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A Living History of Montreal's Early Jewish Community

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A Living History of Montreal's Early Jewish Community A NEW LIFE FOR CANADIANA VILLAGE? $5 Quebec HeritageVOL 3, NO. 12 NOV-DEC. 2006 News The Bagg Shul A living history of Montreal’s early Jewish community The Street that Roared Why the fight to save Montreal milestone matters to Mile Enders Christbaum comes to Canada Decorated tree topped pudding at Sorel party Quebec CONTENT HeritageNews EDITOR President’s Message 3 CHARLES BURY School Spirit Rod MacLeod DESIGN DAN PINESE Letters 5 Opinion 6 PUBLISHER Wisdom of the rubber stamps Jim Wilson THE QUEBEC ANGLOPHONE HERITAGE NETWORK TimeLines 7 400-257 QUEEN STREET SHERBROOKE (LENNOXVILLE) One stop culture shop QUEBEC Taste of the world J1M 1K7 The unknown settlers PHONE A philanthropist’s legacy 1-877-964-0409 New owner, same purpose for Saguenay church (819) 564-9595 Canadiana Village changes hands FAX Tombstone rising 564-6872 C ORRESPONDENCE The Street that Roared 14 [email protected] Why the fight for Montreal milestone matters Carolyn Shaffer WEBSITE The Bagg Shul 17 WWW.QAHN.ORG Montreal’s early Jewish community Carolyn Shaffer Christbaum Comes to Canada 19 PRESIDENT Decorated tree topped pudding at Sorel party RODERICK MACLEOD Bridge to Suburbia 21 EXECUTIVE DIRECTOR Vanished English towns and the South Shore’s past Kevin Erskine-Henry DWANE WILKIN What’s in a Name? 22 HERITAGE PORTAL COORDINATOR Land of shrugs and strangers Joseph Graham MATHEW FARFAN OFFICE MANAGER Book Reviews 24 KATHY TEASDALE Adventism in Quebec The Eastern Townships Quebec Heritage Magazine is Cyclone Days produced on a bi-monthly basis by the Quebec Anglophone Heritage Network (QAHN) with the support of The HindSight 26 Department of Canadian Heritage and Quebec’s Ministere de la Culture et des Luck of the potted frog Joseph Graham Communications. QAHN is a non-profit and non-partisan umbrella organization whose mission is to help Event Listings 27 advance knowledge of the history and culture of English-speaking society in Quebec. Canada Post Publication Mail Agreement Number 405610004. Cover photograph: Park Avenue snow removal, 1910. National Library and Archives of Quebec PRESIDENT’S MESSAGE School Spirit by Rod MacLeod mong the regular notices my daughter many of them as possible, by convincing them that brings home from school are announce- our school offered what our rivals did not: core ments of upcoming governing board English, for example, extra music and science, A meetings. I ignore these defiantly, the French tutoring. Dog-eat-dog, I tell you. way I remember my father sneering at snowstorms Now, away from the city there are other prob- after he’d retired. Been there, done that, can stay lems: even fewer schools, far fewer children, much home and put my feet up. For two years I presided longer distances. In many places the only choice is over our local governing board, going to meetings between English and French schools, and even every six weeks or so along with seven other par- apart from eligibility questions the decision is of- ents, the principal, and a handful of teachers. I ten weighted towards the French school, not only learned a lot. Did I achieve anything? Hmn. because of convenience, but also the physical con- Governing boards were invented eight years dition of the building and the nervous condition of ago as a way to keep parents and teachers off the the teachers. The closure of an English school streets at night. They exist to be “consulted” by leaves a serious hole. Moreover, if you want to school boards and the Education Ministry on a va- complain about this or any other issue to the school riety of issues, not all of which exactly burst with board, you would have to travel for miles to attend relevance. Much time is spent drafting Education a meeting—in some cases, take a plane. Projects, Strategic Lets’s go Plans, and other back 150 years busy paper work. when every Like any insti- township or tution that has parish in Que- been imposed from bec had a on high, however, school board, a local governing group of dedi- boards can take cated volunteers advantage of their who hired legal existence to teachers, do other things. bought the Some of these books, set the things no one else mill rate, and will do: painting paid someone to classrooms, cleaning the school yard, controlling repair the school house—or if there wasn’t enough traffic, etc. Especially in urban areas these days, money for repairs they would do the work them- the governing board’s most important function is selves. Government officials often thought school marketing. There are a lot of schools in Montreal, commissioners were ignorant and incompetent. far too many for the dwindling population. So it’s Many of them were, but this doesn’t mean they a buyer’s market—that is, within the rather small didn’t care about their children or that this sort of spectrum of choice in which most consumers of local democracy wasn’t a good idea. Arguably, English schooling operate. A school’s life or death public officials give better value for money when hinges on getting bums on seats. their neighbours are the ones paying the taxes. The competition is tough. When a school clos- Then things got complicated. First, we decided es, other schools in the area get to survive a little we wanted bigger schools so that kids could learn longer. During my watch we learned that one of the more things in better facilities. This meant consoli- four schools in our area would soon close, and af- dation: new buildings with gyms, labs, libraries, ter shedding appropriate tears we all asked, “How cafeterias, etc. as well as specialized teachers, so- can we get their students?” Two hundred sets of cial workers, guidance councilors and nurses. To parents had been left in the lurch and would now run these schools we needed bigger school boards be looking for a new school. We had to catch as with bigger budgets and more administrators. Teacher Ella Miller in Longlac, Ont. classroom, 1925 Alex Isbester family fonds. Archives of Ontario, C 267-3-2-2-38 3 QUEBEC HERITAGE NEWS And although we always had a bureaucratic super- institution is far from clear. structure to determine curriculum and set stan- My kids don’t have that many years left in the dards—the Protestant and Catholic committees— public school system, so I don’t always feel the eventually we needed a government ministry and need to try and fix things. Been there, done that, this ministry came to have more and more power, can stay home and put my feet up. Still, as a socie- to the point where even the super-boards were ty we should be worried about the future of our mere cogs in a wheel. schools—and, frankly, very concerned for the qual- ity of our children’s education. Why aren’t we pay- he next thing that happened was that the ing our teachers more? Why are schools decaying? English-speaking population shrank. Why can’t we afford text books? These questions Protestants, who had the legal right to set have nothing to do with language, and yet we T up separate school boards if they wanted spend our energy debating terminology and weigh- non-Catholic schooling for their children, found ing the value of conflicting rights—important con- they had to form larger and larger administrative cerns, but surely not more so than the fundamental territories just to pull in enough students, driving challenges facing our schools. up the cost of bus transportation. Urban Protestants English-speaking communities need to ask came to rely on immigrants, especially Jews, to fill some basic questions about what it is we want from their schools. For some decades this supply was so our public school system. 1) Should our children fruitful that new schools were constantly being be educated in English? If so, why do we devote so much of the school day to French, often at the expense of other subjects such as A hundred and fifty years ago,Government science and history? 2) Is it important that school employees and administra- officials often thought school commissioners tors continue to serve us in English, were ignorant and incompetent. Many of even if teaching takes place largely in French? A parallel would be traditional them were, but this doesn’t mean they didn’t English hospitals, where we don’t mind what language employees speak as long care about their children or that this sort of as someone can explain what’s wrong local democracy wasn’t a good idea. with us, in English. 3) Do we seek the best possible education for our chil- dren, regardless of its language of in- built. English-speaking Catholics had no special struction? In other words, should having access to rights; in cities there were enough of them to war- the best teachers in the closest schools take prece- rant separate sections within the Catholic boards, dence over having access to education in English? but elsewhere the choice was French or Protestant. We might also question whether huge, highly Then came the language legislation of the bureaucratic “English” school boards are really the 1970s, completely changing the rules. The big is- best tools we have for achieving these ends. sue became who had the right to be educat- ed in English, and in the process the notion of an “English” community was born. By Why are schools decaying? Why law, the supply of newcomers that had al- can’t we afford text books? These ways kept Protestant boards and English Catholic sectors healthy was cut off.
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