Historical Studies in Education / Revue d'histoire de l'éducation
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William Notman’s Portrait Photographs of the Wealthy English-speaking Girls of Montreal: Representations of Informal Female Education in Relation to John Ruskin’s “Of Queens’ Gardens” and Writings by and for Canadians from the 1850s to 1890s
Get PDFThis essay considers nine portrait photographs of the wealthy English-speaking girls of Montreal, taken in the photographic studio of William Notman (1857-1891). These photographs, now located in the Notman Photographic Collection at the McCord Museum of Canadian History, are also accessible through the museum’s website. The analysis focuses on these images as a pictorial record of the informal education of girls according to the beliefs and convictions of the upper-middle-class. Central to this inquiry is John Ruskin (1819-1900), recognized for his vision of how girls should be educated. With Ruskin’s “Of Queens’ Gardens” (Sesame and Lilies, 1864) as a basis for discussion, this paper also explores the sentiments and opinions expressed in magazine articles, novels, books, and other texts about girls that were read in Canada between the 1850s and the 1890s. The objective in aligning particular visual representations with corresponding historical texts is to explore how the ideals of a girl’s upbringing are embedded in Notman’s portraits, and conversely how the images illuminate the texts.raphs of Montreal girls by William Notman (1857-1891) located at the McCord Museum (accessible through the museum’s website) as a record of the ways girls were inculcated with educational values. Central to this inquiry is John Ruskin (1819-1900), highly recognized for his vision of how girls should be educated. With Ruskin’s essay "Of Queens’ Gardens" (Sesame and Lilies, 1864) as a guide, I demonstrate how Canadian publications mirrored Ruskin’s precepts, which is not to suggest that these authors were merely mimicking Ruskin’s words. The reason his wise counsel was so well received in Canada was because most of what he said fit with the progressive ideas that were gaining acceptance during this era. By extrapolating from Ruskin and Canadian sources, my objective is to show how these texts reveal the messages embedded in Notman’s photographs of girls and conversely how the images illuminate the texts
« De la diversité des parcours et des formations dans les collèges du Bas-Canada : le cas de Montréal (1789–1860) »
Get PDFBased on the registration and account records of students, this study provides a portrait of the population of a Catholic college in Montreal between 1789 and 1860. A picture of strong heterogeneity thus emerges, particularly in the orientations. A situation resembling that of the French provincial institutions from the Old Regime is thus found. In fact, the College of Montreal is seen to be home to multi-purposed education, open to a diversified clientele and capable of offering education adapted to multiple expectations and abilities. In all, the image of a boarder engaged in long study periods pursued in the shadows of the walls of austere seminaries appears to need major revision.
*La traduction du résumé est de Hélène Boutin et de Isabelle Bayha, sous la supervision de leur professeure d’anglais, Diane Pigeon
Elizabeth M. Smyth, ed. Changing Habits: Women’s Religious Orders in Canada. Ottawa: Novalis, 2007. 309 pp.
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Quelques réflexions sur les projets éducatifs des collèges québécois pour garçons à partir d’un exemple : Sainte-Anne de La Pocatière au 19e siècle
No full textÀ partir d’un exemple, celui du collège de Sainte-Anne de La Pocatière, cet article analyse les projets éducatifs développés par l’institution collégiale au 19e siècle afin de mettre en lumière les innovations qui s’y sont déployées. Dans un premier temps, nous nous arrêtons sur les objectifs poursuivis initialement par les promoteurs et sur les premières années d’existence de ce collège fondé en 1829. Cette étude de cas permet de montrer que l’institution, loin d’être arrimée à une tradition fixe et immuable, est marquée par le contexte sociopolitique et économique de son temps et qu’elle incorpore dans son enseignement les réflexions pédagogiques de son époque à propos de la méthode, de l’ordonnancement des matières et des finalités que l’on souhaite assigner à l’éducation
“A Natural Outcome of Free Schools”: The Free Text-Book Branch in British Columbia 1908–1949
Get PDFImpetus for the 1908 establishment of the Free Text-Book Branch in British Columbia arose from three sources: a new emphasis on social reform in the nation as a whole; the vibrant state of the province’s economy; and political pressure instigated by parents, their School Trustee representatives, and organized labour, supported by the Vancouver School Board and City Council. It represented a concerted effort to provide equality of educational opportunity to all students enrolled in the public school system. In spite of the diverse array of challenges encountered, it was a change whose time had come
Une harmonie sans fausses notes ? Les questions de contrôle, d’autonomie et de pouvoir entre l’École de musique Vincent-d’Indy et les Universités de Montréal et de Sherbrooke (1933–1978)
Get PDFThis text seeks to understand the administrative and pedagogical relations between the School of Music Vincent-d’Indy, owned by the Sisters of the Holy Names of Jesus and Mary, the University of Montreal and the University of Sherbrooke, from 1933 to 1978. The nature of the affiliation has been a major concern, particularly for the syllabus content and the diplomas.Résumé :
Ce texte cherche à expliquer la complexité des rapports administratifs et pédagogiques entre l’École de musique Vincent-d’Indy, propriété des Sœurs des Saints Noms de Jésus et de Marie, et les universités de Montréal et de Sherbrooke, de 1933 à 1978. La nature de l’affiliation universitaire fut problématique, particulièrement sur les questions des programmes d’enseignement et des diplômes
