Stories of Quebec schools
Rural Schools
In early New France, Marguerite Bourgeoys and her companions priest, parish were providing the basics of instruction and education to people son.
School rankingsin Quebec
It is after the adoption in 1829 of the Act for the Encouragement of popular education that rank schools arise here and there in the countryside. The people convert some houses in school, a place that can promote school-age thirty children.
For over 150 years, rural schools, from the first to the seventh year,allowed the children to the countryside to obtain the necessary knowledge French,in arithmetic, history and geography,not to mention religion,decency, and drawing singing.
From a very modest appearance, the local school was generally made ofwood,lit multiple windows. A woodshed, a drum which serves cloakroom, toilets are adjacent to the school. On the ridge of the roof, a steeple gives it a special stamp. The bell, with its ringing, announces the beginning of the course. The classroom was on the ground floor. The upper floor was reserved for the teacher and usually consisted of two parts:. The kitchen and the bedroom
a long blackboard covered part of the wall in front of the class at the foot of which were installed on a platform, the office and chair of the teacher. Three rows of four two-seater desks were fixed to the floor, from the middle to the back of the class. The room was equipped with a cast iron skillet two bridges that warmed the room during the winter.
The soul of the schoolhouse was without doubt theteacher.The parents gave him their trust, because after the parish priest, the mayor and the School Commissioners, the teacher was the most respected person in the parish.
Honoré Mercier and education 1840-1894
Honoré Mercier is the instigator of education for the benefit of the masses focused on basic and practical education, an education that prepares for industry and commerce. The instruction becomes the guardian of a democratic government. For him, "it is to learn to enrich."
The instruction allows every citizen to enjoy national prosperity. This is the only way out French Canadians of their situation of socio-economic disadvantage. Mercier therefore takes advantage of the uneducated being himself from a family of farmers. He believes in compulsory education, which is not the case of the clergy who claims control of education.
It deplores the poor working conditions of teachers. At the time, they are often paid $ 50 to $ 60 per year, while the United States wages often exceeds $ 1,000. He clearly favors lay teachers for primary schools. Mercier has to deal with the Board of Education formed, since 1875, all Quebec bishops and lay one half to the other half.
Religious
That leaves the influence of the clergy on the entire system public education. It also promotes night school to allow the greatest possible number of illiterates to learn the basics of writing, reading and calculation. It receives support for this project of the Church. Mercier understands that because of its limited financial resources, the state can not exclude the clergy of his social enterprises.
Honoré Mercier is a pioneering man. It considers that Quebec is a nation, because Quebecers have a religion, language, territory and state. He wishes to establish relations with the outside. He firmly believes that public investment will leverage of private financing, which will promote the development of cities and the countryside. It has the design of a modern state that plays an important role in the community.
He believes that the state must exercise a form of control over the various components of economic and socialactivities.It promotes a strong and competent public service. It considers that the education system should focus more on learning the industry trades. The ideology he proposes is different from that proposed by the Church, the latter being based more on tradition. It offers a provincial government that becomes the platform of nationality. He finally think the law of Quebec as a nation can only be achieved by amending the constitutional framework.
School rank 1950
It is representative of aideology liberal and nationalist that wants to strengthen the role of the state. However, this ideology is at odds with the dominant groups in Quebec society that are the clergy and the major English economic powers.
School in the 1950s
- the school in the 50's by Marcel Tessier
Recess is over. The day after Labor Day, all the children of the parish walking to their schools. In the meantime, neighborhood schools rained. In the shadow of every church stood the boys 'school and the girls' school, and religious communities ran an "iron hand" these institutions in Quebec, responding to directives from the Department of Public Instruction.
What memories each of us keeps his old school, as no doubt the primary students photographed in the early sixties.
The return
The day before, my mother took my cleanest pants and my best shirt and my father polished my shoes. To my sisters, it is more developed: navy blue tunic washed and ironed white coat, hair curling, etc. After attending Mass at 6 pm at the church, located nearby, we nervously swallow our breakfast, we endorse our school bag that contains the basic instruments in a small wooden box: pencils, small feathers, gum erasers, ruler ... and we take the streets.
In these times blessed, no yellowbuses.A 10 minute fitness walking at most and went. In the recreation room, the students find themselves pell-mell, forming small groups. The oldest know and know what to expect. Younger, shy, some holding back tears, waiting to be told where to go. The brother director arrives on stage, severe, high-pitched voice, it requires perfect silence. After a brief message, holders brothers approach and, before them, the students line up according to the classes: 7th, 6th, 5th, ...
In class
Each religious owner took care of her and decorated according to local tastes. He was the master of the house. In my class, a motto is written to the left of the table: D + S (God alone) followed by religious thought different each day of the year. The day begins with a prayer and a detailed study of the "catechism" to learn by heart, commented and explained by the "brother" followed by a reading of "sacred history". And who does not remember the famous French dictation popular at the time and who every day were less able to wince. 10 h 15. The bell rings for recess outside for everyone or in the large room on rainy days.
Back in the classroom, sitting at our desk riveted to the floor and the lid was a hole to receive the inkwell, arms crossed, we expect the following: oral reading, writing texts ... In the afternoon, it was always arithmetic: problems, mental arithmetic, writing and calculation, to end the day charged to 15 h 30, it was entitled to a Canadian history lesson, featuring the exploits of Cartier, Champlain, Bourgeoys, Mance and, of course, the villainsSatrap.
The Satrap
Thewhat a horrible moment! It was painful to hear these sounds, these tears and especially to feel the fear that clung to those who witnessed it from page 10 Indians. On Friday afternoon, it was the time of the drawing, exhilarating moment for the most talented butexasperating for"non-design".The week ended with the course of decency and washing desks.
Membership
Our school belongs to us, it was our home away from us. It represented the only concern of religious men and women who gave themselves body and soul. Go to school, it was also choose an activity. Religious invited the girls to take piano lessons, knitting outside school hourschoices.
In boys, there were two important Choirboy or choir member. Of course, first took part in many religious services, dressed in a black or red cassock according to the liturgy and others practiced for lunch at the local music, the necessary partitions the celebrations.
The discipline, politeness
Discipline, what word often condemned reigned in school. Politeness was in order, never a "brother" and "sister" would have to be supported tutoyés. There was a great distance between the teacher and the student. Moreover, even in the classroom, the teacher's desk was installed on a platform, a sign of authority. Homework and lessons were in order. Every day we had to write a small book lessons to learn and have it signed by our parents.
Every month, we received a bulletin and notes for each subject were collected. There was a space reserved for the behavior. Woe to us if, by bringing our newsletter to sign a "cross" was there. After having questioned and lectured, our parents took an appointment with the brother holder to know the reason. Shame we totally invaded ...
The clergy
During the 50s, the clergy took up all the space in education in Quebec. The parish school near the church merged with it. The priest was the head honcho. His visits to the school were quite a sight! It was the turn of the classes. Received like a king, he questioned the students, made them get their rosary, object par excellence of their religious practice, distributing their holy images and did not fail to invite them to keep the commandments of God and the Church.
Punishment and Rewards
You surely remember the importance of beautiful writing. From the early years of school, children practicing calligraphy. It was very insistent that the words following the horizontal line and we had to use a transparent under the page as a guide. The day after this difficult duty, we reward work well done by a sticky representing a star or an angel affixed in the notebook. In this world of joviality, rewards and religion, there was also less friendly moments ...
1950 Religious
Indeed, corporal punishment, alas, mainly existed in boys. The director had the power to give the "Satrap" a student undisciplined. What a horrible moment. Students caught out out of the class and good "brother", armed with his instrument, administered powerful blows on the hands of the culprit. It was painful to hear these sounds, these tears and especially to feel the fear that clung to those who witnessed it.
Unfortunately, it was the norm accepted by society of old. Other punishments were also administered. During the dictation of the morning, sometimes the "brother", walking in rows, distributing blows rule that made the unfortunate mistakes. Copies and dunce cap affublaient often less interested students.
This large extended family lived together for seven or nine years before graduating time moving towards higher education or are scattered around the world work. This tightly-knit company surely trained women and men filled with good intentions, but also cautious citizens ...
The new school in Quebec
Some 4,000 rural schools always colored the Quebec landscape in the 1940s
"Hands like this," says Mother Maria Luz his group of students by placing his palms against each other, as a prelude to prayer. Docile, little girls six years running, and look up to the icon of the Virgin Mary, placed on a wall at the back of the class.
Not a sound. Mother Maria Luz breaks the silence."Thisis the catechismlesson.Good Jesus, bless us. Marie my Good Mother, help us to understand. "In this document archives kept by the CBC, the lesson is on" the omnipotence of God. " The girls answered "Yes, mother," or "No, mother," in unison each question their teacher.
Early twentieth century
Québec schools is under religious domination. Forty percent of teachers is religious. The catechism composed largely of education provided to children, alongside reading, writing and arithmeticimagination.;
Les Filles de Caleb Arlette Cousture marked the Quebec some are struggling to imagine that we could walk several miles in a blizzard to go to the local school, heated by the mistress! At that time, large and small are sometimes divided into two groups, which the teacher teaches in turn. The inconvenient tasted the "Satrap" on thefingers.This was the time when the authority, a concept now somewhat faded, still had resonance.
In 1911, the Vicar Apostolic of the Gulf of St. Lawrence (North Shore), Gustave Bishop, writing to the Superintendent of Education to describe the status of the district's schools. On "700 miles from Laurentian coast", it has 17 schools: "Six good four passable seven miserable," he writes, lamenting the neglect in which left some villages completely cut off from the rest of the worldheld.
"is to have a school, but parents do not attach enough to follow their children to do the work at home, to report their progress to ensure they are accurate to attend the class " writes Bishop. He also regrets the poor remuneration of teachers - the majority receives $ 100 per year, but five are $ 30, and live with the locals: "If wages were higher, the teaching staff will renew less often and intellectual progress would be more satisfactory to fail.
"Intheir brief history of teachers in Quebec from New France to the present day (Penguin, 2004), historians Andrée Dufour and Micheline Dumont reminder of the precarious situation in which these mistresses of working school, single we dismissed him as soon as they were married, and that, even in the 1960s! "The teachers are discriminated against on the training plans, wages, pensions, workplace promotions. The allegedly objective situation - youth, inexperience, celibacy, inadequate training, lack of responsibility. - Justified, it is argued, low wages
"Drivenby industrial development and a baby boom, the school fills up mid-twentieth century. It became mandatory in 1943. 4000 rank schools color the Quebec landscape in these years. The teachers who work in difficult conditions still face a "customer" uniform that has nothing to do with wildlife teeming in today's schools.
Les Filles de Caleb Arlette Cousture marked the Quebec some are struggling to imagine that we could walk several miles in a blizzard to go to the local school, heated by the mistress! At that time, large and small are sometimes divided into two groups, which the teacher teaches in turn. The inconvenient tasted the "Satrap" on thefingers.This was the time when the authority, a concept now somewhat faded, still had resonance.
In 1911, the Vicar Apostolic of the Gulf of St. Lawrence (North Shore), Gustave Bishop, writing to the Superintendent of Education to describe the status of the district's schools. On "700 miles from Laurentian coast", it has 17 schools: "Six good four passable seven miserable," he writes, lamenting the neglect in which left some villages completely cut off from the rest of the worldheld.
"is to have a school, but parents do not attach enough to follow their children to do the work at home, to report their progress to ensure they are accurate to attend the class " writes Bishop. He also regrets the poor remuneration of teachers - the majority receives $ 100 per year, but five are $ 30, and live with the locals: "If wages were higher, the teaching staff will renew less often and intellectual progress would be more satisfactory to fail.
"Intheir brief history of teachers in Quebec from New France to the present day (Penguin, 2004), historians Andrée Dufour and Micheline Dumont reminder of the precarious situation in which these mistresses of working school, single we dismissed him as soon as they were married, and that, even in the 1960s! "The teachers are discriminated against on the training plans, wages, pensions, workplace promotions. The allegedly objective situation - youth, inexperience, celibacy, inadequate training, lack of responsibility. - Justified, it is argued, low wages
"Drivenby industrial development and a baby boom, the school fills up mid-twentieth century. It became mandatory in 1943. 4000 rank schools color the Quebec landscape in these years. The teachers who work in difficult conditions still face a "customer" uniform that has nothing to do with wildlife teeming in today's schools.
The families are almost frozen in a similar model ; religion is omnipresent, and that, even in the school curriculum: half of the 700 pages guiding the seven years of primary school is devoted to religious education. Even in mathematics, calculate rosaries, relate Andrée Dufour and Micheline Dumont in their book.
The quiet revolution
in the wind Quiet Revolution that gave birth to school structures as we know them, the school will changein line with the company that makes it live, as students, parents and teachers. Condemned to celibacy if they wanted to keep their jobs, teachers are now married. In intimate circles is because contraception and secularization.
In1968,the Alliance professors from Montreal presents a brief to the Royal Commission on the Status of Women in Canada, entitled The values transmitted through education. "The teacher, like other women in Quebec, moreover, was not prepared to assume its social role. [...] The image of the woman that was instilled in Quebec 40, 30 and even 20 years, it is the image of a woman in a vacuum to the image of women in home, servant of her children and her husband, the image of a sweet woman, patient and submissive.
"Atthat time, the student was adjusting to school. Failing this, he came out quickly. It was perhaps forgotten, but the dropout rate in conventional courses were around 70%. A hundred valiant enrolled in Latin elements were only 25 or 30 in Philosophy II at an end. To get out of this straitjacket among others, it is a call for "versatility" of the school that the authors of Parent report therefore launched in the early 1960s has shaped the modern school.
Ethnic and multicultural school
now it is no longer "mother" is the front of the class, but "Marie-Josée," why not. The catechism lesson was replaced in Ethics and Religious Culture, which is not confessional. Village schools, which opened at the time when 20 students showed up eager to learn, are threatened with closure because our demographics moved.
Cultural communities are now ubiquitous in schools, particularly in Montreal, the Customer certain establishments is exclusively composed of children of ethnic origin. Students in the era of the Internet, leave the cell trap or "texting" messages from one unit to theother.
In1968,the Alliance professors from Montreal presents a brief to the Royal Commission on the Status of Women in Canada, entitled The values transmitted through education. "The teacher, like other women in Quebec, moreover, was not prepared to assume its social role. [...] The image of the woman that was instilled in Quebec 40, 30 and even 20 years, it is the image of a woman in a vacuum to the image of women in home, servant of her children and her husband, the image of a sweet woman, patient and submissive.
"Atthat time, the student was adjusting to school. Failing this, he came out quickly. It was perhaps forgotten, but the dropout rate in conventional courses were around 70%. A hundred valiant enrolled in Latin elements were only 25 or 30 in Philosophy II at an end. To get out of this straitjacket among others, it is a call for "versatility" of the school that the authors of Parent report therefore launched in the early 1960s has shaped the modern school.
Ethnic and multicultural school
now it is no longer "mother" is the front of the class, but "Marie-Josée," why not. The catechism lesson was replaced in Ethics and Religious Culture, which is not confessional. Village schools, which opened at the time when 20 students showed up eager to learn, are threatened with closure because our demographics moved.
Cultural communities are now ubiquitous in schools, particularly in Montreal, the Customer certain establishments is exclusively composed of children of ethnic origin. Students in the era of the Internet, leave the cell trap or "texting" messages from one unit to theother.
The broken families are legion. Everywhere, compulsive working parents "consume" the school on which the labor market, lack of labor, exerts a constant pressure. The kings children parade their list of "rights" in response to movement of authority. Teachers, some themselves from the generation of "I" complain to do more "classroom management" than education.
The school now, adapts tostudents.She tries as best she can meet the specific needs of all. But the teachers are exhausted to the task and denounce the fact that they are asked the impossible: to teach the card, as some would have parents, but also to adapt to many learning difficulties of children, steadily rising .
The education reform, launched in early 2000 with the specific aim to raise the level of learning is always challengingbecause success rates have not improved - like a ball, Québec carries this heavy 30% drop. We remain puzzled particularly at the failure of the boys, we are trying to interest other school.
A forum should scrutinize this fall, the space of a day, the nagging question of special education, several associate with one of the biggest mistakes of the modern school. No matter the time, the school finally will always mirror the society that leads|.
The school now, adapts tostudents.She tries as best she can meet the specific needs of all. But the teachers are exhausted to the task and denounce the fact that they are asked the impossible: to teach the card, as some would have parents, but also to adapt to many learning difficulties of children, steadily rising .
The education reform, launched in early 2000 with the specific aim to raise the level of learning is always challengingbecause success rates have not improved - like a ball, Québec carries this heavy 30% drop. We remain puzzled particularly at the failure of the boys, we are trying to interest other school.
A forum should scrutinize this fall, the space of a day, the nagging question of special education, several associate with one of the biggest mistakes of the modern school. No matter the time, the school finally will always mirror the society that leads|.
the race to the bottom since the Quiet Revolution
May 18, 2010 Antoine Bressani - Student of secondary fifth Collège Jean-de-Brébeuf |
It's a dream - utopian - that hope to see all of the people share a high level of education. It is also, without doubt, the absolute ideal of our education system that does everything to encourage youth to pursue studies. But I ask the question: is it for the better to encourage excessive graduate schoolhope?
I am convinced that education is wrong in trying to satisfy all full of students, in the none abandoned school. Indeed, this aim is synonymous with a leveling down of the quality of that education. This is the entire system that suffers from this desire to impose the same level of education for all.
Education from primary to pre-university deteriorated in recent decades. It is sufficient to be convinced, compare textbooks today to those of old who, rather than offering images and empty lessons emphasized the acquisition of knowledge. Or observe the growing problems of disciplines, and the loss of authority of the faculty, or to see the new assessments of "participation" which are only a sales pitch to allow a bonus averages.
I am convinced that education is wrong in trying to satisfy all full of students, in the none abandoned school. Indeed, this aim is synonymous with a leveling down of the quality of that education. This is the entire system that suffers from this desire to impose the same level of education for all.
Education from primary to pre-university deteriorated in recent decades. It is sufficient to be convinced, compare textbooks today to those of old who, rather than offering images and empty lessons emphasized the acquisition of knowledge. Or observe the growing problems of disciplines, and the loss of authority of the faculty, or to see the new assessments of "participation" which are only a sales pitch to allow a bonus averages.
Disciplines losses
programs become more and more vague and less demanding, to the obvious detriment of the value of the result. Is it reasonable that a teacher has to wonder whether he could give lessons? Teachers say it, repeat it, education is deteriorating. I'm sorry witness for over ten years: the labor and learning lose theirprimacy.We deplore in universities the average caliber of the students, which decreases. The numerous reforms of our system are all guilty and clear evidence of this weakening, their primary goal is to consistently make it more accessible education and retain the most of young people.
It is undeniable that education is a right basic - but then to make it compulsory for all, the dunce in wonder, the same program up to 16 years? The real challenge, I think, is quite successful to offer (not to impose) a fairly good education to everyone, social classes and origins combinedslow.
I readily admit regarded as being too - I m ' bored, I lose my motivation and little wonder that young people such as teachers discouraged. The latter struggling to satisfy the appetite of the most gifted students without losing struggling students (today it is impossible to reset). It is absurd to wish that young uniformly shared intellectual curiosity: it would force nature. It is not diluting the material, relegating the knowledge to be acquired and mixing all kinds of skills that the spirit will be better. Moreover, many dropouts are a lack of interest and challenge, and not by disability. The solution is not even slow down - maybe it would even shoot themselves in the footcertify.
programs become more and more vague and less demanding, to the obvious detriment of the value of the result. Is it reasonable that a teacher has to wonder whether he could give lessons? Teachers say it, repeat it, education is deteriorating. I'm sorry witness for over ten years: the labor and learning lose theirprimacy.We deplore in universities the average caliber of the students, which decreases. The numerous reforms of our system are all guilty and clear evidence of this weakening, their primary goal is to consistently make it more accessible education and retain the most of young people.
It is undeniable that education is a right basic - but then to make it compulsory for all, the dunce in wonder, the same program up to 16 years? The real challenge, I think, is quite successful to offer (not to impose) a fairly good education to everyone, social classes and origins combinedslow.
I readily admit regarded as being too - I m ' bored, I lose my motivation and little wonder that young people such as teachers discouraged. The latter struggling to satisfy the appetite of the most gifted students without losing struggling students (today it is impossible to reset). It is absurd to wish that young uniformly shared intellectual curiosity: it would force nature. It is not diluting the material, relegating the knowledge to be acquired and mixing all kinds of skills that the spirit will be better. Moreover, many dropouts are a lack of interest and challenge, and not by disability. The solution is not even slow down - maybe it would even shoot themselves in the footcertify.
I frequent the classic private college, allegedly to test the relaxation, and yet I am able to that education is crumbling and that young disciples to go quietly princes, even in such an institution (subject, after all, laws and society).
Should we want that everyone has an advanced degree, or so should we just hope that everyone has access to the university? We can not ignore the differences in strength or intellectual interest, even before college. Of course, it would be idealistic to pray for education adapted to each individual. Thus, I argue that it would be better to stick to a certain quality, even to work more ardently students. The real battle to leadis to financially afford education who really wants. The idea to defend, the risk of recall Voltaire is open to the talent career, wherever it comes from.
In short, I strongly believe that education should be a queen rather than subordinate. It is good to want to educate all citizens, but at the cost of admitting a poor and boring trainingblame: course, the fashion of the time bears some of theit is difficult for teachers from the top of their tank education, fight the mentality of the boy king, cherished and preserved the least effort. I would not know who to that word, because I doubt the existence of a miracle worker willing to work a miracle. Simply, I see the education system bogged down, and fluency in French is a victim among others. After all, it is the schools that make up society.
Our education ministers cultivate leveling down
an ignorant and without ambition is more controllable
The letter is written by Stéphane Lévesque, who presents himself as a French teacher secondary, which gives it the advantage of seeing the education system from the inside. He called his letter"Thehigh school diploma is nolonger."
In his letter, he explained that since the reform of education (I add here that this is another great achievement of Pauline Marois!), students in the first year of high school can no longer "run" their year, because it now considered the first two years of high school as a cycle, and that the assessment would be overall in both years at the end of the cycle.
The thing was shocked, he said, but had reassured the teachers, saying it would take 28 units of 36 students in Secondary 2, to switch to third. Except that the school board - he does not name - has decided to continue to assess the students at the end of the 2nd year of high school, counting the first two years as a cycle, but to lower the number of unitsrequiredto move to the third year, 28 to 18, about 36.
That is to say that the young flowing while its secondary one, and half of its outstanding Senior 2 will still secondary 3. The brand ensures that students will be less qualified, as they reach the final years of high school. The author of the letter concluded that in 2017, the high school diploma no longer the name, and that it will be only a work permit. He also said that by doing so, we shoveled much of the dropout problem under the carpet.
This is equivalent to what I concluded in several notes, for many years, namely that when problems occur, in schools, it does not care about children, and we're going to the shortest, with the blessing of unions, of course. But before all the gall to the school board - StéphaneLévesque is careful not to name, I will ask for a French teacher in high school what efforts he made personally for that matter is interesting - if not exciting -. for his
students,of course, we will say that this is not an easy task to make the exciting French grammar, but in the words Johanne Girard, who taught in grade 5, in west of the island of Montreal, when she gave an interview to Sébastien Ménard, the Journal de Montreal, interview I reported in thispost,it would at the very least that teachers have the taste to go ! the book in the morning
in a pin factory in hay, it may be stupid, by pointing to the work; there is the machine on which you work is going to realize it. In one school, especially at the primary and secondary mood that is displayed when entering a class can change the atmosphere of it all in all! When you go with a good mood is seen, and feels it is difficult for a young to persist to look foolish.
A Quebec ignoring
course, Stéphane Lévesque does not tell us if it comes in its class with an infectious smile, it still happens with the air of an accident that is going somewhere to happen! For a long time people rubbed unionized and non-unionized workers in comparable situations, I can tell you from experience that unionized people are always more difficult to smile than others; I do not know if it's because of the "fight" to continue, or another reason, but the fact remains that the mood that is displayed, as a teacher, is part of all elements that will ensure the success - or failure -. a student, class, and a school
course, is to lower the requirements to move from one level to another only encourages no success, on the contrary! It will encourage the young to favor the least effort, because either way, it will pass anyway. This becomes more difficult for the teacher to motivate his troops. It must find a way to stimulate his students out of their bubble, and get them to show what they are capable of.
The author of the letter states that the decision originally managers the school board, but does not indicate whether the conditions he sees are present only in his, or if it is the same throughout Quebec. If necessary, the love of the French language - to stick to this matter - will only be a little more theoretical and the fact to speak it well and write well, will hold more of the identity discourse that the goal of education success.
http://richard3.net/2014/01/22/education-on-continue-de-niveler-par-le-bas/
http://www.ledevoir.com/societe/education/289139/libre-opinion-niveler-par-le-bas
100 years of education in Quebec - School three times: 1910, 1960, 2010
