #01–01


56 LIST OF P UBLICATIONS<br />

89.01 Patronage Allocation, Growth, and Member Well-Being in <strong>Co</strong>-<strong>op</strong>eratives. Jeff <strong>Co</strong>rman and Murray<br />

Fulton (48pp.)<br />

89.02 The Future <strong>of</strong> Worker <strong>Co</strong>-<strong>op</strong>eratives in Hostile Environments: Some Reflections from Down Under. Allan<br />

Halladay and <strong>Co</strong>lin Peile (94pp.)<br />

90.01 <strong>Co</strong>mmunity-Based Models <strong>of</strong> Health Care: A Bibliography. Lou Hammond Ketilson and Michael<br />

Quennell (62pp.)<br />

91.01 The <strong>Co</strong>-<strong>op</strong>erative Sector in Saskatchewan: A Statistical Overview. Louise Simbandumwe, Murray<br />

Fulton, and Lou Hammond Ketilson (54pp.)<br />

91.02 Farmers, Capital, and <strong>the</strong> State in Germany, c 1860–1914. Brett Fairbairn (36pp.)<br />

92.01 <strong>Co</strong>-<strong>op</strong>eratives in Principle and Practice. Anne McGillivray and Daniel Ish (144pp.)<br />

92.02 Matador: The <strong>Co</strong>-<strong>op</strong>erative Farming Tradition. George Melnyk (26pp.)<br />

92.03 <strong>Co</strong>-<strong>op</strong>erative Devel<strong>op</strong>ment: Towards a Social Movement Perspective. Patrick Develtere (114pp.)<br />

93.01 The <strong>Co</strong>-<strong>op</strong>erative Movement: An International View. S.K. Saxena (20pp.)<br />

94.01 Credit Unions and Caisses P<strong>op</strong>ulaires: Background, Market Characteristics, and Future Devel<strong>op</strong>ment. J.T.<br />

Zinger (26pp.)<br />

94.02 The Meaning <strong>of</strong> Rochdale: The Rochdale Pioneers and <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative Principles. Brett Fairbairn (62pp.)<br />

96.01 <strong>Co</strong>mparative Financial Per<strong>for</strong>mance Analysis <strong>of</strong> Canadian <strong>Co</strong>-<strong>op</strong>eratives, Investor-Owned Firms, and<br />

Industry Norms. Andrea Harris and Murray Fulton (152pp.)<br />

98.01 <strong>Co</strong>-<strong>op</strong>erative Organization in Rural Canada and <strong>the</strong> Agricultural <strong>Co</strong>-<strong>op</strong>erative Movement in China: A<br />

<strong>Co</strong>mparison. Zhu Shufang and Leonard P. Apedaile (56pp)<br />

99.01 The <strong>Co</strong>mponents <strong>of</strong> Online Education: Higher Education on <strong>the</strong> Internet. Byron Henderson (78pp.)<br />

01.01 “An Educational Institute <strong>of</strong> Untold Value”: The Evolution <strong>of</strong> <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative <strong>Co</strong>llege <strong>of</strong> Canada,<br />

1953–1987. Jodi Crewe (66pp.)<br />

Books and O<strong>the</strong>r Publications<br />

1991 <strong>Co</strong>-<strong>op</strong>eratives and <strong>Co</strong>mmunity Devel<strong>op</strong>ment: Economics in Social Perspective. Brett Fairbairn, June Bold,<br />

Murray Fulton, Lou Hammond Ketilson, and Daniel Ish (160pp.)<br />

1992 Saskatchewan <strong>Co</strong>-<strong>op</strong>eratives: A Record <strong>of</strong> <strong>Co</strong>mmunity Devel<strong>op</strong>ment. <strong>Centre</strong> <strong>for</strong> <strong>the</strong> <strong>Study</strong> <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eratives<br />

(32pp.)<br />

1994 Research <strong>for</strong> Action: Women in <strong>Co</strong>-<strong>op</strong>eratives. Leona Theis and Lou Hammond Ketilson (98pp.)<br />

1995 Making Membership Meaningful: Participatory Democracy in <strong>Co</strong>-<strong>op</strong>eratives. The International Joint<br />

Project on <strong>Co</strong>-<strong>op</strong>erative Democracy (356pp.)<br />

1995 New Generation <strong>Co</strong>-<strong>op</strong>eratives: Rebuilding Rural Economies. Brenda Stefanson, Murray Fulton, and<br />

Andrea Harris (24pp.)<br />

1995 Realizing <strong>Co</strong>mmunity: Multidisciplinary Perspectives. L.M. Findlay and Isobel M. Findlay, eds. <strong>Co</strong>published<br />

with <strong>the</strong> Humanities Research Unit (208pp.)<br />

1996 Legal Responsibilities <strong>of</strong> Directors and Officers in Canadian <strong>Co</strong>-<strong>op</strong>eratives. Daniel Ish and Kathleen Ring<br />

(148pp.)<br />

C ENTRE FOR THE S TUDY OF C O - OPERATIVES


L IST OF P UBLICATIONS 57<br />

1997 A Discussion Paper on Canadian Wheat Board Governance. Murray Fulton (16pp.)<br />

1997 Balancing Act: Crown <strong>Co</strong>rporations in a Successful Economy. Brett Fairbairn (16pp.)<br />

1997 A <strong>Co</strong>nversation about <strong>Co</strong>mmunity Devel<strong>op</strong>ment. <strong>Centre</strong> <strong>for</strong> <strong>the</strong> <strong>Study</strong> <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eratives (16pp.)<br />

1997 Credit Unions and <strong>Co</strong>mmunity Economic Devel<strong>op</strong>ment. Brett Fairbairn, Lou Hammond Ketilson, and<br />

Peter Krebs (32pp.)<br />

1997 New Generation <strong>Co</strong>-<strong>op</strong>eratives: Responding to Changes in Agriculture. Brenda Stefanson and Murray<br />

Fulton (16pp.)<br />

1998 Working Toge<strong>the</strong>r: The Role <strong>of</strong> External Agents in <strong>the</strong> Devel<strong>op</strong>ment <strong>of</strong> Agriculture-Based Industries.<br />

Andrea Harris, Murray Fulton, Brenda Stefanson, and Don Lysyshyn (184pp.)<br />

1998 The Social and Economic Importance <strong>of</strong> <strong>the</strong> <strong>Co</strong>-<strong>op</strong>erative Sector in Saskatchewan. Lou Hammond<br />

Ketilson, Michael Gertler, Murray Fulton, Roy Dobson, and Leslie Polsom (244 pp.)<br />

1998 Proceedings <strong>of</strong> <strong>the</strong> Women in <strong>Co</strong>-<strong>op</strong>eratives Forum, 7–8 November 1997, Moose Jaw, SK (112pp.)<br />

1999 Networking <strong>for</strong> Success: Strategic Alliances in <strong>the</strong> New Agriculture. Mona Holmlund and Murray Fulton<br />

(48pp.)<br />

1999 Prairie <strong>Co</strong>nnections and Reflections: The <strong>History</strong>, Present, and Future <strong>of</strong> <strong>Co</strong>-<strong>op</strong>erative Education. Brett<br />

Fairbairn (30pp.)<br />

1999 The SANASA Model: <strong>Co</strong>-<strong>op</strong>erative Devel<strong>op</strong>ment through Micro-Finance. Ingrid Fischer, Lloyd Hardy,<br />

Daniel Ish, and Ian MacPherson (80pp.)<br />

1999 A Car-Sharing <strong>Co</strong>-<strong>op</strong>erative in Winnipeg: Recommendations and Alternatives. David Leland (26pp.)<br />

2000 <strong>Co</strong>-<strong>op</strong>erative Devel<strong>op</strong>ment and <strong>the</strong> State: Case Studies and Analysis. Two volumes. Vol. I, pt. 1:<br />

Summary, Observations, and <strong>Co</strong>nclusions about <strong>Co</strong>-<strong>op</strong>erative Devel<strong>op</strong>ment; vol. I, pt. 2: Issues in <strong>Co</strong>-<strong>op</strong>erative<br />

Devel<strong>op</strong>ment and <strong>Co</strong>-<strong>op</strong>erative–State Relations, Brett Fairbairn (66pp.); vol. II, pt. 3: <strong>Co</strong>-<strong>op</strong>erative<br />

Devel<strong>op</strong>ment and Sector–State Relations in <strong>the</strong> U.S.A., Brett Fairbairn and Laureen Gatin; vol. II, pt. 4: A<br />

<strong>Study</strong> <strong>of</strong> <strong>Co</strong>-<strong>op</strong>erative Devel<strong>op</strong>ment and Government–Sector Relations in Australia, Garry Cronan and<br />

Jayo Wickremarachchi (230pp.)<br />

2000 Interdisciplinarity and <strong>the</strong> Trans<strong>for</strong>mation <strong>of</strong> <strong>the</strong> University. Brett Fairbairn and Murray Fulton (48pp.)<br />

2000 The CUMA Farm Machinery <strong>Co</strong>-<strong>op</strong>eratives. Andrea Harris and Murray Fulton (46pp.)<br />

2000 Farm Machinery <strong>Co</strong>-<strong>op</strong>eratives in Saskatchewan and Québec. Andrea Harris and Murray Fulton (42pp.)<br />

2000 Farm Machinery <strong>Co</strong>-<strong>op</strong>eratives: An Idea Worth Sharing. Andrea Harris and Murray Fulton (48pp.)<br />

2000 Canadian <strong>Co</strong>-<strong>op</strong>eratives in <strong>the</strong> Year 2000: Memory, Mutual Aid, and <strong>the</strong> Millennium. Brett Fairbairn,<br />

Ian MacPherson, and Nora Russell (356pp.)<br />

2001 Against All Odds: Explaining <strong>the</strong> Exporting Success <strong>of</strong> <strong>the</strong> Danish Pork <strong>Co</strong>-<strong>op</strong>eratives. Jill Hobbs (40pp.)<br />

These and o<strong>the</strong>r publications are available <strong>for</strong> sale from:<br />

<strong>Centre</strong> <strong>for</strong> <strong>the</strong> <strong>Study</strong> <strong>of</strong> <strong>Co</strong>-<strong>op</strong>eratives<br />

101 Diefenbaker Place<br />

University <strong>of</strong> Saskatchewan<br />

Saskatoon, SK S7N 5B8<br />

Phone: (306) 966–8509 / Fax: (306) 966–8517<br />

E-mail: co<strong>op</strong>.studies@usask.ca<br />

Website: http://co<strong>op</strong>-studies.usask.ca<br />

O CCASIONAL P APERS S ERIES #01–01

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