EMILY CARR’S ELEPHANT – Lynne
In Emily’s words: “The roof seems low and heavy and the walls squeezing us. Yet the house is enormous after the van. But the van was so much nearer the big outside, just a canvas and a rib or two and then the world. And the earth was more yours than this little taxed scrap which is under your name.”
As a youngster, Emily dreamed of caravans like she read about in children’s stories. Her fantasies were horse drawn, never motorized. One day, her dream caravan materialized sitting by the roadside, heavy and grey like an elephant, with a For Sale sign. As it had no wheels, it had to be towed around to the various locations for Emily’s sketching outings.
Made of metal sheathing and partially covered with canvas, it measured only 6 1/2’ x 8’ and was about 7’ tall at its highest point. Her bed fit across one end and she had a shelf table along one side. On the other wall was a bench with boxes for her monkey, Woo, and four Griffon dogs. She fashioned a pulpit on part of the shelf by her bed where she wrote in the evenings. Her canvases and art equipment were stored under the bed and a coal oil lamp provided light.
Emily cooked outside on a make shift camp fire. The food was safety stored indoors. Sometimes she slept outside under the stars.
The roof of the Elephant was also metal sheathing and covered with canvas. It is folded back for the display so you can see how she lived with her monkey and four Griffon dogs.
1950 ONE-ROOM PRAIRIE SCHOOLHOUSE – Lynne
Before school buses and as early as 50 years ago, many rural students attended a one-room schoolhouse. A single teacher would typically have students in the first through eighth grades, and she taught them all. Beyond grade eight, lessons were available by correspondence.
The government required a minimum of 8 students before they would supply a teacher. Many of the teachers were Permit Teachers, meaning they were graduates of grade 11 or 12 and were permitted to teach in these one-room schoolhouses in lieu of further high school. At the conclusion of a year of teaching they could attend Normal School to obtain a Teacher’s Certificate.
Students were encouraged to work on their own and to help others when they finished their own lesson. One of the advantages was that students could learn “above their grade” because they were exposed to the lessons of older students. If students couldn’t keep up, they repeated the grade. If they learned quickly, they were pushed ahead.