(I--Úitivlls/D October 196R" \ Rr,N, ,.On Ffi Ne 46
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A HISTORY OF EDUCATION ]N T}IE E\TERGNEEN SCHOOL DIVISION A Thesis Presented to the Faculty of EducatÍon The Unlversity of Manltoba In Partial Fulfillment of the Requirements for the Degree Master of Education by John C" Gottfried (i--úitivlls/D October 196r" \ rr,n, ,.on ffi Ne 46 ELSEY Ns45. B rpnrtnrnrl af llliucs s \¡rtunrl úir'srrunrg !ìl¡¡uitohn :i, rì 5urur¡ø tilnncù PìIÌ,O'W}YGE,0v iVl¡\rY lif OBA " SHEWNG I SCHOOL DIVISIONS r,¡\;,i:l!' :l' .:.1 f¡ tt .11 ; i,.l -ll 11,, r.¡\ WANI.VALLEY lt;N:35 r- *.;"R LY TRAIL IIÊDTAIL RIVER Ne 38 ¡nr La eossÉ Ne 4l t:. i:. ITLER RIVER , Ns 43 il THE EVERGREEN SCHOOL DIVISION N9 22 WARD BOUNDARIES -- TOTAL TRUSTEES : 6 WARDS-I,2,3,5, TRUSTEE EACH -ONE WARD-4.- TWO---- TRUSTEES - ¡ or'?.,? ll'/..i l¡W:fr=hW-Ã,"i:,{-.0=,:)l;gti r; t, ti rl - r¡l t)r TABI,E OF CONTENTS CHAP1ER PAGE I. INTRODUCTION . 1 Statement of the Problem . I A Geographical Descriptlon of Evergreen Division . 5 Limitatlons of the Study , 6 Sources of Data I TI. HISTORTCAL BACKGROUND OF SETTLEMENT IO Early History of the Area II The Icelandic Settlements I3 Ear1y Icelandic Settlements 13 Settlements during the nineteenth century L' Problems of resettlement . L7 New Iceland L9 The lcelandic republic 23 The Arrival of the Eastern Europeans . 25 The Canadlan immigration policy 26 Eastern European settlements . 28 The Mennonite Settlements 35 Other Settlements 37 rrr. EDUCATToN rN NEr4t TCELAND 1875-1889 . 39 The Engllsh Elementary SchooLs . 39 Church-SupervÍsed Schools 4r Amalgamation with the Province 5o V CHAPTER PAGE IV. T}IE HISTORY OF EDUCATION rN MANITOBA IO L9r7 5L Educati ona I Backgr ound 1820-18?0 'L The Manitoba Act and legfslation of IB71 52 Change-Promotlng Fact ors 56 The Public School Act of 1890 57 The Manitoba School Questfon . 5B MaJor legislatlve Change s L897-L957 6o V. DE\TELOPMENT OF TIIE PIIBLIC SCHOOL SYSTEÙl 6z Publlc School Districts Ín the Evergreen Dlvision 6S Glmli 64; Arnes 78i Rlverton 8O; Ifnausa 83; Blg Island 84; KJarna 8J; GeysÍr BB; Minerva 89; Arnes South 90; Felsendorf pI; Foley 92; l¡I1l1ow Creek !J; Iaufas 93; Ardal 95i F?amnes 97t Melnice 97i V,llnnipeg Beach 98; Sandridge 1OO; ldhytewold Beach 101; Strly 103; Vidir IO3; Bjarmi IOI; Dniester I05; Bradbury 106; Berlo t07; Park IOt; Zbruch IO9; Polsen 109; Rembrandt ltO; Jaroslaw 1I1; Malonton llJ; Me1eb 1I4; FYazerwood II!; Vestrl ltJ; FVrer IIB; Lowland 118; Woodglen 119; Tarno I2O; Rosenburg 120; llayek 121; Okno 122; Sambor I2l; Frout 121; Shorncllffe 121+; Three Sisters I24; Ilastings 121; Devonshire l:26; Cavendish 12J; Adam 128; Morweena 128; hlashow Bay I3O; Cumming I30i Homer 131; Island IJ2; New Valley L32t Progress f33; Finns I34; Lilac lJl; Mennvllle 116; Grund IJl. VI. SPECIAL SCHOOI.S I3B Private and Parochial Schools 139 The Sisters of St. Benedict 140 Sister Servants of Mary Jmmaculate . Publlc Schools Conducted by Religious Orders . I43 Monsignor Morton . f43 vÍ CIIAPTER PAGE Klng Edward School District No. l29L . 144 The rSisters of Service . 14t Public Schools Under the Department of National Defence . 148 Gouldins School Dlstrict No" 2lll 148 \ÆI. OTIIER EDUCATIONAL ACTTVITIES L53 Courses Sponsored by the Department of Agriculture L53 Sewing . 153 4-H cru¡s aa t55 Courses Sponsor,ed by the De partment of Education . v6 Youth l-eadership Course t56 Teacher lralnlng . L57 Vocatlonal fbalning 158 Correspondence c ourses rr9 Courses Sponsored by the Department of Iabour L59 Home Making Course . 159 Courses Sponsored by the Department of blelfare . L6o Glmli Training Centre 160 Specla1 Educatlonal Services . 16r Audio-Visual Education . 16I General Shop L6L Klndergarten . L63 Musfc 164 Adult Education L65 Department of National Defence L66 vii CHAPTER PAGE Canadian Associatlon for Retarded Childr.en L67 Boy Scout and GirI Gulde Organlzatfons L69 Boy Scouts and Cubs l.69 Glrl Guides and Bnownles r70 Newspapers and Other PublÍcatlons L72 Llbrarles L7' VITI. EDUCATIONAL ORGANIZATTONS I78 The Manltoba Teachersr Society 178 The formatlon of Locals L79 Early professlona I problems lBO The rÍght to strike tB2 Collective bargalning 183 The Manitoba RoyaI Commfsslon on &lucation 191 The Evergreen DlvÍsion Association rg3 Hqne and School and Parent Teacher Federatlon of Manitoba Incorporated L96 The Manitoba Association for Equality in Education lgB IX. T}TE EVERGREEN SCHOOL DÏ\NSION 200 The Manitoba RoyaI Commisslon on Educatlon 202 Evergreen School DivisÍon . 205 DÍvision Schools 207 Secondary schools 207 Elementary schools 2to BIBLIOGRAPIIY 2L2 viii PAGE CHAPTER APFENDIX 2L6 John Taylor 2L7 How John TaYIor met the Icelandlc ImmÍgrants . 2L8 How Glmll Recelved tts Name 22L Origln of the name 221 Meanlng of the name 22L Choice of the name 22L Evergreen Schoo1 Dlvision 223 School Districts and Secretary-lYeasurers 1n the Evergreen Divislon . 226 Evergreen Divlslon Assoclatlon No. 22 229 LTST OF ILTTJSTR.ATTONS ILLUSTRATION PAGE 1. Manitoba School DlvÍsions l- 2. Evergreen School Division 1i 3. New lceland 20 CHAPTER I IN1RODUCTION The primary aim of thls study is to document the chief contri- butlons made towards the growth and development of education by the many racial- groups that emigrated into the area now withln the boundarles of the Evergreen School Divislon. Chlef amongst these groups are the settlers of fcelandic descent 1n their principal area of settLement outside of lceland, and those who had emigrated from Eastern Europe. In recent years a Mennonite colony has been establf.shed 1n the north portion of the Division" Equal- in importance but secondary to the main purpose wiII be an attempt to indlcate sfgnifÍcant factors in the cultural and rellgious icontri- background of each ethnÍc group, and to relaté these to their butions toward the historic development and growth of education in the province. Conslderation will al-so be given to the school system âs a foree for the unific.ation and assimilation,of Canadians as exemplified by the forces at work in the DivisÍon Ï " STATEIVENT OF TI{E PRQBLEM The history of the settlement, and the hÍstory of the development of educatlon in the Evergreen School DivÍsion both divide readily Ínto two separate periods marked by the year 1B!7. In the history of settfement, the first settLers were .al-most exclusively Icelandic until ¿ the original agreement for the establishment of New Iceland was rescinded on JuIy JO, il}g| "l Tt"""ufter, the lmmigrants from Eastern Europe began to arrlve.2 These newcomers from the Austro-HungarÍan Emplre were primarily tllters of the soilr in contrast to the settl-ers from Iceland, who were mainly fishermen. The year L897, therefore, marks the begfnning of an effort to convert the frontier wilderness lnto an agrlcultural region wlth well-tended homesteads and thrfving country villages. As for the history of development of educationr of major slgnl- fícance was the fact that the Icelanders upheld the Protestant religlon, while the immigrants from Fastern Europe were adherents of the Catholi-c Faith. The tlme of arrival- of the latter coincided with the temporary settlement of the Manitoba School Questlon through the laurfer-Greenway Compromlse ot 1897. vilith the Protestants in the majórity and not favourabry dlsposed towards the catholics13 the rcerandic settrers were able to effect a more satÍsfactory transltÍon from thelr church-related schools lnto the lvlanitoba Publfc School- system. Professor l¡1" L. Morton, of the University of Manitoba, comments ln hts history of this provlnce that the Manitoba School QuestÍon was certainly concluded to the satis- factlon of the Protestant maJority. Thus¡in any chronicle of the growth and development of educatlon 1n the Evergrreen School DÍvÍsÍon, lCanada Gazette, October P, L897" p. 6jz. fu. l. Morton, Manitoba :- å History: University of Toronto Press, L937. p" 2)+" 3ruro" pp. d+o-25o" 3 1897 nust be consid-ered- a cruclal year marked- by the occurrence of a nr:mber of historically significant events The original feelandic settlement lras a homogeneous unit. For the first twelve years the Ïeeland-ers lived- under their own eonstitutÍon, in theory, in the Republic of New Ice1and. Consequently, the history of this Republic ls a history of the beginning of the Ieelandic settlement 1n Manitoba.4 After the arrival of the Eastern Europearls near the turrr of the century, the nature of the settlement altered to become multi-racÍal in composition. These lmtigrants were descended from three main raclal extractions, namery: (1) Gemran, (z) rofrsh, and (3) umarnian.5 arf were united. 1n theÍr cotnmon Austro-Hungarian background., but d.ivld.ed. in thelr loyalties to thelr d.lfferent cultural and racl-4I trad'ltionÞ. The settlements they establlshed- refleeted these varied loyalties and follorsed. no one set pattern. OnIy ín a few d.istriets d.id. raelal 1oyal- ties result in eompletely homogeneous settlements. By far the rnajority of the d.istriets nol{ represent a coruningling of the cultural- and- racial elements. The method.s enployed- by the Federal and. ProvincÍal authorities in the settlement of each racial group has had. a profound- effect on its assimllation and- resulting contribution tor¿ard- a comon CanacLian culture. The settlers from Icel-and- were granted- an exclusive area for settlement, \. t. Morton, gp. cit:, pp. ir62-:r63" 5Edward- M. Hubicz, Polisþ Churches Ín MqnÍtoba. Veritas: L96O pp. 23-33. in which they r+ere permÍtted- the use of theÍr language, customs, and. trad-itÍons without restriction" This freedom gave them the opportunity to ad.just to the new environment and- consolidate their position as a distinctly d-ifferent group. 0n the other hand-, the settlers from Eastern Europe were subjected. to external pressures for their assimÍfa- tion almost from the time of their arrival in a strange and.