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From: St. Zéphirin Courval - Origins - History
National Library of Canada 1985
National Library of Canada 1985
L School ranking is in fact "the only institution of range" (1), establishes the foundations of education in Quebec. Having an ideology directed at religion, agriculture and the family, she brings a change in the minds of people. " The schoolhouse suggests education as a necessity indispensable to collective evolution of a people '(2).
Since the rank combines a more important function than just a path along which people have settled, so it must be considered as the basic unit of development of rural society in Quebec. In this context, " rank is in itself a cell Parish, a kernel of life that binds every person at events more or less happy (chore, prayer at wayside crosses, etc..) Reinforce the links of this microcosm '(3). This has the effect of cause some hiccups. One of the first demonstrations against the mentality of the time vis-à-vis the school's ranking, is the siting of the said school. Even if a regulation of the Department of Education specifies that the location of the school must be located in the middle of the row, this brought a few small quarrels. On 2 January 1896, a request is made by Nestor Dionne and others, alleging that the school's No. 9 ranking St-Pierre is located on three acres in the center of the borough. January 10, Anthime Benedict wrote to the Commissioners that it is wrong to say that the school is three acres in the center of this district. The Commissioners therefore decided that the school will not be modified in place, but enlarged. Mr. Dionne and others wanting to see justice done, brought the case before the Court of St-Hyacinthe, where the Commissioners are summoned for June 9, 1896. Because the parishes of Quebec are elongated, there is a proliferation of sites for schools in rank, so that we can find more than one in the same rank. As
St. Zéphirin no exception to the rule with respect to the elongated shape of its territory, we find ourselves ten schools in rank. They say schools are located as follows: two schools in the rang St-François either in the Netherlands and one in Upper. The Ste-Genevieve is a single,
as rang St-Alexandre. For its part, the rank in St Peter's has four, in Lower and Upper St. Pierre, a central and another in the village. For cons, the rank in St-Michel also has two. (4)
As far as the choice of location, the Department encourages public del'Instruction commissioners and school trustees have to ensure that the location of the school be made on "dry land and provided high water quality, (5) and it continues by extolling the benefits of a calm environment where there is no risk to health and morals of children. Another factor that may influence the location of the school is the topography. The school was built so the highest part of the land to direct water away from foundations.
Another point that must be addressed is undoubtedly the question of wages and working conditions. In 1873, the teacher of School No. 1, receives a salary of $ 100.00 per year over the grant allocated by the government for the model school. For their part, the owners of No. 3-4-6-8-9 schools are paid $ 80.00, the school's No. 10 senses the sum of $ 72.00 and the school teacher No. 7 receives $ 68.00. With this salary, the teacher must pay for the wood needed to heat the school. Around 1900, a teacher receives an average of $ 105.00 per year, while a teacher receives for his share, about $ 220.00 per year. This disparity in income allows school boards to oversee hiring of a predominantly female staff since it is less expensive and more manageable.
widest support and November 2, 1936, a schoolteacher, Laure Gaudreault La Malbaie, decided to establish an association which has the effect of scattered forces locacoaliser teachers: In 1937 comes "The Federation of Catholic rural teachers, "the CFI, R. federation of associations of Jonquière, St-Joseph-d'Alma, Chicoutimi and La Malbaie: The same year, one sees the Federation of Teachers and teachers of Cities and Towns . As a form associations and federations that allow teachers to rank schools have a better fate, comparable to major centers. We are currently witnessing the beginning of trade unionism.
To respect the working conditions, we must first say that the teacher is considered a long time, like a lazy person, unable to do manual work useful. With the introduction of inspection system, which is a primary goal, to educate people about the need for instruction, the mindset that, facing the teacher, has changed. Thus she becomes the person who has the biggest role before the fate of young people, after the priest, of course. Although the importance of his role is finally recognized, the teacher must waive any rules. So should it be accepted by people of rank, to mingle with all activities of that range, so having a "worldly " responsible enough to avoid alienating any person of his environment. These extra-curricular activities should, however, in no way, harm the character required by the profession of teaching. There are two cases of layoffs that are known to St. Zephirin. You will find them in Addendum 1 and 2 at the end of this chapter. There is also an addendum 3, the regulations facing the teacher in 1871.
"Gone, he was refused the right to isolate themselves, as one wished she keeps her distance vis-à-vis the community. It was truly an educator for all ranks. '(6).
Although the schoolhouse made its appearance, the primary purpose of providing children with necessary education, she sees increase its usefulness for different reasons. Different practices that are applied to meet the needs created either by poverty or by the harsh seasonal, or due to fire or underdeveloped roads. Depending on the season, its use is changed. Thus, during the holidays, the commissioners and the teacher can use to another school. We therefore consider it as a meeting room or an extra room, as often was the only meeting place for people of rank, if there are official meetings.
1, Dorion, Jacques. Schools rank in Quebec Motnréal, Edition de l'Homme, 1979, p17.
2. Ibid P372.
3. Ibid, p33.
"According to the custom of the time, circa 1830, teachers received at the end of the school year, a notice advising them that they were not rehired. The same year, he forgets to notify Jeanne Boisclair, who Central to this school in September. Another teacher was replaced. She went to court, and commissioners must pay him one year's salary.
'4. To see an approximate location of these schools ranking, see Chart No. 7.
5. (Donon Jacques, op., P37.
6. Ibid P233.
Since the rank combines a more important function than just a path along which people have settled, so it must be considered as the basic unit of development of rural society in Quebec. In this context, " rank is in itself a cell Parish, a kernel of life that binds every person at events more or less happy (chore, prayer at wayside crosses, etc..) Reinforce the links of this microcosm '(3). This has the effect of cause some hiccups. One of the first demonstrations against the mentality of the time vis-à-vis the school's ranking, is the siting of the said school. Even if a regulation of the Department of Education specifies that the location of the school must be located in the middle of the row, this brought a few small quarrels. On 2 January 1896, a request is made by Nestor Dionne and others, alleging that the school's No. 9 ranking St-Pierre is located on three acres in the center of the borough. January 10, Anthime Benedict wrote to the Commissioners that it is wrong to say that the school is three acres in the center of this district. The Commissioners therefore decided that the school will not be modified in place, but enlarged. Mr. Dionne and others wanting to see justice done, brought the case before the Court of St-Hyacinthe, where the Commissioners are summoned for June 9, 1896. Because the parishes of Quebec are elongated, there is a proliferation of sites for schools in rank, so that we can find more than one in the same rank. As
St. Zéphirin no exception to the rule with respect to the elongated shape of its territory, we find ourselves ten schools in rank. They say schools are located as follows: two schools in the rang St-François either in the Netherlands and one in Upper. The Ste-Genevieve is a single,
as rang St-Alexandre. For its part, the rank in St Peter's has four, in Lower and Upper St. Pierre, a central and another in the village. For cons, the rank in St-Michel also has two. (4) As far as the choice of location, the Department encourages public del'Instruction commissioners and school trustees have to ensure that the location of the school be made on "dry land and provided high water quality, (5) and it continues by extolling the benefits of a calm environment where there is no risk to health and morals of children. Another factor that may influence the location of the school is the topography. The school was built so the highest part of the land to direct water away from foundations.
Another point that must be addressed is undoubtedly the question of wages and working conditions. In 1873, the teacher of School No. 1, receives a salary of $ 100.00 per year over the grant allocated by the government for the model school. For their part, the owners of No. 3-4-6-8-9 schools are paid $ 80.00, the school's No. 10 senses the sum of $ 72.00 and the school teacher No. 7 receives $ 68.00. With this salary, the teacher must pay for the wood needed to heat the school. Around 1900, a teacher receives an average of $ 105.00 per year, while a teacher receives for his share, about $ 220.00 per year. This disparity in income allows school boards to oversee hiring of a predominantly female staff since it is less expensive and more manageable.
widest support and November 2, 1936, a schoolteacher, Laure Gaudreault La Malbaie, decided to establish an association which has the effect of scattered forces locacoaliser teachers: In 1937 comes "The Federation of Catholic rural teachers, "the CFI, R. federation of associations of Jonquière, St-Joseph-d'Alma, Chicoutimi and La Malbaie: The same year, one sees the Federation of Teachers and teachers of Cities and Towns . As a form associations and federations that allow teachers to rank schools have a better fate, comparable to major centers. We are currently witnessing the beginning of trade unionism.
To respect the working conditions, we must first say that the teacher is considered a long time, like a lazy person, unable to do manual work useful. With the introduction of inspection system, which is a primary goal, to educate people about the need for instruction, the mindset that, facing the teacher, has changed. Thus she becomes the person who has the biggest role before the fate of young people, after the priest, of course. Although the importance of his role is finally recognized, the teacher must waive any rules. So should it be accepted by people of rank, to mingle with all activities of that range, so having a "worldly " responsible enough to avoid alienating any person of his environment. These extra-curricular activities should, however, in no way, harm the character required by the profession of teaching. There are two cases of layoffs that are known to St. Zephirin. You will find them in Addendum 1 and 2 at the end of this chapter. There is also an addendum 3, the regulations facing the teacher in 1871.
"Gone, he was refused the right to isolate themselves, as one wished she keeps her distance vis-à-vis the community. It was truly an educator for all ranks. '(6).
Although the schoolhouse made its appearance, the primary purpose of providing children with necessary education, she sees increase its usefulness for different reasons. Different practices that are applied to meet the needs created either by poverty or by the harsh seasonal, or due to fire or underdeveloped roads. Depending on the season, its use is changed. Thus, during the holidays, the commissioners and the teacher can use to another school. We therefore consider it as a meeting room or an extra room, as often was the only meeting place for people of rank, if there are official meetings.
1, Dorion, Jacques. Schools rank in Quebec Motnréal, Edition de l'Homme, 1979, p17.
2. Ibid P372.
3. Ibid, p33.
"According to the custom of the time, circa 1830, teachers received at the end of the school year, a notice advising them that they were not rehired. The same year, he forgets to notify Jeanne Boisclair, who Central to this school in September. Another teacher was replaced. She went to court, and commissioners must pay him one year's salary.
'4. To see an approximate location of these schools ranking, see Chart No. 7.
5. (Donon Jacques, op., P37.
6. Ibid P233.
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