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Évolution Culturelle Et Enjeux Identitaires Des Minorités Canadiennes-Françaises Dans Les Journaux Et La Littérature Pour La Jeunesse De 1912 À 1944

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Évolution Culturelle Et Enjeux Identitaires Des Minorités Canadiennes-Françaises Dans Les Journaux Et La Littérature Pour La Jeunesse De 1912 À 1944 De l’impuissance à l’autonomie : évolution culturelle et enjeux identitaires des minorités canadiennes-françaises dans les journaux et la littérature pour la jeunesse de 1912 à 1944 par Laurent POLIQUIN Thèse présentée à la Faculté des Études supérieures de l’Université du Manitoba comme exigence partielle en vue de l’obtention du grade de PHILOSOPHIÆ DOCTOR Department of French, Spanish and Italian University of Manitoba Winnipeg, Canada Copyright © Laurent Poliquin, 2012 RÉSUMÉ Cette étude vise à déterminer dans quelle mesure des causes antérieures à la Révolution tranquille expliquent la nouvelle organisation sociale du Canada français, contrairement à l’idée selon laquelle les années soixante inaugurent une rupture identitaire amenant les Canadiens français à l’extérieur du Québec à ne plus se considérer comme issus d’une nation canadienne-française commune. Durant le première moitié du XXe siècle, plusieurs événements perturbateurs complexifient l’histoire des relations entre ces groupes minoritaires et ceux qu’elle perçoit comme les Autres : la majorité anglo-canadienne et les Canadiens français du Québec en situation majoritaire. Les crises scolaires en Ontario (1912), au Manitoba (1916) et en Saskatchewan (1931), ainsi que les crises de la conscription (1917 et 1944), ont chacune une incidence non seulement sur les rapports réels entre les minorités et les groupes majoritaires concernés, mais aussi sur les représentations qu’ils en ont dans la presse canadienne. Le dépouillement de quelques journaux des minorités canadiennes-françaises (Le Droit, Le Patriote de l’Ouest, La Liberté, La Survivance) publiés durant les crises provinciales ou nationales envisagées nous permettra de vérifier l’hypothèse selon laquelle elles contribuent, sous les formes qu’elles prennent dans la presse en tant que « moments discursifs » (Moirand), à préparer la rupture du Canada français de 1912 à 1944. Après avoir mis en évidence le contenu et les différentes formes du discours journalistique sur les relations entre les minorités canadiennes-françaises et les autres Canadiens, nous analyserons les discours relatifs à l’enfance (discours sur le parentage, les conditions d’hygiène, les mauvaises fréquentations, etc.) et ceux spécialement écrits à l’intention de la jeunesse canadienne-française. Ils nous aideront à suivre l’évolution de la littérature pour la jeunesse dans la presse, d’observer ce qu’elle tire des autres discours qui y circulent, comment elle conçoit sa fonction, souvent idéologique, dans la société, et la manière dont elle contribue au glissement identitaire qui s’opère graduellement jusqu’aux années soixante. 2 REMERCIEMENTS Mes remerciements vont d’abord au professeur Dominique Laporte qui a su intervenir lors de moments particulièrement difficiles de l’élaboration de cette thèse. C’est surtout grâce à son soutien et ses conseils que j’ai pu mener à bien cette recherche. Qu’il soit assuré de ma reconnaissance la plus sincère. J’ai une pensée toute particulière à l’égard du philosophe Alexis Klimov, inspirateur de mes premières années d’étude et décédé en 2006, pour lequel j’éprouve beaucoup d’admiration et de gratitude. Je voudrais également remercier Mme Constance Cartmill d’avoir soutenu le début de mes recherches doctorales, et de m’avoir accueilli, en 2006, comme chargé de cours à l’Université du Manitoba. Le professeur Cartmill a également accepté de siéger dans le jury de la thèse. Je l’en remercie vivement. Mes remerciements s’adressent aussi à messieurs les professeurs Alan MacDonell, Jean Morency et Greg Smith, dont les conseils m’ont été précieux. Leur présence dans le jury de thèse m’honore. Je suis redevable au Dr. Mathen Kayyalakakath Mathen de l’Hôpital de la Miséricorde à Winnipeg d’avoir réussi à remettre en place une rétine de l’œil qui a fait des siennes en début de rédaction. Le centre du patrimoine de la Société historique de Saint-Boniface m’a accueilli pour consulter ses fonds. Je remercie notamment son directeur M. Gilles Lesage de son aide. Je tiens aussi à remercier Barbara Bennell, bibliothécaire du service de prêt entre bibliothèques de l’Université du Manitoba, qui a toujours répondu promptement à mes demandes répétées de documents. Je tiens à remercier tous ceux qui m’ont apporté, sous diverses formes, leur aide ou soutien : Vonne Bannavong, Étienne Beaulieu, Benoit Doyon-Gosselin, Lise Gaboury-Diallo, Claire Poliquin et Sarah Rocheville. Enfin, je remercie le Département de français, d’espagnol et d’italien de l’Université du Manitoba, ainsi que le Conseil de recherches en sciences humaines du Canada pour leur appui financier, sans lesquels cette recherche n’aurait pas pu être menée à bien. Ce travail est dédié à mes parents, Hélène et Benoît Poliquin. 3 TABLE DES MATIÈRES INTRODUCTION 9 1. Approche définitionnelle de la littérature pour la jeunesse au Canada français 12 2. Balises chronologiques et méthodologie 15 3. La question acadienne 20 CHAPITRE PREMIER • UN PEUPLE À L’ASSAUT 23 Première partie : 1912 – Crise scolaire en Ontario 1. Rappel historique des événements 23 2. Discours journalistiques 28 a. Le Droit 28 (1) Prémisses du dépouillement 30 (2) Trois genres rédactionnels 31 (3) La cooptation et l’idéologème militaire 34 (4) L’article d’actualité 36 (5) La chronique d’opinion 39 (6) L’éditorial 41 3. Discours journalistiques sur la jeunesse et discours littéraires pour la jeunesse 43 a. Le discours journalistique sur la jeunesse 44 b. Terre-neuve et fiançailles 48 c. Le “sou” des écoles ontariennes 51 d. Les petits héros d’Ontario 53 4. Bilan sommaire 57 Deuxième partie : 1916 – La loi Thornton au Manitoba 59 1. Rappel historique des événements 59 2. Discours journalistiques 66 a. Considérations historiques 66 b. Le Manitoba 70 c. Le Patriote de l’Ouest 74 d. La Liberté 79 (1) Considérations générales 79 (2) Gradation de la force de cooptation 81 e. Le Bien Public en 1916 : des moments discursifs transprovinciaux 86 3. Discours journalistiques sur la jeunesse et discours littéraires pour la jeunesse 90 a. Le discours journalistique sur la jeunesse 90 b. La dernière classe 95 c. Mes chers petits amis 98 4. Bilan sommaire 103 4 CHAPITRE SECOND • LA FIN DES ACCOINTANCES 105 1931 – Les amendements scolaires du gouvernement Anderson (Saskatchewan) 1. Prolégomènes 105 2. Rappel historique des événements 108 a. Le cadre économique du Canada vers 1931 108 b. La situation dans l’Ouest 109 c. Crise scolaire en Saskatchewan 111 d. Quelques statistiques 120 3. Discours journalistiques 122 a. Le Patriote de l’Ouest 122 (1) Une société en transformation 122 (2) Hybridation générique du journal 125 (3) Le mode ironique 127 i. Considérations théoriques 128 ii. Exemples et effets 129 (4) Persécution salutaire 131 i. Besoin de regroupement 132 ii. L’appel au Québec 134 iii. Changement d’appellation et glissement identitaire 138 b. La Liberté 141 (1) L’esprit national du Manitoba français 141 (2) Convergence pragmatique vers la majorité 144 (3) Réactions de la province mère 146 c. Le Devoir 148 (1) Henri Bourassa : la fin d’une icône 150 (2) Omer Héroux : « Premier journaliste français d’Amérique » 152 (3) La mère-patrie et ses minorités : un pèlerinage en Louisiane 155 i. Le service des voyages du Devoir 155 ii. Le « pèlerinage » en Louisiane 157 4. Le discours littéraire pour la jeunesse 161 a. Survol de la littérature pour la jeunesse (1920 à 1930) 161 b. Paramètres du corpus à analyser 163 c. Les pages écolières du Patriote de l’Ouest 165 d. Mémoires d’une souris canadienne 171 e. Chloris et Adhémar 173 f. A la poursuite d’un chapeau 176 g. Le petit page de Frontenac 178 5. Bilan sommaire 180 5 TROISIÈME CHAPITRE • SE SUFFIRE À SOI-MÊME 184 1944 – Guerre et conscription 1. Rappel historique des événements 184 a. Première crise de la conscription en 1917 184 b. Deuxième crise de la conscription en 1944 186 2. Discours journalistiques 193 a. Le Droit 193 (1) Les récriminations récurrentes et l’apaisement des tensions ethniques 194 (2) Identité régionaliste 197 (3) Le nationalisme de Victor Barrette 201 b. La Survivance 205 (1) Considérations générales 205 (2) À propos de conscription et de rupture 206 (3) Les préoccupations d’après-guerre 208 (4) Du fanatisme à la revendication : une analyse discursive 209 (5) L’unité nationale 212 c. La Liberté et le Patriote 216 (1) Défaite scolaire en Saskatchewan 217 (2) À propos de guerre et de conscription 219 (3) L’état de la survivance 221 i. L’enseignement populaire 224 ii. Relation avec les Anglo-Saxons : le cas de l’Alliance 223 française du Manitoba iii. Promotion de l’histoire régionale 225 d. L’Action nationale 228 (1) Considérations générales 229 (2) Soucis des minorités et reproches 232 3. Le discours littéraire pour la jeunesse 237 a. Survol de la littérature pour la jeunesse (1930 à 1945) 237 b. Paramètres du corpus à analyser 241 c. Rubriques jeunesse dans trois journaux 243 (1) Oncle Jean et la voix du tabernacle dans le journal Le Droit 243 (2) Grand-Père Le Moyne et « La Survivance des jeunes » 245 (3) Mère-Grand et le « Coin des jeunes » dans La Liberté et le Patriote 249 d. Les Frères de l’instruction chrétienne (FIC) 252 (1) Les FIC, éditeurs 253 (2) Lecture courante et Cours de langue française 254 (3) L’Abeille 258 e. Souvenirs de guerre 261 4. Bilan sommaire 262 6 CONCLUSION 265 ANNEXES 273 A. Tableau des événements sociopolitiques clefs de 1912 à 1944 274 B. Tableau des événements littéraires et éditoriaux clefs de 1912 à 1944 277 C. Chronologie des crises scolaires au Canada français 280 D. Répertoire littéraire jeunesse au Canada
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