A HISTORY OF PHYSICAL EDUCATION IN THE PROTESTANT SCHOOLS OF QUEBEC

by

Graham Ivan Neil, B.Ed.(P.E.)

A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of .Master of Arts.

Institute of Education, McGill University, Montreal. August 1963. DEDICATION

The author dedicates his thesis to his parents and family whose help and co-operation have made his education possible. ACKNOWLEDGMENTS

The writer expresses his appreciation to all those who helped him in his quest for the information upon whieh this thesis is based. He thanks all those who read and reread his handseript, particularly Miss Christine Johnston and Miss Joy Grant. Indebtedness is also acknowledged to Professors H. Morrison and R. Edwards who gave of their time and energies to provide valuable suggestions as his thesis advisors.

APPENDIX C

INSTITUTE OF EDUCATION (DIV.VI: PHYSICAL EDUCATION) MACDONALD COLLEGE -- McGILL UNIVERSITY OUTLINE OF COURSE OF STUD! 1962 -1963 PREFACE

This thesis attempts to trace the development of physical education in the Protestant public elementary and secondary schools of the Province of Quebec from its beginning up to the present day. Research reveals no previous comprehensive study done on this topic. Physical education is taken to be physical education as it is known today, including those activities and processes whereby education of and through the physical takes place in and as a result of instructional, intra­ mural and interscholastic programmes. This history then, includes physical training, games and recreative activities which together have given us our concept of physical education. As the study of hygiene, physiology, health and manual training have played a part in the history of physical education, they too are mentioned. Unless otherwise specifically designated all discussion refers only to the Protestant public schools of Quebec. In some cases statements permit generalization to include Roman Catholic and private school education. Sports, games, recreation and fitness programmes outside vi of the public schools are not discussed except where they have directly affected the schools. Space and time do not even permit the study of collage and university programmes except where teacher training is involved. Even though this study is so confined, it is not assumed to be exhaustive. It does try, however, to identify the main trends and influences. Very little comparison is made with development in other countries, other provinces, or even with other systems within the Province. This has been left to the reader. The arrangement of material is both chrono­ logical and topical in chapters and subsections. In an attempt to provide the setting into which the history of physical education fits, Chapter I presents a brief outline of the development and present organization of education in Quebec. This helps to explain the division of chapters which follows. Beyond that the arrangement by dates and topics is simply that into which the gathered data seems to fit best. Chapter II presents the findings of a study of the literature pertaining to the growth of physical education in Quebec up to 1910. In the third chapter the proceedings and effects of the Strathcona Trust programme on physical education in Quebec Protestant schools are studied in detail. The development of physical education in Montreal as led in earlier years by vii the High School of Montreal is outlined in Chapter IV under the names of those who led the way. Chapter V looks at the origin and development of interscholastics in Quebec. Montreal and the rest of the Province are treated separately in correspondence to the division that exista in all matters of education. Chapter VI reviews teacher training in physical education in Quebec from 1887 to 1963 both for the specialist and non-specialist. The development of the curriculum and overall physical education programme in the Protestant schools of Quebec since 1910 is examined further in Chapter VII. The last chapter as a summary gives an overview of history which is given in the earlier chapters. Although no heading is given, the first para­ graph or two of each chapter is an introduction, and may serve as a summary although in some cases a summary is set apart at the end of the chapter. In spite of the fact that it tends to lengthen the thesis somewhat, quotations are used extensively, partioularly in the early chapters. It is felt that they speak best for themselves demonstrating the thought and practice of their times. In order to preserve the flavour of the original manu­ scripts, the original terms are usually used. The reader is cautioned about such words as "gymnastics", "physical culture" and "athleticsn which have meant different things at different times. The author has used them in their viii chronological context, at the same time trying to make clear their meaning in that setting. The chief sources of material for this history have been obtained through the McGill University libraries, the archives of the Department of Education in Quebec City, and the author's personal interviews with people who have been personally involved in the matters discussed. Letters to the author and his persona! files have pro­ vided other information. Minutes of meetings, announce­ ments, reports of committees and individuals, as well as original articles in periodicals, and interviews are the principal primary sources. Information from books and theses was used to supplement. Where a source appeared unreliable or a fact debatable, verification or rejection was sought from other sources. Where there was violent disagreement the idea was omitted unless considered of major importance. As the regulations or course of study and the situation that actually existed often were not the same, an attempt is made to show both. Courses of study and inspectors' reports were used extensively in this respect. It should not be forgotten, however, that many of those who reported on physical education activities were in fact quite ignorant of the whole matter. Provincial inspectors even today admit to their complete lack of knowledge in this specialized field. Like any plotter of new paths, I should have ix liked to have had all the facts. I do not have them. In some areas little information could be found. In ethers the material is so abundant that it is impossible to have covered it all. Life in education demands action one has to do whether all the facts are in or not. This thesis records the historical development of what, in Quebec Protestant elementary and secondary schools, has come to be known and understood as physical education. It tries to identify and outline a variety of factors and forces which have influenced the develop­ ment. It portrays the past so that one may understand the present and perhaps have some idea of what to expect in the future. It reveals needs and suggests improvements. It provides those of the world who are interested, with a picture of the origins and development of physical education in the Protestant public schools of Quebec; so that laymen and teachers may read about and come to know and understand physical education as we teach it, that they may grow and help others to grow to become better and more complete individuals. TABLE OF CONTENTS Page PREFACE ...... v

Chapt er I. AN OUTLINE OF THE DEVELOPMENT OF EDUCATION IN QUEBEC • • • • • • • • • • • • • • • • • • 1

II. PHYSICAL EDUCATION IN QUEBEC BEFOHE 1910 • • • 16 QUEBEC'S EArtLIEST PHYSICAL EDUCATION • • • là DRILL FOR DISCIPLINE • • • • • • • • • • • 20 HEALTH, PHYSICAL ACTIVITY AND MANUAL SKILL BECOME PART OF EDUCATION • • • • • • • • • 25

THE PERIOD OF GYMNASTIC "SYSTEMS" • • • • • 32 GAMES AND RECREATION COMING INTO THE SCHOOLS • • • • • • • • • • • • • • • 42

SUMMARY • • • • • • • • • • • • • • • • 44

III. THE STRATHCONA TRUST ••••••• • • • • • • 47 FEDERAL INTERVENTION FOR PHYSICAL TRAINING • • • • • • • • • • • • • • • • • 49

WHAT HAPPENED IN QUEBEC? • • • • • • • • • 55

Book Prizes • • • • • • • • • • • • • • 57 Cadet Corps and Physical Training • • • 63

SU-*A.RY • • • • • • • • • • • • • • • • • • 74

IV. THE DEVELOP~ŒNT OF PHYSICAL EDUCATION IN MONTREAL: LED IN EARLIER YEARS BY THE HIGH SCHOOL OF MONTREAL • • • • • • • • • • • • • • 78 THE HISTORY OF PHYSICAL EDUCATION IN THE HIGH SCHOOL OF MONTREAL • • • • • • • • • 80 xi

Chapter Page The Beginnings of Physical Training Under Fred Barnjum (1862-1885) • • • • 81 A New Physical Training Director: w. B. T. Macaulay (1886-1895) ••• • • 85 Mr. c. B. Powter, The First Profession­ ally Trained Physical Educator in Montreal Schools (1895-1929) • • • • • 88

The Development of Athletics • • • • • • 93

The Cadet Corps • • • • • • • • • • • • 100

Conclusion • • • • • • • • • • • • • .• 102 THE GROWTH OF PHYSICAL EDUCATION IN MONTREAL • • • • • • • • • • • • • • • • • 103 Physical Education in Montreal Under John G. Lang (1930-1958) ••••• • • 110 Dr. Stewart Davidson, Supervisor of Physica1 Education {1958- ) •••• • • 124

V. INTER-SCHOLASTICS IN QUEBEC • • • • • • • • • 128

I~~ER-SCHOLASTICS IN MONTREAL • • • • . . • 132

The Growth of a Boys• Programme • • 132

Evolution of a Girls' Programme • • • • 145 Elementary School Activities •••••• 150 INTER-SCHOOL SPORTS OUTSIDE OF MONTREAL • • 151 The District of Bedford High School Ath1etic League • • • • • • • • • • • • 155

Other Athletic Organizations • • • • • • 163 The Quebec Association of Protestant School Boards' Hockey League ••• • • 168 The Visser and MacLeod Basketball Trophies • • • • • • • • • • • • • • • 171 Summ.ary • • • • • • • • • • • • • • • • 17 5 xii

Chapter Page

VI. TEACHER TRAI~~NG IN PHYSICAL EDUCATION IN QUEBEC • • • • • • • • • • • • • • • • . • • • 177 TRAINING NON-SPECIALISTS IN PHYSICAL EDUCATION ( 1887-1963) • • • • • • • • • • 178 Physica1 Education at Macdonald Co1lege. 180 Other Sources of Physical Education Training in Quebec • • • • • • • • • • 195 THE MCGILL SCHOOL OF PHYSICAL EDUCATION • • 201

VII. THE DEVELOPMENT OF THE CURRICULUM AND PROGR~~~ IN PHYSICAL EDUCATION IN QUEBEC SINCE 1910 • • • • • • • • • • • • • • • • • • 220 THE FIRST SYLLABUS OF PHYSICAL EXERCISES FOR QUEBEC SCHOOLS • • • • • • • • • • • • 221 I.MPLEJ.•IENTATION OF THE REQUIRED COURSE OF STUDY • • • • • • • • • • • • • • • • • • 22 5 A NKw SYLLABUS ...... • 230

GAJ.VIES Ai~ RECREATIVE ACTIVITIES FIND A PLACE IN THE SCHOOL PROGRAJ.VlME AFTER WORLD WAR I • • • • • • • • • • • • • • • 232

THE SITUATION UP TO 1940 • • • • • • • • • 235 THE EFFECTS OF WORLD WAR II ON THE DEVELOPMENT OF PHYSICAL EDUCATION • • •• 237

THE MOST RECENT DEVELOPl~NTS • • • • • •• 241

VIII. SUMMARY • • • • • • • • • • • • • • • • • • • 244

BIBLIOGRAPHY • • • • • • • • • • • • • • • •• 251

APPENDICES • • • • • • • • • • • • • • • • • • 269 CHAPTER I

AN OUTLINE OF THE DEVELOPMENT OF EDUCATION IN QUEBEC CHAPTER I

AN OUTLINE OF THE DEVELOPMENT OF EDUCATION IN QUEBEC

In order to understand the development of physical education in Quebec in its proper historical context, it is first of all necessary to understand the general education development in the province. The divisions that are seen to evolve in the one complete education system may help to explain why physical education bas grown as it has in the province, and why the division of chapters is as it is in this thesis. This province is the oldest of the Canadian Confederation, European settlement coming in 1608 when Champlain founded the city of Quebec. It is also the largest province in the Dominion. In population it is second only to Ontario. Even though Canada came under British rule in 1760, the French-Canadian population, which constitutes the majority of the population in Quebec, has increased at a steady rate. The English population has grown less rapidly. From the turn of the twentieth century there has been a movement of the rural population to the cities, but with its rapidly increasing 3 population, Quebec bas been able to maintain a steadily growing rural group. The greatest growth of urban population continually bas been in the city of Montreal, the reported increase being in some measure due to the annexation of adjacent municipalities. Industry along the chief waterways has concentrated the population in these regions. While the development of its natural resources has resulted in pockets of population being widely dispersed, the greatest numbers have remained in the south where the climate is most temperate, and trans­ portation and communication are easiest and best. Quebec education had its beginnings when the first religious orders came with the idea of converting and civilizing Canada's Indians. By 1624, Jesuits were coming to New France to educate the French people to be, not scholars, but obedient subjects of France. In 1635 they founded the first of many colleges in which they hoped to train boys for the clergy. Their curriculum was identical to that of the Jesuits in France. Before long, non-ecclesiastics with permits from the Church authorities were setting up schools where numbers and size were in keeping with the developing settlements. The catechism was the main, and often the only thing taught. The late 1600 1 s and early 1700's saw the opening of a considerable number of convents for girls as well as boys, offering an elementary education of a French or a less academie character. Inevitably there grew an organization of education by parishes which continued after English occupation. This system of organization, later given permanent form in the education laws, became the Province's first legacy from the French Régime.1 The second legacy is the French-Canadian idea that education is first and foremost the handmaid of religion. This idea is the major premise on which the whole fabric of Quebec's educational system has been based, and is the spirit which contributed most to making a dual education system in Quebec a necessity. The English-speaking population of Lower Canada began to grow when, after taking over, the British authorities offered free land to all who would come and cultivate it. About 1793 the first New England immigrants moved into the Eastern Townships (roughly that area of land south of the St. Lawrence River, between the Richelieu and Chaudière Rivers), attracted at least as much by the offer of free land as by loyalty to the British Crown. Retired soldiers and other British in considerable numbers also took advantage of the oppor­ tunity and settled in Montreal, Quebec and the Townships between 1830 and 1840.2

1E. c. Woodley, "The History of Education in the Province of Quebec," McGill, 1930, p. 33. 2Henry Leslie Rennie, "History of Education in the Eastern Townships," Lennoxville, 1930, p. 2. 5

The settlers did not have time to teach their own children and yet they wanted them educated so, when they could be found, teachers were engaged. The first English-speaking teachers taught in private homes, and moved from one to another so as not to inconvenience anyone. Their salary was seldom more than the room and board they were provided. During the summer they often taught on barn floors and even in distilleries. As the number of settlers increased, a log school-house, and later, or less frequently, a stone school was built. Job Cushing's school in Shipton in 1801 appears to have been the fi~st English school.3 These early school­ houses, usually built by community effort, served as public meeting places, churches and court houses as well. They were usually ungraded, with children from six to twenty years of age. The school year was divided into two terms of approximately four months each, the summer for girls and the winter for boys, all following a course of study consisting of reading, writing and arithmetic.4 The New England influence was the greatest upon Quebec's education during this formation period. During the closing years of the eighteenth century and early

3Editorial, "A Brief History of Education," !he Educational Record of the Province of Quebec, Vol. XII, No. 2, 1941, p. 72.

4Rennie, op. cit., p. 16. 6 years of the nineteenth, schools were set up at various points throughout the country, precisely as they had been in the neighbouring states. The people of the Townships collected their own school funds, erected their own school buildings, and chose their own teachers as they had done before moving across the border into Canada. 5 Not only was local organisation of education kept alive, but a series of laws from 1832 to 1846 was modelled on laws on education in the New England states of ten to 6 twenty years earlier. Teachers and text books were also brought from the United States, especially to the Eastern Townships. This practice has continued to the present day, bringing American administrative ideas, methods and educational aims into Quebec schools. The government, too, was destined to play a greater role in Quebec's education. Woodley notes that until the latter years of the 1700's the government acted merely as an assistant of the church in all matters of education. The clergy felt themselves to be the natural guardians of education and the state thoroughly agreed, thus leaving the civil authorities only a passive role in education.7 The first governmental step was taken when a committee was appointed in 1787 to consider the

5woodley, op. cit., p. 102.

6Ibid., p. 101.

?Ibid., p. 31. 7 educational needs of the people. The year 1799 saw Bishop MOuntain's first attempt to found grammar schools. In 1801 an act constituting the Royal Institute for the Advancement of Learning was passed. An attempt to put this Act into practice, establishing a single educational system for Protestants and Roman Catholics alike, was made in 1818.8 It failed because of the Church's domin- ation in the education of the French, and the precious local control among the English. The Act did, however, lead to the opening of some schools, to the issuing of teaching diplomas, and later played a part in the establishment of McGill University. In 1816 two Royal grammar schools were established one in Montreal and one in Quebec city. The present high schools of these two cities are their legitimate successors.9 The first Elementary School Act, whereby the government was to provide small grants of money for building schools and engaging teachers, was passed in 1829, amended in 1832, and put into force in 1836.10 The years 1841 and 1846 brought acta upon which our present educational system is founded. The Protestant Board of School Commissioners of the City of MOntreal was also established in 1846.

gThe Educational Record, Jan.-March, 1942, p. 32. 9G. w. Parmelee, Education in the Province of Quebec, Quebec, 1914, p. 59. 10The Educational Record, Jan.-March, 1942, p. 32. à

After the failure of the Royal Institute for the Advancement of Learning, separate school boards and schools for English-Protestants and French-Roman Catholics became the rule. This meant that there was a duplication of organization, schools and staff in many communities, but the practiee was made law by the Act of 1841. With this Act disappeared most of the former friction on educational matters between French and English, Roman Catholic and Protestant. Each bas since gone his own way, and will continue to do so as long as the people cling to their own religious and national traditions. Legislation continued, and in 1851 provision 11 was made for school inspection. In 1856, one Protestant (McGill Normal School), and two Roman Catholic normal schools were founded to provide teacher training in the 12 province. In 1859 the Council of Public Instruction was formed. A law in 1869 organized the Council into two committees -- one Roman Catholic and one Protestant. Another law in 1S75 gave almost complete autonomy to each committee; each had control of and responsibility for its group of people.13 The two committees have met together very rarely since then on matters that might affect the education of both groups. The result bas been that the

llRennie, OE• cit., p. 65.

12woo dley, OE• cit., p. 111. 13Ibid., p. 113. 9 two systems have come to differ greatly in detail of school management, course of study, training of teachers, and so forth. The general over-all administrative method is, however, closely related in both systems since both are regulated by the same general laws. Secondary education for Protestants outside the two Royal grammar schools already mentioned, was begun by ministers taking a few promising students into their homes. Also some students were sent back to New England academies. Rennie records the Charleston Academy at Hatley, and the Stanstead Seminary in 1829 as being the first schools in the townships offering secondary education. Their course originally was a classical one using British teachers and texts, but soon began to draw upon American resources. Graduates from these schools went on to higher education in the United States.14 Gradually other secondary schools were established, but not until the 1846 Act provided for government assistance and municipal taxation for education, did secondary education receive any emphasis. Phillips cites only five academies in the Townships, all founded and supported by contri­ butions of subscribers, by 1846, but with government assistance fifteen additional schools were founded within a decade.15 Cowansville, Melbourne and Waterloo bad at

14Rennie, op. cit., p. 38. l5charles E. Phillips, The Development of Edu­ ~ation in Canada, Toronto, 1957, p. 196. 10 the same time academies for girls. These schools, including a few church schools, were scattered through the province, and served not only their own localities, but the surrounding districts as well. From their origin in the efforts of religious bodies or under governing trustee bodies, these schools were placed under the control of public school boards and became a charge upon the public taxes. By 1911 there were 32 public and four or five Protestant secondary schools in the province.16 Steady growth continued, and in 1877 the Protestant Committee sanctioned the first formal course of study for its schools.l7 Consolidation of the smaller schools was the next step. In the late 1800's and early 1900's there was an influx of French-Canadians into the Townships. This, and the fact that urbanization of the English made the problem of maintaining Protestant schools more difficult. One after another the rural one-room schools were forced to close. Consolidation of schools was encouraged under the impetus given by the donations of Sir William Macdonald who, in 1902, offered to pay all excess coste of any experimental establishments for three years. In spite of obvious educational benefits, local communities showed little disposition to shoulder the expanse and

16Parmelee, OE• cit., p. 58

17woodley, op. cit., p. 113. ll carry on at the end of the initial period.18 In 1900 twenty-five per cent of all Protestant schools were attended by ten pupils or less. Special grants were offered in 1914-15, and transportation grants commenced in 1923, followed by grants for new consolidated school buildings in 1925.19 An act in 1925 constituted the Montreal Protestant Central School Board from an earlier amalgamation of Protestant boards on the Island. The Provincial Protestant Committee made many special regulations for MOntreal wbich left wide powers for the Montreal Board. The Island had used separate text books since 1916, and in 1921 Provincial Inspectors ceased visiting MOntreal schools on the grounds that the schools were already sufficiently supervised by School Board officials.20 Tbus there are in Quebec two Protestant systems of public education, one operated by the central authority at Quebec for the Province in general, and one operated by the city of MOntreal for its benefit. Consolidation continued so that by 1943 there were forty-nine consolidated schools in operation.21 Consolidated schools frequently included secondary grades offering a growing variety of courses. As a result more

18Phillips, OE• cit., p. 271.

19~., p. 272.

2~~oodley, OE• cit., p. 12.

21Phillips, op. cit., p. 272. 12 pupils stayed in school longer. In 1941 the Protestant Committee under w. P. Percival, proposed an act to create central county school boards, to help remove inequalities of educational opportunity, of taxation, of facilities, equipment, teachers and fees charged. At that time there were three hundred Protestant boards with no unifying force.22 Gradually some school boards linked themselves together until in 1951 there were nine central school boards off the island of Montreal. By March, 1951 there were sixty-four consolidations enabling students from widely scattered districts to enjoy the benefits of a complete high school education, offering a wide variety of courses.23 An Editorial in the April-June issue of The Educational Record in 1962 reads: The most important development in the organization of our educational system during the present century has undoubtedly been the consolidation movement that has led to the almost complete disappearance of the small school district and the one-room school, to the merging of small school boards into large municipalities, and to the erection of central boards.24 The present organization of education in effect in Quebec is much as it was set up in 1846. The two

22w. P. Percival, "The Proposed Act to Create School Boards in Certain Counties of the Province of Quebec," The Educational Record, March, 1941, pp. 71-78.

23The Educational Record, Jan.-March, 1951, p. 49.

24Editorial, The Educational Record, April-June, 1962, p. 6. 13

Committees, one Protestant and one Roman Catholic, responsible to the Superintendent of Education, administer the schools falling naturally under their jurisdiction. Each committee has a secretary who acts as the Director of Education in each case, Roman Catholic or Protestant. Each committee enjoys complete autonomy in imposing its own curriculum and methodology, in teaching, inspecting and administrative staff. The Protestant minority is still confined largely to the Eastern Townships and the Island of Montreal. Each municipality elects a board of school commissioners who establish and administer schools there in accordance with the provisions of the Education Acts. The school commissioners for Quebec City and Montreal are appointed rather than elected. The Montreal Protestant Central School Board serves metropolitan Montreal and several surrounding communities, but does not include north and west shore communities which are also on the Island. The education standards and patterns of these on-the-island communities and several communities just off the Island, follow very closely that of the Montreal Central Board. There are three kinds of Protestant public schools in Quebec, namely, the Elementary, the Inter­ mediate and the High School. The elementary provide a seven-year course, the intermediate a nine-year course 14 and the high school the full eleven-year course. The intermediate schools are found wholly in rural and village centres, though some high schools are found there also. In all intermediate schools, and in all the high schools outside the larger cities (the island of Montreal, and surrounding communities, Quebec and Sherbrooke), the elementary and higher grades are taught in the same school under one principal. High schools in the cities of Quebec, Sherbrooke and in and near Montreal, include only the final four or five years of seeondary education taken in buildings separate from the elementary schools. In cases where there is more than one elementary sehool, and an intermediate or high school in a municipality, all are under the control of one local Protestant school board. The various Protestant private schools tbat exist in the province are largely of religious origin and have developed along lines similar to their counterparts in England. In general Quebec has been and is conservative in educational matters. It has been slow to conform to certain educational movements of Canada and the United States. But this is more true of the French Roman Catholics, because of the language and religious differ­ ences, than of the English speaking minority. What is frequently not understood by outside observera is that this eonservatism, which may be strictly and firmly maintained 15 as regards surrounding systems, is at the same time perfectly consistent with the spirit of progress within. Difference in aim and methods does not necessarily mean inferiority. CHAPTER II

PHYSICAL EDUCATION IN QUEBEC BEFORE 1910 CHAPTER II

PHYSICAL EDUCATION IN QUEBEC BEFORE 1910

Fo1lowing a similar development about mid­ nineteenth century in Europe, Great Britain and the United States, physical education gradual1y came into being in Quebec. Non-existent and unthought-of when the first of Quebec's schools were founded in the 1ate 1700's, physical education became a means of discipline, a means to health, and eventua11y part of the philosophy of education which called for the harmonious development of the whole individual. Quebec educators, recognizing the need, studied European, British and American "systems" (largely consisting of gymnastics) and invented some of their own. This new idea, along with the influence of Froebel's kindergarten work, brought a more free-play approach into the schools, with games, sports and other recreative activities. Although MOntreal is included in the sketch given here, the picture in that city is given more precisely in a later chapter. Quotations are used extensively in this chapter as they depict most meaning- là tully thought and practice of the time. Instead of risking generalizations, the writer has quoted as illus­ trations, parts of articles, editorials, speeches and inspector's reports.

QUEBEC'S EARLIEST PHYSICAL EDUCATION

The first English teacher in Quebec (about 1765), according to George W. Parmelee, "was a sergeant in the regular army who was detailed to perform the duty of instructing the youth in art of peace," acting not only as a regimental school master but as a teacher of all who wished to come to him.1 It is not known exactly what was taught, but realizing that most early physical education was begun by military men it seems probable that some form of military drill or physical training was given. Few of the teachers in the next hundred years were highly military-trained; so it is unlikely that this practice saw wide application at that time. Canoeing, snowshoeing, skating, riflery and archery were part of early lite in Quebec due to economie and social necessity. Before 1850, horse-racing, wrestling and fisticuffs were the main types of physical recreation appreciated by a very large number. This individual

1George w. Parmelee, "English Education," Adam Shortt and Arthur G. Doughty, ed., Canada and its ~rovinces, Vol. 16, Section VIII, Part II, Toronto, 1914, p. 446. 19 competition, however, was soon destined to lose its popularity to team games, gentlemanly British cricket giving way after Confederation to vigorous slashing 2 lacrosse, increasingly superceded by strategie baseball. Soon after 1850, clubs and other organizations for the promotion of cricket, lacrosse, track and field, football and ice hockey were organized.3 They, however, had little effect upon Quebec's schools outside of MOntreal and Quebec city. MOst of Quebec's schools, it must be remembered, consisted of one room lined with benches, an untrained teacher and a few pupils, and so lacked equipment, facilities, a trained instructor and sufficient players to make up a team. Most children walked some distance to school and some even skated in the winter if their way lay along a river, lake, or stream. There is no indication of organization of physical activities during the lunch hour or mid-morning and afternoon recesses, but it seems probable that the children devised tag or other low organized games for themselves. It seems probable also that the British teachers who came to staff the academies being founded about 1846 brought something of the British

2charles E. Phillips, The Development of Education in Canada, Toronto, 1957, p. 396.

3Frank w. Kennedy, "Health, Physical Education and Recreation in Canada: A History of Professional Preparation," New York, 1955, p. 33. 20

love of sport with them. At least those from the English "Public Schools" must have brought the games tradition. An article in The Montreal Gazette of July 3, 1869 told of students at St. Francis College, Richmond, playing cricket, baseball, etc. on the playground during the hours allotted to recreation.4 A closer study of other indi­ vidual institutions would no doubt reveal similar facts. The schools also saw action, although out of school hours, when the benches were stacked against the wall and the whole community joined in square dance. The waltz, polka, and two-step were added before 1900. The nineteenth century was not without its sleigh rides either.5

DRILL FOR DISCIPLINE

Along with the cat-o'-nine-tails, the birch rod and the murderous rawhide in the early nineteenth century, Phillips speaks of "a trembling, cowering, culprit awaiting the swift-coming vengeance from some morning misdemeanour • • • in dire disgrace, conspicu- ously perched upon table or bench, with one foot in hand, a stick in his mouth, and the terrible dunce's cap on his

4aenry Leslie Rennie, "History of Education in the Eastern Townships," Lennoxville, 1930, p. 66.

5Phillips, op. cit., p. 396. 21 head; while •• ·" another may be seen "ploughing his way through wintry drifts to the nearest grove, to replenish the master•s armory and prepare, for aught he knows, a 6 rod for his own back." Although it may justly be questioned whether this is physical education, it certainly was an attempt to teach through the physical, and often afforded both the pupil and the teacher generous amounts of physical exercise. Between 1850 and 1875, textbook assignments and memorization were superseded by class teaching, one part of which was the teacher-directed physical exercises. Of military origin, these exercises were given a still greater military flavour when, between 1875 and 1900, more pressure by teachers upon the children brought greater discipline problems.7 Then, as class management improved and questioning and objective methods came into popularity, the motives for physical training and drill changed. Physical training became something to afford pleasure. The Journal of Education in Lower Canada in 1875 explained the causes of mental disturbances and offered appropriate advice to teachers -- less pressure on the minds of the children and more opportunity to

6 Ibid., p. 528. 7 Ibid., p. 438. 22 exercise and relax.s Actually, in terms of school day and recess periods, children were not much more restricted than they now are; but in terms of pressure and stultifying drudgery unrelieved by lively activity, the lot of later Victorian children was indeed hard. 9 A disciplinary problem was the inevitable result of this unnatural demand upon children, and was one of the main topics of the school inspectors' reports. The next thing was to find means of acquiring and securing discipline. Punishment of one sort or another was tried first, but was found fruitless as this quotation from an 1896 issue of The Educational Record indicates. Many of the old-fashioned punishments were little less than barbarous. Such punishments as compelling a child to stand on one foot, hold a book at arm's length, kneel on the sharp edge of a piece of wood, walk barefooted on peas, hold a nail in the floor without bending the knee, etc., ought to belong to the dark ages.lO These, and many other personal physical tortures were practiced, nonetheless, and appear to be the fore­ runners of some of our present phys1cal education activities. The punitive aspects slowly disappeared but the activities remained as disciplinary measures by aiding to break up the monotony of continuous study. The recognition of this brought commenta such as this in the nHints to

8~., p. 366.

9Ibid.

10The Educational Record, Aug.-Sept., 1896, p. 231. 23

Teachers" in the Educational Record of 1882: "Much aid to discipline is afforded by the drill of changing rooms, by simple calisthenie exercises and by exercise songs. But this is only secured by the enforcement of prompt and exact discipline.n11 Also in the Educational Record of that year appeared a series of articles by Dr. Hiram Orcutt on "The Discipline of the School." One of the se articles was entitled "Recreation Essential to Discipline," and another, "Value of School Gymnastics," in which he shows an amazing insight into certain aspects of what is now known as physical education; but he was writing about something called discipline, a means to education, not education as it was understood. He said: Mental and physical recreation are important disciplinary ageneies. The mind and body are inseparably connected. Henee mental culture cannot be successfully carried on without physical culture. Both mind and body must have recreation more than the ordinary recesses and holidays afford •••• Now add to this the physical recreation of school gymnastics, and the remedy is still more sure.l2 Gymnastics are not only usefu1 and important as a means of physica1 deve1op­ ment •••• The gymnastic resembles the military drill, and has the same general influence upon the pupil that the military has upon the soldier, to produce system, good order, and obedience •••• And gym­ nastics preserve and restore health •••• True gymnastics are calculated to correct

11 Ibid., Jan.-March, 1951, p. 30. l 2The Educational Record, 1882, p. 197. awkwardness of manner and to cultivate gracefulness of being. They give agility, strength, and ready control of the muscles. • • • Gymnastic drill promotes improved circulation, digestion and respiration, and induces a feeling of cheerfulness and hopefulness that dispels desponding and every evil spirit.l3 This is no doubt one of the best thought-out philosophies behind the use of recreation and gymnastics for helping to maintain discipline. It is also, changing a phrase or two, an excellent philosophy of the physical education which existed some years later. A parallel, but briefer comment was made by Cannon R. w. Norman in a letter to the Editor of The Educational Record in 1881. His comment was - • • • both boys and girls should be encouraged to take thorough and regular exercise during recreation hours. Happily, the time has gone by when it was thought unbecoming to develop the feminine body. Now, a course of gymnastics under competent supervision, lawn tennis, snowshoeing, skating, rowing [and] swimming, are all recognized as excellent for both sexes, and they indirectly help the mind, as they directly (of course in moderation) strengthen the body.l4 But this was for the most part theoretical, and for the future. For the immediate present, physical exercise in schools existed only as a means of discipline and would continue in that status, in the eyes of many, for a long

l3Ibid., p. 198.

14cannon R. w. Norman, "Shorter Consecutive School Hours," The Educational Record, Vol. I, No. I, 1881, p. 45. 25 time to come. No serious consideration had been given to the physical development of the children, and it would take some time to convince the public that the teacher should be employed for any purpose other than the teaching of the famous "H.' s".

HEALTH, PHYSICAL ACTIVITY AND MANUAL SKILL BECOME PART OF EDUCATION

Some time after the mid-l800's, educators began to realize that education must be concerned with something more than reading, writing, and arithmetic. Health became a concern of the school; a new field was opening as Froebel's idea of the kindergarten became known, and a new emphasis on vocational education began to bring manual training, closely allied with physical training, into the schools. This gave education a new meaning, and helped the new philosophy of, "education for the harmonious development of the complete individual," and the old motto, "Mens sans in corpore sano," became realities. Phillips noted that by 1870 the expanding scope of public education was marked by a growing concern for the health of the pupil.15 In 1881, Dr. Gardner, pro­ fessor of Medical Jurisprudence and Hygiene of McGill, wrote at some length in The Educational Record about correct school room temperature, lighting, contagious

15 Phillips, OE· cit., p. 363. 26 diseases and other aspects of "School Hygiene". Among his commenta was this interesting one: It is most undesirable that school­ girls in their teens at certain seasons should be subjected to the fatigue of climbing too many stairs. It is not only positively injurious in this way but it does harm by making them unwilling to go out and benefit by fresh air.16 This comment is no doubt quite atypical, but it does indicate the concern for health at that time and gives some idea of the stage of development of thought on auch matters. Other evidence of concern for school and public health is to be found in the number of reviews of school health and hygiene books to be found in the teachers' magazines and journals of the time. In an 1885 issue of The Educational ~ecord, even the laws regarding public health were inserted for public information. As early as 1852 physiology was part of some superior schools' curricula.17 By 1890 physiology and hygiene were certificate subjects in Quebec with the Provincial Course of Study assigning one-half hour a week to this study in grades one to four of the academy.là By 1900, physio1ogy and hygiene, an important part of which was temperance, were firmly established as part of

16Dr. Gardner, "School Hygiene", The Educationa1 Record, Vol. I, No. I, 1881, p. 78. l7Rennie, op. cit., p. 65. 18The Educational Record, Vol. XI, 1891, p. 111. 27 the eurriculum.19 The 18SO's and là90's saw a great deal of publicity being given in Quebec to Froebel's work. Not only was his idea of the kindergarten receiving attention, but the whole concept of learning through play and move­ ment was being studied. His kindergartens and work were described in great detail in periodicals of the time, and slowly people began to realize, in theory at least, what he was trying to say. A comment by a teacher in lààl, outlining education in Sherbrooke, seems to reveal this. He said: The very young children are kept in too long in school. No child under nine should be in school beyond the morning hours, and during that time there should be a break, and a short recess, for the purpose of freshening the mind and body by a run in the playground.20 He recognized one value, at least, of physical activity at the primary school level. Play, and its meaning to education, continued to be studied and eventually came to take up a larger share of school time, especially at the infant school level. With Froebelian revisions at the beginning ofthe present century several new activities were introduced. Manual training and home economies began to come into their own, and gradually active physical culture and the

19Phillips, op. eit., p. 369. 20R. w. Heneker, The Educational Record, Vol. I, No. I, 1881, p. 192. 28 development of habits conducive to healthful living, became more common instead of formal instruction in physiology.21 About 1888 the manual training movement in Europe and Great Britain was getting well underway. From the number of articles describing it in Quebec's periodic­ als, it is certain that Quebec educators were watching. Its philosophical motive was the complete mental and physical development of the child, and, practically, it was hoping to teach useful manual skills. Froebel's work on manual play and learning was the instigating spark. In the name of manual training and with the motto "mens sans in corpore sano," drawing, home economies, industrial arts and, to a lesser extent, physical training were incorporated into a movement in Quebec. All sorts of arguments for the new idea appeared in magazines, newspapers, and at meetings and conventions. Perhaps some of the best are to be found in this address to the Local Teachers' Association of MOntreal by A. W. Kneeland on October 2nd, 1$96. I pass on to notice the next demand which is being loudly heard on every side, and that is, that whereas the vast majority of the human family obtain their daily bread by the use of their limbs and the bones of the body, the cultivation of these should be neglected during the whole period of childhood and youth.

21Phillips, op. cit., p. 369. 29

I think I have already shown, in my preliminary remarks that this demand is a righteous one; but in case any are not convinced already, the aight of the wrecks of humanity, nearsighted, pale-faced, diseased and misshapen, - which may be seen almost all over the civilized world; the victims of long-study hours, cramped positions, ill-ventilation, the strife of competition for place and prizes, and the non-use of the muscles of the body; a sight of these, I say, will convince the most skeptical that there ia some righteousness in the demand for manual training and the development of the forces of the body, as well as thoae of the mind. It is hardly neceaaary to say that we are doing nothing, or comparatively nothin, in the direction last indicated, and it seems to me that the subject of bodily training might well engage the attention of this association and teachers the world over. Our city school-yards are so small that any vigorous exerciae is taken with danger to all small children, and, perhaps to older ones as well; and as for any training of hand or eye, our drawing classes afford the only means, and there are found those who would even banish these from our course.22 E. w. Arthy, Superintendent of MOntreal Schools, had a aimilar message when he addressed the same Associ­ ation in January, 1886. His topic, "Moral and Physical Education," began with the question, "Does the public school system produce this harmonious development • • • of the three sides of man's nature - the phyaical aide, the intellectual side and the moral aide?" To this he answered:

22A. w. Kneeland, "The Teacher's Duty," !.!:!! ~ducational Record, lààà, pp.J05-JOà. 30

I am sorry to be obliged to own that, in my opinion it does not, and for this reason, that the training in our public schools is too largely intellectual in scope. • • • I shall, therefore, endeavor to impress upon you the value and importance of the two other factors which, along with the intellectual, go to make up a complete education - physical culture and moral culture • • .23 Physical culture, further study of his speech indicates, referred to the manual arts - manual training, drawing and needle work, as well as physical training. An editorial in the MOntreal Star in lgg9 brought out another point. In part the editorial went thus: It is not so many years since singing, elementary drawing, and military drill became part of an ordinary school course. It was urged then, as it is urged now in connection with manual training, that no time could be found for these subjects, which then were considered by the majority of educationists altogether foreign to the requirements of the daily school. And yet these subjects have been round of almost inestimable value as aids to the study of what may be termed, the routine subjects. • • • Those teachers who have introduced military drill, even in its most rudimentary forms, into their schools or classes, best know of what benefit it has been to them as an aid to discipline • • • manual training in the public school shall be the natural supplement to and development of the Kinder­ garten system in the infant school; that a boy shall have his hands and eyes trained so that at the end of his school life he shall be able to make some practical use of them.24

23The Educational Record, Vol. VI, No. 5, 1aa6, P· 115. 24-The Educational Record, Vol. IX, No. 1, lgg9 J p. 324. 31

Few were clear on exactly what form manual training was to take. Gradually the physical training aspect, the industrial arts {now often called manual training}, the home economies (needlework, cooking, ete.), mechanical drawing and others separated themselves. By the 1890's manual training, still somewhat a eonglomer­ ation of subjects, was receiving growing attention in the superior schools; and part of the reason for Sir William Macdonald's plan for consolidation of schools was that bigger schools could afford manual training rooms. Although consolidation was not immediately put into effect, many rural schools have since been consolidated and most high schools now possess a manual training course separate from other aspects of manual or physical education. To summarize the situation of the new expanded curriculum about 1889, Inspecter J. M. Harper's annual report is quite appropriate. In part his report read: The study of physiology and hygiene is reeeiving due attention as may be seen from the individual reports, and the new course in drawing has led to an improvement in the mannar of conducting classes in that subject. • • • But in regard to what has been called the recreative employments in school, there is less attention devoted to such that there should be •••• Physical drill or calis­ thenic exercises are to be met with only as the exception •••• Of course, the intro­ duction of auch employment in school receives no direct encouragement from the Protestant Committee, yet our teachers I trust will soon realize the fact that to improve their school 32

in any respect, and especially by means of auch recreative studies as the above, is sure to meet with direct encouragement at least, through the special bonuses to be awarded for what may be spoken of under the term 'applianees' •••25

THE PERIOD OF GYMNASTIC "SYSTEMS"

It is not known exaetly when ealisthenies, gymnasties, marching or other forma of military drill entered the Quebec classroom, but by the 1890's the idea of physical exercise or drill for discipline, health and physieal development was spreading. The more liberal­ minded saw it also as a form of recreation. Being thus aroused, the many interested teachers studied the "systems" of Europeans, British and Americans and tried to use them in their schools, or devised systems of their own. Phillips noted an increasing demand for physical training as illustrated by articles in the Journal o{ Education for Lower Canada in 1g73 and 1g74, pointing out the dangers in the neglect of physical culture in schools 26 and the benefits to be secured by its introduction. But no particular pattern of drill or exercise had yet been designed. The teachers who did try to provide this activity usually used exercises they could remember from

25The Educational Record, Vol. IX, No. I, 1889, p. 28.

26Phillips, op. cit., p. 364. 33 the army or dreamed up a few of their own. An article in the Canada School Journal in 1879 described "Goodyear's Pocket Gymnasium" -- a strong rubber tube with wooden handles inserted at the ends.27 This was one of the few cases in which apparatus was used at that time. German gymnastics using heavy apparatus {parallel bars, box horse, pummel horse, rings, etc.) did not really take hold in Quebec until after 1910. In the meantime, formal free-standing gymnastics from Sweden found their way into Canada via Great Britain mainly through the army and retiring soldiers. Several less-well-known American systems also found their way into Canadian literature. By the 1S90 1 s many Quebec educators, some still only half-convinced themselves, took up the cry. While expounding upon a system they bad studied or tried, they continued to give arguments to convince other teaehers and the public of the value of phJ8ical training. Professor w. A. Kneeland revealed quite an understanding and interesting view on, as well as arguments for, the subject in his article, "Physical Education in Schools," in 1892. He said: Having studied several so-called "systems", I believe that the Swedish, promulgated by Ling, is one of the best, as it depends little upon appliances but endeavors to apply the means contained within the body for sustaining and

2 7Phillips, op. cit., p. 364. 34

increasing its health.2à He argued that if parents who could not raad were unable to teach their children to use their mother tongue, then how could they, who were fully occupied with clothing and feeding their children, be expected to provide the right physical education. He went on to make certain all were included and said: Many of my hearers who teach in farming communities will smile at the idea that their Toms and Jacks, their Bills, Hanks and Joes, require exercise in school to make them perfect in body. To all such I will say, "I have lived there," both as pupil and teacher, and my experience is that country children eTen more than city ones, need that very thing; for everyone recog­ nizes in the bent and stooping, though muscular figure, the result of the kind of • • • exercises they have gone through, in picking up stones and carrying in wood, until the shoulders lose almost all resemblance to nature. And the girls are too often their twin sisters in this respect • • .29 He had answers to all sorts of questions. As to the object and how to obtain it he said: Calisthenics, if conducted with cheer­ fulness, thoroughness, discretion and Tigor, tend to bind teacher and class together. Few soldiers but dislike a fretful leader, most admire and love the bright cheerful disciplinarian. The bitterness in some minds consequent upon punishment may be driven away by the brisk and stirring "class, stand upl Position, 4 and l and 2

28The Educational Record, Jan., 1892, p. l. 29rbid., p. 2. 35

and 3 and 4." Happy the teacher who learns such a secret.30 He told how to do exercises stressing posture, deep and regular breathing, exercising all muscles of the body, going from the simpler to the more complex move­ ments and so on. The piano was sometimes used to accompany the drill, or time was kept by counting. Wand drill was introduced also, to vary the exercises. His ideas on proper dress for gymnastics (i.e. skirt of black coming within 7 or 8 inches of the floor) although extremely conservative today, were radical at the time. He did get rid of the corset formerly worn during practice sessions.31 The types of programmes actually in practice and the reasons given for them are interesting. An elementary school teacher who wished to centre her day's teaehing about the theme, "the eloek" and the telling of time, outlined the ealisthenics period thus: Class stand. Right about-facel {So asto look squarely at the wall clock.) Stretch out your right arm as far as you can and point to the pendulum. Move the whole arm back and forth with the pendulum and say what the clock says! (Each arm separately and then both together were given this exercise while the tongues kept time with the regular 'tick-toek'.) Arms downl Left-faeel (Bring right side toward clock.) Swing your right arm from the

3°Ibid., p. 3. 31Ibid., pp. 1-4. 36

shoulder like the pendulum, saying tick­ tock. Swing it as though you had something heavy in your hand. Right about-facet (Bring left side toward clock. Same with left arm.) Front-facel Clasp bands at back of neck. Swing your right foot like a pendu­ lum, saying tick-tock. Have a heavy weight tied to your foot. (Same with left foot.)3 2 Kate E. Cole, a teacher of St. Hyacinthe also had her own ideas about what the daily programme of "Calisthenic Exercises" for her children should be and the reasons for them. She said that physical exercises were conducive to health, grace of motion, and obedience. To the teacher they were of inestimable value as a means of securing ready obedience, and to the pupil in teaching him to have proper control of his muscles and in preventing him from adopting incorrect posture. Miss Cole began with a few simple arm exercises and set to work to devise more to be used daily for both boys and girls. They were often performed to a simple march tune, and she felt the pupils "with a few exceptions took pleasure in going through them." The exercises she had devised were simple free-standing calisthenics arranged into the beginnings of a table of exercises, but with no apparent progression in difficulty. She explained exactly every movement, the teacher's command, and the pupil's called-for response, as an example of one of her exercises illustrates.

32Letter to the Editor, The Educational Record, 1S94, p. 163. 37

27th Exercise - Hands on hips. lst movement. Jump from the floor, at the same time crossing left foot over right. 2nd movement. With feet crossed drop back to floor, body let drop, knees bent. 3rd movement. Jump from floor, this time crossing right foot over the left. 4th movement. Drop to floor in descending, lowering the body as much as possible. Repeat movements 1, 2, 3, 4, (8 times).33 She included some bar-bell and hoop exercises {hoops obtained from small kegs), mentioning also that she realized that in most schoolrooms the space was either so limited or else so hampered by desks, etc., that they were not practicable for everyday use. She inserted them, however, as they were "very taking whether performed by boys or girls at school exhibitions or enter­ tainment of any kind." The actual movements or exercises were quite similar to those of the free calisthenics.34 There were adverse reactions to this exhibition- ary use of physical training, as a comment from Dr. Harper's address to the Teacher's Convention in MOntreal in 1896 illustrates: After all these years of patient experimenting, it is surely not necessary for any one to tell you • • • that physical drill is a necessary part of school work, a legitimate school function. And yet it may be necessary to repeat that physical drill is only a legitimate school function when it is kept in its place as a means to an

33The Educational Record, March 1, 1862, PP• 51-52. 34rbid., April, 1896, pp. 83-85. end and not for exhibition purposes.35 In some cases, at !east, physical training was made exclusively part of the cadet corps work. To this idea not all reactions were favourable. For girls, especially, this was found too radical a change from the ladylike walk-out in couples, and the mi1d effort of the dancing c1ass.36 The boys' programme was being c1ose1y scrutinized also as this editorial points out: The 'Cadet Corps' business is also beginning to show dubious effects, not that the princip1es for the physical training of the child are wrong, but because the Cadet Corps' idea has been inaugurated somewhat independently of the c1osely al1ied edu­ cationa1 necessities of the proper develop­ ment of our children - their bodies, minds and consciences. The drilling of our boys has been run to excess, and probably the issue of the re-action will be eventual neglect of what ought to be encouraged.37 Apparently the boys were being tired out to the extent that they could not do their studies. The cadet programme emphasis in one teacher's view at !east, was on "rifles, and swords, and brigade tactics." A1though cadet corps were continued in only some secondary schools, a militaristic flaveur could be found in most physica1 training programmes, as has already been noted. Everything was done in time to

35nr. J. M Harper, "Moral Dri 11 in School," The Educational rlecord, 1896, p. 272.

36The Educationa1 Record, Jan., 1892, p. 14.

37The Educationa1 Ii.ecord, 1891, p. 111. 39 direct command, usually with everyone in straight lines, and often by numbers, with the object of increasing physical strength and something vaguely called discipline. Although sorne of this has continued even till today, new emphasis was placed on ether aspects of posture, very often through "breathing exercises". The American version of the Delsarte system, of which the chest is the centre of all physical being, is a good example of this new emphasis. The proper development and carriage of the chest was the principle object of all the Delsarteian exercises. It sought the development of freedom, grace and poise in the belief that health and sufficient strength would necessarily follow. The method was based on complete and frequent relaxation of the entire body and mind, many graceful and curved movements and bending and stretching movements, executed with slowness and precision, instead of in a jerky, agitated manner as in the majority of ether systems. The exercises were normally accompanied by soothing restful music.3à The Delsarte, and ether similar systems, brought into practice in Quebec "breathing exercises" to replace, in part at least, the former rrclass drill", not that either was of much actual physiological value as they were performed. One author claimed in 1896 that

38Editorial Note, The Educational Record, 1895, pp. 46-47. 40

"breathing exercises ••• will, ir properly and per­ sistently used, do much towards strengthening the pupils' chests and will prevent to a large extent the so common and yet so dangerous contraction of the lungs, which one sees on all sides • • • n39 The exercises advocated were free-standing calisthenics emphasizing movement of the rib cage while the arms and waist moved through various spheres. An article in The Educational Record on the same topic the following year contained some new ideas. A few of the exercises advocated were: Roll the shoulders backward and dawn­ ward •••• Walk or stand with the hands clasped hehind head and elbows wide apart. • • • Walk about, or even run upstairs with from ten to forty pounds on top of the head •••• Practice arm movements of breast-stroke swimming while standing or walking. Carry a cane or an umbrella behind small of back or behind neck •••• Walk with thumbs in arm-holes of vest •••• Stand now and then during the day with all the posterior parts of the body, so far as possible, touching a vertical wall.40 The object of these exercises was to aid in "keeping erect", and "avoiding the roundness or shoulders and general stooping position". Numerous other groups of exercises were publicized, usually using clumsy and burdensome nomen­ clature and following no particular pattern. Usually

39Editorial Note, "Breathing Exercises", The Educational Record, Aug.-Sept., 1896, p. 235. ---- 40The Educational Record, "Breathing Exercises", Nov., 1897, pp. 320-321. 41 they were used in a militaristic, static motion rather than a rhythmical one. The muscles of the arms, shoulders, legs and feet were the main ones exercised. The physio­ logical value of the exercises, unless repeated several times in rapid succession, would appear to be low, as they certainly were not normally very strenuous. By 1900 the use of light apparatus (hoops, wands, and Indian clubs), heavy gymnastic apparatus, and other pieces of equipment were being more widely adver­ tised and used. The machines invented by men such as Professor Sargent at Harvard were well publicized, but seldom used in Quebec. One of Sargent's gymnastic machines in 1901 was supposed to be able to "exercise every muscle of the body.u41 By 1900 the importance of physical culture was being recognized by many of those who, hitherto, had overlooked that branch of education; and the need was being felt for simple exercise suitable for country schools, where it was difficult or impossible to obtain extensive accommodation and apparatus.42 No single programme was prescribed by the Department of Education or made part of teacher training; so each individual

41Editorial Note, The Educationa1 Record, Jan., 1901, p. 16.

42Rosa Baker Edwards, "Physical Training in County Schoo1s", The Educational H.ecord, Feb., 1901, p. 47. 42 teacher studied the suggestions of others and taught what she liked beat.

GAMES AND RECREATION COMING INTO THE SCHOOLS

As was mentioned earlier, by 18;0 games had become part of Quebec's tradition. Gradually team games and other less highly organized games found their way into the schools. Phillips notes a new interest in recreation after 1880. Outdoor games were encouraged by some edu­ cators, even if only as something to persuade children to like rather than detest school, but it was not until the early twentieth century that "physical instructors" were engaged, and an effort was made to interest pupils in sports and extra-curricular activities.43 The type of programme in the rural elementary schools is described by the teachers themselves: During intermission, the teacher must be seen on the playground. Sometimes I suggest a game before the children have marched from the room. • • • They rush to the game as soon as outside. When I see the play lagging I at once propose some other, more exciting if possible, and join in it myself. The hilarity of a pleasant game is much more attractive to all than that murmur of discord and mischief, which is so likely to creep in if the boys are left to their own deviees. I find that,

43Phillips, op. cit., p. 365. 43

after a lively play, my boys and girls are as ready to form their lines for entering the bouse as they were for leaving it.44 This teacher described this as one way in which she made ber school attractive, and the resulta of the endeavour as being "obedience, kindness, cheerfulness, and a desire to attend school, together with a love for work as well as play." Another teacher was proud because ber school bad bought a ball for fifty-five cents, with which the boys played, and they were going to bring peach baskets and put them up on poles so they could play "basket-ball".45 Educational publications began to include sections such as "Good Games for the Play Hourn,46 in which low organized games (tag, circle, and throwing games) using bean bags, boxes, pieces of boards and other small, home-made equipment, were described in detail. In general there was a new enthusiasm for games and sports and in their possible edueational value. Pro­ fessional sport, which was coming into being about 1900, was no doubt one reason for this. Professionalism also awakened some people to the potential evils of sport

4~iss M. L. Keezar, The Educational Record, July, 1899, p. 109.

45The Educational Record, Jan., 1898, pp. 71-72. 46rhe Educational Record, April, 1902, pp. 161- 163. which, when publicized, at least opened the eyes of the public to sports. By 1900 games and sports bad been begun in Quebec schools, but were not universal by any means. It was years before anything as recreative as games became part of a recognized school programme.

SUMMARY

Boughly following the European pattern, physical drill and exercise began in Quebec schools as a means of discipline along military lines, and later became formal systems; from an original stress on obedience, posture, physical development became emphasized. Hygiene, the kindergarten movement, and manual training introduced other aspects of physical education. To this eventually was added games and sports. Reports of various times indicate calisthenics, drill, physical exercises or gymnastics being practised as part of the regular school programme. At least one writer in 1S95 seemed to think physical exercises were being given in all of Quebec's superior schools.47 By 1S9S the "Course of Study for Elementary Schools" (Grades I-IV) included physical exercises as a required

47The Educational Record, 1895, p. 47. 45 part of the school course.48 It was not required in the Model Schools or Academies. The requirement, in 1907 was outlined as: CLASS DRILL 1. Physical and musical exercises form part of the course of study, but no system of drill is prescribed, each teacher being left to adopt such exercises as are best suited to the circumstances of her school. There are several minor systems of class exercises with simple music adapted, which are best suited to the rural elementary school, wherein the floor space is fully occupied with seats. 2. The exercises should be used to relieve the pupils during the school hours as well as for the purpose of physical drill. If the atmosphere be exhausted and the pupils restless and indifferent, then have the pupils devote a few minutes to brisk physical drill, while you ventilate your school-room. You may then begin work again with renewed vigor and interest. This exercise ought to have a place on the time-table and be taken regularly.49 In Professor John Adams' report after his visit to the Protestant schools of Quebec in 1902 he commented at some length on "Calisthenics." He said: Music and Physical Exercises are required to form part of the school course. In the case of the District Schools [rural elementary] the 'Physical Exercises' part is quietly dropped. When I spoke of it to teachers and Commissioners my questions

48The Educational Record, Aug.-Sept., 1898. P• 218.

49nepartment of Public Instruction, Quebec, Course of Studi in Protestant Elementary Schools of the Province of Quebec, Quebec, 1907. 46

aroused nothing but mild amusement mingled with tolerant contempt for the city man's ignorance of country conditions. The popular opinion clearly is that gymnastics and drill may be all very well for pale­ faced city children, but that the sturdy country child requires no such adventitious aids. "MOst of these children," said one teacher grimly, regarding ber seventeen pupils, "walk a mile and a half to school and a mile and a half home every day. The most of their time out of school they spend in the river or up trees. I don't think they need exercise." This confusion between mere exercise and physical drill is almost universal. In the very few cases where the difference is understood and acted upon, I found that the teacher had herself been trained in the Normal School, and bad been taught the mental and moral, as well as the physical effects of the scientifically arranged rhythmic motions. The Model Schools and Academies recognize the value of calisthenics, and in many cases a room is set apart for this subject. • • • Some of the Academies have a cadet corps, and do a good deal of military drill with great advantage to the bearing of the boys, and to the corporate life of the school.50 Professer Adams also noted that hygiene was resolving itself into eommon-sense lessons in elementary physiology in relation to country life, and that manual training, like physical training, was thought unnecessary for country children who could learn more about hammers and nails in a week on the farm than a whole year at Manual Training at School.5l The battle for physical education bad not yet been won.

5°John Adams, The Protestant School System in the Province of Quebec, MOntreal, 1902.

5lrbid...... • CHAPTER III

THE STRATHCONA TRUST CHAPTER III

THE STRATHCONA TRUST

The next step in physical education in Quebec and the rest of Canada was the acceptance of a single system and course of study. The English elementary school physical training syllabus was brought into Canadian schools through a plan initiated by the Depart­ ment of Militia, and was soon given financial support by Lord Strathcona's Trust Fund. The plan, as revised to agree with Lord Strathcona's ideas, and given his support, gave a boost to teacher training in physical education and made the teaching of physical exercises almost universal, in Quebec at least. It promoted the formation and continuance of cadet corps, and eventually, by en­ couraging skiing, German gymnastics, and games to some extent, helped to expand the field of physical training. At its initiation, the Strathcona plan and Fund was a great step forward in the development of physical edu­ cation outside of Montreal. But gradually professional physical educators found their ways into the schools and the Trust Fund programme slipped into oblivion. Today, with at least partly qualified physical education teachers 49 in most high schools, and with teachers having some physi­ cal education training in most intermediate and elementary schools, the Strathcona Trust Fund work is obsolete, and much of it bas been discontinued.

FEDERAL INTERVENTION FOR PHYSICAL TRAINING

School cadets corps following the English pattern were instituted in Canada in 1862, and although the provinces inherited sole responsibility for education at Confederation, cadet corps continued to be authorized under the Mi1itia Act. In 1899 provision was made for attaching companies of senior cadets to existing units of the Militia.l During this time and afterwards school cadet corps developed and expanded, sometimes well supported and at other times struggling for existence. The training was at no time confined to war purposes. Its advocates claimed that cadet training had a very definite bearing on a boy's physica1, mental, and moral development, and provided him with numerous skills valuable in adult life.2 Althougb not everyone agreed, its exponents and their arguments grew in numbers. One writer in 1900 made a

1sinclair Laird, "The School Cadet MOvement," The Educational Record, Jan.-March, 1948, p. à.

2Ibid. 50

"strong plea for drill to keep boys from the street, to inculcate a lofty patriotism and to open a door of escape to them from the growing corruption of school and other sports." He suggested that drill be provided as an effective cure for the growing evils of professional sport, and expressed the belief that the task was one for the nation as a whole.3 By an Order in Council dated August 13, 1908, the Governor-in-Council approved certain proposals entered into by the Educational Authorities of the Province of Nova Scotia and the Minister of Militia, respecting physical training and military drill in the public schools of the province. By this agreement the Provincial Educational Authorities undertook: to enforce more generally their regulations respecting physical training and military drill in the schools; to encourage the formation of cadet corps and the practice of rifle shooting; to adopt a system of physical training uniform with that of the other provinces of the Dominion and Great Britain; to require all teachers (of both sexes) to obtain certificates of competency to instruct in physical training, and also to encourage male teachers to obtain certificates in advanced physical training, military drill and rifle shooting. The Minister of Militia, in turn,

3The Educational Record, Aug.-Sept., 1900, p. 222. 51 undertook to: provide competent instructors to enable teachers to qualify in physical training and military drill; pay a bonus to qualified teachers who instruct cadet corps; provide arms, accoutrements and drill books; and conduct the necessary examinations.4 On the same date, the Governor-in-Council also authorized that the proposals entered into with Nova Scotia be made applicable to the other provinces, subject to modifications which might later be found necessary.5 Lord Strathcona (see bibliographical sketch in Appendices), then High Commissioner for Canada, became interested in the proposed scheme for physical and military training in the schools of Canada. With a view to supplementing the efforts of the Dominion and Pro­ vincial Governments in this regard, he donated in the year 1909 the sum of $200,000., and in the following year, a further $300,000. -- a total of $500,000. His object in forming the Trust was to improve the physical and intellectual capabilities of the children while at school, by means of a proper system of physical training, and to foster a spirit of patriotism in the boys, leading them to realize that the first duty of a free citizen is to be

4canada Department of National Defence, "Strathcona Trust -- For the Encouragement of Physical and Military Training in Public Schools of Canada," Ottawa, 1942, p. 1.

5Ibid. 52

prepared to defend his country, to which end all school boys should, so !ar as possible, be given an opportunity of acquiring while at school a fair acquaintance with military drill and rifle shooting.6 The Constitution for the Trust was drawn up by Sir Frederick Borden, the Minister of Militia, who had drafted the original agreement.? Lord Strathcona approved the Constitution and the Executive Council and local committees were formed as directed. The Executive Council was composed as follows: a Chairman -- the Minister of Militia and Defence (National Defence), the members of the Militia Council {Defence Council), two representatives to be named by the Minister in charge of education in Ontario, two from Quebec, one from each of the remaining provinces, and the Officers commanding the Military Districts. The function of this Council was to adminis­ ter the Trust in accordance with the principles laid down by the founder. The local committee in each Province was set up in order to adapt the general rules and regulations laid down by the Executive Council to the varying local conditions. Each had its District Officer Commanding as Chairman. The members were: three civilians named by the Provincial Minister of Education, the Deputy Minister or Superintendent of Education in an ex-officio capacity,

6Ibid. 7Frank w. Kennedy, "Health, Physical Education and liecreation in Canada: A History of Professional Preparation," Columbia University, 1955, p. 57. 53 and three military officers belonging to the province, to be named by the Minister of Militia and Defence (National Defence). The local committee was charged with dividing the province into convenient districts for purposes of supervision and competition, arranging competitions and inspections, allotting awards, and ensuring that the means of instruction in physical and military training were available for both teachers and pupils.S The conditions which each province was required to fulfil, as laid down by the Executive Council, were much the same as they bad been in the original agreement between the Minister of I~litia and the Province of Nova Scotia. In addition, physical training had to form an integral part of the curriculum in every school or public educational establishment maintained mainly out of public funds at which a teacher other than that of the lowest grade was employed (teachers of the lowest grade were exempt from the complete agreement). The system of physical training adopted was to be that in force in the elementary public schools in Great Britain, with such modifications as the local conditions of a province might show to be necessary. The duties of the Militia Depart­ ment were also much as they had been by the original Order in Council of August 13, 1908. An additional

àcanada Department of National Defence, "Strathcona Trust," pp. 1-2. 54 requirement was to assist the Department of Education by: providing the necessary facilities for the teachers of both sexes to qualify themselves in physical training; providing instructors until such time as the Provincial Authorities were in a position to undertake this duty themselves; providing the necessary instruction in military drill to enable teachers to become officers of cadet corps under the same advantages provided to officers of the Active Militia, and granting certificates of qualification.9 All provinces entered into some form of agree­ ment with the Executive Council and Department of Militia and so began partaking of the benefits of the Trust. The sum of f500,000 donated by Lord Strathcona was deposited with the Dominion Government, which paid interest at the rate of four per cent. The '20,000 thus received was divided amongst the various provinces in proportion to the "school attendance" each year. Each province's allotment was paid to the Local Committee which was responsible for its disbursement in accordance with the provisions of the Trust and the general instruc­ tions issued by the Executive Council -- the whole of the money grant to be devoted to the encouragement of physical and military training in schools and other educational establishments maintained by public funds to induce both 55

the teachers to instruct and the pupils to perfect them­ selves in the training.lO

WHAT HAPPENED IN ~UEBEC?

In accordance with the educational organization of Quebec, separate agreements were made by the Roman Catholic and Protestant Committees of the Department of Public Instruction. This meant also that there were two Local Committees of the Trust in Quebec, each operating separately. The District Officer commanding Military District No. 4, Montreal, was Chairman of the Protestant Committee and the District Officer commanding Military District No. 5, Quebec City, chaired the Roman Catholic. The annual grant was apportioned in accordance with the school attendance between the Protestant and Roman Catholic schools.ll Few in Quebec were very enthusiastic with the Strathcona Trust arrangement, but neither were many in the other provinces. Once the agreement was made, the Local Committees were appointed and they set about their work. Incentives of all kinds for the promotion of physical and military training were instituted. The practices begun in the early years were by-and-large those

10Ibid.

11tbid. 56 which have continued. The form the Trust took in Protestant Quebec was much the same as in the other provinces. At the June 2 meeting of the Protestant Committee of Public Instruction in 1911, the first three civilian members of the Protestant Local Committee were appointed,l2 and on June 23 of the same year, the first meeting of the Protestant Local Committee was held in Montreal: The Secretary reported that the sum of four hundred dollars had been allotted to this Local Committee from the Strathcona Fund, to be applied to the Protestant Schools of the Province on the work of the school year just closing. It was resolved that inasmuch as the work in physical exercises in the schools was still so unorganized as to make it impracticable to offer prizes for work already accomplished, the sum at the disposa! of the Committee be paid this year to Cadet Cores alone upon the report of the InstructorLof Quebec Cadet Corps]. This resolution was passed on the under­ standing that the Executive Council of the Fund had consented to auch action in other similar cases and would offer no objection in this instance. Captain Archambault then reported verbally that eight Cadet Corps had been examined and were eligible to participate in this year's distribution. He was of the opinion that the efficiency of these corps was practically equal and that a fair division should be made accordingly and

12 Protestant Committee of Council of Public Instruction, minutes, June 2, 1911, The Educational Record, June-July, 1911, p. 253. 57

recorded by the Secretary in the minutes of this meeting.l3 Eight schoo1a -- Quebec High, Lower Canada College; Lachine Academy, Sherbrooke Academy, Biahop's College Schooli Stanstead College; Coaticook Academy and Pointe aux Trembles (three of which were private insti­

tutions, marked with~), did receive grants, from $28.80 to $64.00.14 !!ook Prizes At the November, 1912 meeting of the Protestant Local Committee, the Secretary reported that the school inspectors of the Province had unanimously recommended that no cash prizes be given for Physical Training either to teachers or school boards, but instead a prize in books and a certificate for the teachers be given. This was approved and a balance of i387.ll, after the Cadet Corps expenditure, was reserved for physical training in schools, the reports of the School Inspectors upon which the prizes were to be awarded not yet being completed.l5 At the January llth meeting in 1914, the Secretary stated that upon the report of the Common School inspectors,

13Protestant Local Committee of the Strathcona Trust for the Province of Quebec, Montreal, minutes, June 23, 1911.

14Protestant Committee of Council of Public Instruction, minutes, Oct. 6, 1911, The Educational _!t.ecord, Dec., 1911, p. 313. 15protestant Local Committee of Strathcona Trust, minutes, Nov. 22, 1912. fifty sets of books had been sent to fifty schools, as prizes for excellence in physical training, and that a certificate had been sent to each of the fifty teachers.l6 None of the books had anything to do with physical training except as prizes for achievement in this field. By 1916, school inspectors throughout the province were reporting that the book prizes of the Strathcona Trust were a great incentive to good per­ formance in physical exercises. In reference to the book prizes, one inspector in 1917 said they ncheered the school life of many a teacher and gladdened the hearts of many pupils and greatly encouraged the cultivation of healthful physical exercises in schools."17 This sort of comment, and others, praising the new incentive and work done continued quite generally until the end of the First World War. At the November 1921 meeting of the Protestant Local Committee, it was decided that approximately fifty per cent of the Trust Fund should be devoted to purposes of cadet corps and rifle shooting, and fifty per cent for physical training in schools. {The civilian members were a majority at this meeting.) At this time, Quebec was receiving $3,000 from the Trust, $700 of which went to the Protestant Local Committee. Despite this resolution

16rbid., January 11, 1914. 17The Educational Record, July-Sept., 1917. 59 by 1923 there was still more money being spent on the cadet corps and riflery than on prizes for physical training in the schools. In 1921, the Chairman of the Protestant Local Committee was authorized to co-operate with the Chairman of the Catholic Local Committee by approaching the Provincial Government with a view to securing an annual grant to supplement the Strathcona Fund and to encourage further the development of Physical 18 Training and Cadet Corps in the Province. As a result, i641.20 was received by the Protestant Local Committee from the Provincial Government as a grant "for Physical Training" for the 1923-24 school session. "Physical Training" and cadet corps work must have been considered synonymous at that time {other commenta in the minutes would bear this out), as the Committee went straight to work and divided the Provincial Grant among the various cadet corps.19 In 1930 the Provincial Grant was divided between book prizes for the encouragement of physical training and a small amount for the Committee Secretary's stationery and other expanses, while the Strathcona Grant went entirely to the cadet corps. The books sent each year to "schools which had been recommended for excellence in physical training by

18Protestant Local Committee of Strathcona Trust, minutes, Nov. 18, 1921. 19 ~., Oct. 28, 1924. 60 the school inspectors" continued, but in decreasing numbers. From fifty in the earliest years, the numbers dropped into twenties by 1933, and to only twelve or fourteen by the mid-1950's. The reason for this is not immediately apparent. Lesa and lesa money was being spent on the promotion of physical training because inspectors were not recommending schools for the prizes. This was evidently because physical training was not being done in the schools. The prizes were only for schools without specialists in physical education, particularly rural elementary schools, and so the decreasing number of schools in these categories probably had something to do with the drop in the number of prizes. In 1936, two city schools received book prizes, setting a new trend which has continued. At the November meeting in 1953, Dr. Kirkpatrick questioned the desirability of continuing the practice of book prizes since the number of schools participating had been so greatly reduced. He expressed the view that the money might be better spent on student bursaries to enable instructors to qualify in Physical Education. Dr. Laird pointed out that as the money used for these prizes was drawn from the Provincial Grant, it could not be used for University bursaries (no further explanation is given). Dr. Percival reported that through these prizea the Committee maintained contact with a much wider 61

20 public. It was agreed that the prizes should be continued. In 1958, an inquiry was begun into the use made of the book prizes and the grants to cadet corps, with a view to the possibility of finding "more effective 21 methods for the distribution of these funds.n The schools receiving the cash grants expressed the desire that they be continued. However, in 1959, after consul­ tation with the Inspector-General, Mr. H. G. Young, Dr. Giles recommended that the book prizes to schools be discontinued and that the money be used in future as bursaries for students entering the course in Physical Education at Macdonald College. The recommandation was accepted and Dr. Giles, the Chairman, and the Secretary were to work out the details of the proposa1. 22 There is no indication given why this was any more possible in 1959 than in 1953. At the November, 1960 meeting, it was decided that no action was to be taken on book prizes until Professor Wilkinson of the Institute of Education at McGill University had compiled his report on the survey being done to find the practices followed in the distri­ bution of the Strathcona Trust grants in the various provinces.23 The Wood-Wilkinson Report on the use of the

20Ibid., Nov. 17, 1953. 2ltbid.' Oct. 24, 1958. 22Ibid., Nov. 6, 1959. 23Ibid.,- Nov. 4, 1961. 62

Strathcona Trust Funds was submitted at the November meeting in 1961. It showed that there was no common method in the ten provinces for disbursing the money that was "supposed to provide incentives for good physical education teaching," and that in only three provinces the money was thought to be having the desired effect. It indicated that the trend in almost every province had been away from school awards and toward provision of bursaries for teachers attending physical education summer schools, and recommended tbat when summer school courses were made available in Quebec for physical education teachers and elementary school teachers from rural areas, the Strathcona money be used to offer these teachers bursaries. The Report also recommended that until such time as these courses were established, the Fund be distributed in the form of bursaries to Physical Education students in the regular winter courses.24 The Local Committee agreed that the book prizes were ineffective and inappropriate. It also noted that bursaries to practicing teachers in summer school would be safer than bursaries to winter students because many of the latter take teaching jobs in other provinces. It was decided that "no change in the usual disbursement plan be

24winona E. Wood and R. E. Wilkinson, "Questionnaire -- Strathcona Trust Fund and Development of Physical Education in Canada," McGill University, 1960. 63 made until the Report of the Hoyal Commission is handed down." Meanwhile the Army authorities at Ottawa were to be approached on the feasibility of summer school courses in physical education.25 The distribution continues as usual and the summer school remains only a dream.

Cadet Corps and Physical Training The book prises concerned mainly the rural elementary schools, and so were only one part of the Strathcona Trust programme. Along with this incentive, which involved the teaching of physical training as outlined in the Syllabus of Physical Exercises for 26 Schools, 1911, went physical training and cadet corps work in the secondary schools and teacher training institutions. The grant of $750.59 from the Trust Fund was disbursed in 1912 to ten cadet corps, as it had been the previous year.27 In 1913, the book prizes for physical training were commenced and the amount given to cadet

25Protestant Local Committee of Strathcona Trust, minutes, Nov. 10, 1961. 26strathcona Trust Executive Council, Syllabus of Exercises For Schools, Toronto, 1911. In the main it is a reprint of the 1909 official Syllabus for use in the Public Elementary Schools of England, based on the Swedish system of educational gymnastics.

27Protestant Local Committee of Strathcona Trust, minutes, Nov. 22, 1912. 64

corps was reduced.2$ Then in 1916 1 a special allotment of fifteen per cent of the annua1 grant was reserved for riflery and rifle competitions.29 The programme for the Display of Cadet work at Lower Canada Col1ege on March 23rd in 1923, gives some idea of the sort of cadet and physical training programme being done at that time. 1. Band Overture 2. Guard of Honour 3. Arm Drill 4. Platoon Drill 5. Vaulting Horse 6. First Aid 7. Massed Boxing and Boxing Bouts $. P.T. Games and an Irish Jig 9. Cutlass Drill by Naval Cadets 10. Physical Training 11. Marching Exercises 12. Signalling 13. Jumping 14. Pyramida 15. Grand March Past30 This was not a typical programme of all cadet corps work because Lower Canada Co1lege was a private institution in which a specialist for cadets and physical training was employed. The smaller schools seldom had specialists at that time 1 and so their activities were along the same lines but more limited. In 1923 or 1924, medals were offered for com-

2$Ibid., Jan. 11, 1914.

29Ibid., I~y 13, 1916. 30 Lower Canada College Magazine, MOntreal, June, 1923. 65 petitive rifle shooting, and in 1925, special trophies for signalling and physical training (P.T.} were purchased and offered for competition among the cadet corps.31 The method of marking each cadet corps in competition for the physical training trophies may give sorne idea of the emphasis in that part of the programme. The grading procedure was sanctioned by the Protestant Local Committee of the Strathcona Trust, but the actual inspecting and marking was done by the Quebec District Cadet Officer. The marking [ was] to be on the basis of 85 marks for physica1 training exercises [drill] and 15 marks for apparatus training rgymnastics], and a bonus of 1 point added ror each 50 boys of cadet age present and taking part in the exercises at annua1 inspection and also those trained but excused on certification of sickness.32 The one-half mark deduction "for each one per cent of the school's enrollment of boys, of cadet age, absent at physical training inspection, not excused by doctor's certificate," was replaced by lOO marks for complete attendance, and appropriate deductions for absentees.33 Girls began taking part in physical training and some aspects of cadet work in some schoo1s at an early date. In 1929, the Protestant Local Committee

31protestant Local Committee of Strathcona Trust, minutes, Oct., 1925.

32Ibid., Nov. 5, 1926.

33Ibid., Nov., 1927. 66 unanimously decided to provide trophies for competitions among girls in schools which were equipped with gym­ nasiums, staffed with "properly qualified Physical Instructors," and which followed the course in physical exercises recommended by the Strathcona Trust Council and authorized by the Department of Education.34 The Committee's minutes or financial statement show no purchase of these trophies or other action taken. The matter apparently was quietly dropped. Girls did, however, continue to take part in some physical training and cadet activities.35 Actual Protestant Local Committee expenditures in 1929 included the insurance costs on the Trust's trophies, the oost of replacing trophies won by a cadet corps two years in a row, assisting in paying the rental costs of a gymnasium used in the instruction of cadet corps instructors, and grants for recreation and prizes at the Summer Cadet Camp, besides the usual book prizes and cadet corps grants.36 The cadet corps receiving Strathcona grants dropped from 32 in the 1932-33 session to 23 in the 1933-34 session, and still further down to 17 in the 1934-35

34Ibid., Oct. 23, 1929.

35n. Munroe, persona! interview, March 25, 1963.

36Protestant Local Committee of Strathcona Trust, minutes, Oct. 23, 1929. 67 session. (See in Appendices, chart on Cadet Corps and Book Prizes.) It was mainly the rural schools dropping out -- partly because of the Depression, but more as a result of the reduction of support from the Department of National Defence -- which lowered the cadet corps numbers. As a result, the Protestant Local Committee changed its system of money distribution. At a meeting in 1935, the Protestant Local Committee heard the reports of the District Cadet Officers and studied the suggestions of the Executive Council. After discussing the problem it was decided to spend a sum not exceeding f75.00 on medicine balls and other sports equipment, to purchase several anatomy charts for instruction in first aid, and to continue awards to cadet corps which met with the regulations. In accordance with suggestions from the Executive Council, cheques were ordered to be made out in the name of the instructors of the corps, as well as those sent to the cadet corps themselves.37 This move was meant to provide a new incentive to teachers. It lasted as a procedure until 1940 at which time up to two-thirds of the grant was allowed to go to the instructor. A new Syllabus of Physical Training was pub­ lished in England in 1933. Its distribution among Quebec

37 Ibid., Nov. 20 J 1935 • 68 schools and cadet corps was begun in 1935.38 The Strath­ cona Trust did not revise it to fit Canadian needs or purposes, as it had the Syllabus in 1911, but instead distributed it as it was. As was the case with the 1911 Strathcona edition and the 1919 English revision, the §xllabus of Physical Training for Schools - 1933 was mainly for children up to eleven years of age. In ideals and objectives it showed an advance over earlier editions, but anything beyond rigidly controlled gymnastics was new and little understood. It mentioned swimming, games, rhythms, dancing, etc., but it is easy to see that the writers were much more at home in formal and highly disciplined activities. Even the games seem to have a touch of regimentation.39 However, it was an improvement, if only in theory. Further articles of games and sporting equip­ ment for use in physical training were purchased in 1937. Other expenditures were for medals, trophies, cups, competitions and first aid; the programme continued much as before.4° Grants to junior cadet corps were discon­ tinued, however, ending the hope of beginning and keeping cadet corps in intermediate and the smaller high schools

38~.

39England, Board of Education, Syllabus of Physical Training for Schools - 1933, London, 1933. 40Protestant Local Committee of Strathcona Trust, minutes, Feb. 18, 1937. 69

where there were not enough students over the age o~ fifteen to ~orm senior corps. As the number of cadet corps dropped, it is a reasonable assumption that physical education in the schools dropped, as the P. T. and drill of the cadet corps was often, at that time, the only ~orm of physical education. A comment by an outside group on the work being done by the Strathcona Trust during that period may be of value here. The Provincial Association of Protestant Teachers of Quebec, with which the High School Principals Association was associated, presented a Brief to the Quebec Protestant Education Survey in 193$. It recom­ mended that the Strathcona Trust be amended or discontinued. It said that the training and certification of the Province's teachers after forty-five (previously 30) hours of instruction, which entitled them "to give the prescribed drill effectively in all departments of the school," had led to many misconceptions. The parrot-like repetitions o~ "Tables of drill" without any clear idea of their affects upon the child had done much harm and, unfortun­ ately, many educational authorities had been trained in this manner, and so had carelessly accepted it as an adequate programme, probably in large measure due to the fact that the instruction was furnished without charge. The writers felt that the Stratbcona Trust Programme was 70 being administered by the Department of National Defence through the local committees, and was "wholly devoted to cadet training." They obviously disapproved.41 In 1940, because of the world crises and patriotic feeling brought about by the Second World War, the Minister of National Defence authorized throughout the Dominion, the formation of a large number of Cadet Corps and the reorganization of many which had been allowed to lapse. The public undoubtedly gave its support through its school board, supporting the movement for civic and patriotic reasons as well as for its physical value for the youth of the Dominion. The Protestant Local Committee of the Strathcona Trust appealed to the Department of National Defence and Provincial Government 2 for larger grants.4 The number of cadet corps almost doubled within the next year, but the annual grants did not change. 43 Reflecting the way fighting overseas was turning from the ground to the air, many cadet corps changed from the army to the air cadets in 1942.44 By late 1943, the

41Provincial Association of Protestant Teachers of Quebec, Brief Submitted to the ·uebec Protestant Education Survex, Montreal, 193 , pp. 1-7 , 93.

42Protestant Local Committee of Strathcona Trust, minutes, Nov. 29, 1940.

43Ibid., Nov. 28, 1941.

44rbid., Dec. 15, 1942. 71

Executive Council of the Trust made Air Force Cadets eligible to compete for awards, so that in 1943, when 33 schools received awards, twelve were for Air Cadet Corps. On Dr. Percival's (Director of Protestant Education) suggestion, the Protestant Local Committee in 1944 agreed to write to the Department of National Defence to ask them to consider working in co-operation with the Provincial Department of Education in the drafting of definite plans for making military training a regular and compulsory part of the school curriculum. The Protestant Committee of the Council of Education was willing to encourage this movement in Protestant schools, but before doing so, it wanted the full support of the military authorities. It requested that when teachers were qualified instructors, they should be paid a certain remuneration by the Department of National Defence, and be required to assume corresponding responsibilities. Where teachers were not qualified instructors, the mili­ tary authorities were requested to pledge themselves to provide instruction gratis.45 There was a shortage of Cadet Corps Instructors for the next few years. Then in 1948, a negative response was received; the cadet corps numbers dropped once again, and other corps contemplated disbandment. Among the reasons for disbandment were the following: the regulations confining Cadet Corps to

45 -Ibid., Dec. 1, 1944. 72 twenty members as a minimum, and Grade VIII as the lowest level of eligibility; uncertainty of past and changing regulations; preference for Air over Army Cadet Corps; 46 lack of instructors and incentives for instructors. The decline in cadet corps work continued. Part of the problem was the rising numbers of professional physical educators graduating from McGill University, Springfield College, or elsewhere, coming into the schools and replacing the P.T. Instructors. These were educators, not trainers, and many would have nothing to do with physical training or military drill. Finally, with the threat of the discontinuance of the Provincial grant because the cadet corps numbers had dropped so drastically, Department of National Defence officiais met in Montreal with the Protestant Local Committee in 1951, and full co-operation and harmony were expected to prevail from then on.47 The decrease in cadet corps numbers was arrested, and gradually rose until in 1956, the Protestant Corps was reported as having approximately 1500 cadets.48 Since then, their numbers have gradually !allen again. This drop is due in part to the growing numbers of open Army and Air Cadet corps (that is cadet corps outside the schools).

46Ibid., Oct.21, 1948.

47rbid., Dec. 14, 1951.

48Ibid., Oct. 3, 1956. 73

The Protestant Local Committee by the 1950's had found new ways to dispose of at least part of its annual grant. Commencing in 1954, flOO.OO was given towards the expenses of any cadet in a Protestant Quebec School cadet corps who was chosen to go to England to the Annual Bisley Rifle Meet.49 The following year ilOO.OO of the funds usually distributed in grants to cadet corps was used for the purehase of prizes for physical education and sports at the Annual Cadet Camp at Farnham. Also in 1955, for the first time, the Protestant Local Committee financed a Quebec boy's trip to Banff National Camp.50 In 1961, money was given towards the purchase of prizes and awards for Protestants at Royal Canadian Air Cadet Summer Camps, and the Recreation Fund at Banff National Camp.51 In 1953, Dr. Pereival informed the Protestant Local Committee "that the Syllabus of P.T. (1933) was no longer satisfactory as the basis of the course in Physical Education.n He pointed out that this Syllabus was not used in many schools and suggested that consider­ ation be given to the adoption of a Teacher's Handbook and Syllabus that would adequately serve the needs of the schools. The Local Committee decided to purchase copies

49Ibid., Nov. 30, 1954. 5°Ibid., Dec. 6, 1955. 51Ibid., Nov. 10, 1961. 74 of the recommended Handbook for each Protestant School and have them distributed through the Department of Education. 52 By 1955, these Handbooks were being distri­ buted. At the same time, with the curriculum revision complete, the Strathcona Instructor Certificates were no longer authorized; so the annual examination by the Cadet Officer of candidates in the School for Teachers at Macdonald College was discontinued.53

SUlVMA!iY

To perform its duties the Executive Council had been called to meet in 1911, 1913 and 1921. But these attempts to bring representatives from all provinces proved futile; so there has been no further meeting to date.54 The Quebec Protestant Local Committee was much more successful, meeting quite regularly once or twice a year. The book prize aspect is described quite well by a quotation from the 1933 version of the Manual Hespecting the Course of Study in Protestant Elementarx .§chools: By arrangement with the Department of Public Instruction, the Provincial Committee

52~., Nov. 17, 1953. 53Ibid., Dec. 6, 1955. 54Kennedy, op. cit., p. 86. 75

of the Strathcona Trust gives, every year, on the recommendation of the inspector, a certain number of prizes in books to the schools of each inspectorate that have made the most creditable showing in the Physical Exercises. These books are the property of the school and form part of the school library. Each contains an appropriate lable, giving the name of the teacher in charge of the school when the prize was won. To the teacher is awarded a Special Certificate which shows that a Strathcona Trust Prize was won by a school under her direction.55 The arrangement described here originated in 1914, and has continued with very little change until the present. The 1911 "Strathcona Trust Syllabus", practically a reprint of the English 1909 Syllabus, was the elementary school physical education course of study, and the band­ book for the physical training portion of Quebec cadet corps work until 1921. The English Syllabus of 1919 was authorized for use in Canada by the Executive Council in 1921,56 but it.does not appear to have found its way into many Quebec schools. It was nearly a replica of the 1909 edition in any case. Copies of the 1933 English revision were purchased and distributed to elementary schoo1s and cadet corps in 1935. Final1y in 1953 Protestant Quebec obtained a programme of its own, outlined in the Handbook For Teachers.

55Quebec, Manua1 Respecting the Course of Study in Protestant Elementary Schools, Quebec, 1923, p. 10.

6 56Kennedy, oP· cit ., p. o 6 • 76

Cadet training began long before the Strathcona Trust, but the Trust's annual grants gave it an additional encouragement. Before the Second World War its activities were largely restricted to military drill, physical train­ ing, musketry, first aid, and signalling, but this changed considerably during the War, especially in the Air Cadet Programme. Along with aeronautics, mechanical design, and electronic courses, accepted as academie subjects in schools and colleges, brasa bands became more popular; ski instruction, campcraft, study of the interna! com­ bustion engine and map reading became integral parts of the cadet training programme.57 A picture of the part the Strathcona Trust played in teacher training from 1911 to 1955 is to be found in the Chapter entitled "Teacher Training in Physical Education in Quebec." Another important part of the Strathcona Trust programme was the awards it offered in its attempts to induce physical training and cadet corps work. The awards comprised challenge shields, cups, medals, pictures or some piece of apparatus suitably inscribed, monetary awards to teachers, assistance to cadets attending provincial, national, or international camps and rifle meets, and grants for physical training equipment.

57sinclair Laird, "The SchQQl Cadet Movement," The Educational Record, Jan.-March, 1~48, p. 11. 77

It is somewhat surprising that during all this time professional physical educators were not asked to become members of the Local Committee, or even advisors. The main part they played was to criticize the Trust and its work. Some physical education teachers did assist as instructors of cadet corps. But on the whole, the two were estranged. The physical training and military drill were only one small part of physical education, and most teachers realizing this, stood clear of the Strathcona Trust. As a result Strathcona Trust has not been able to keep up with the times. It did great work in the initial years, especially in the rural schools, helping to get some form of physical education established, but since then it has slipped behind. All its legacies were not good either. The worst is probably the picture we still know; that of a professional, degree-holding physical education teacher as a stern P.T. Instructor bawling out commands at rows of little children in the school yard. CHAPTER IV

THE DEVELOPMENT OF PHYSICAL EDUCATION IN MONTREAL: LED IN EARLIER YEARS BY THE HIGH SCHOOL OF MONTREAL CHAPTER IV

THE DEVELOPMENT OF PHYSICAL EDUCATION IN MONTREAL: LED IN EARLIER YEARS BY THE HIGH SCHOOL OF MONTREAL

The history of education on the MOntreal Island is quite separate and different from that of the rest of Quebec. The communities on the Island which grew to be cities in themselves, provided groups of Protestant English speaking people in relatively small areas. With good means of transportation, municipal councils and ready cash from salaries, their problems were quite different from those in out-lying areas where communication was poor, town government was unorganized and farmers, especi­ ally, very rarely bad money in the bank. Each community on the Island formed its own school board, built its own school and decided its own educational affairs. But as the various districts were annexed by the City of Montreal, there was a change in the education administrative structure. One amalgamated school board was formed to which more and more schools were added as more towns joined the city. This bas continued to the present day, always increasing the advantages that can be afforded by the one central school board. The advantages which the 80

schools of this board, now known as the Protestant School

Board of Greater ~ntreal, have over scbools elsewhere in the Province have always been tremendous, notably in facilities, equipment, teachers and everything else money could buy. The High School of Montreal was the first Protestant secondary school on the Island and led all Protestant schools in most fields of education until the 1930 1 s. In physical education this supremacy remained for a further ten years.

THE HISTORY OF PHYSICAL EDUCATION IN THE HIGH SCHOOL OF MONTREAL

There are a number of earlier events which led to the founding of the High School of Montreal, and made it what it is today. The MOntreal Classica1 and Mathe­ matica1 School (1799-1818} preeeded the Royal Grammar Sehool founded in 1816. The High School of MOntreal, as such, was founded in 1843 by a Board of Directors, and incorporated in 1845. By an Order in Council in 1846 it took on the privileges and duties of the Royal Grammar School. In 1853 it united with, and became a department of McGil1 College. In 1870 it was plaeed under the direction of the Protestant Board of School Commissioners of Montreal.1 In 1875 the MOntreal High School for Girls

lHigh School of MOntreal, Prospectus, Session 1900-1901, cover page. 81 came into being. The boys' and girls' parts of the High School remained physically together although largely administrated separately. They have remained under the Montreal Protestant School Board. As the first, and for some time the only, Protestant secondary school in Montreal, the High School automatically inherited certain advantages. It received private, public and government support, and while it could afford to be exclusive, it was also every young student's aspiration.

The Beginnings of Physical Training Under Fred Barnjum 11862-1885) According to the McGill Uniyersity Calendar (1862-63), the High School Department of McGill College was having classes in "Drilling, Fencing and Gymnastics" at that time under C. R. Deornley in a gymnasium recently erected in the playgrounds adjoining the school. The gymnasium at 19 University Street was built by McGill College in conjunction with the MOntreal Gymnastic Club, under the supervision of Mr. Barnjum in the autumn of 1861.2 Sometime in 1862 Mr. Frederic S. Barnjum him­ self joined McGill College and the High School of Montreal 3 as a part-time staff member. Although some work began

2n. E. MacLachlan, "History of Gymnasia in Canada," McGill University, March, 1946, p. 3. . 3Rexford, Gemmell, McBain, The History of the fiigh School of Montreal, Montreal, 1949, p. 289. 82 earlier in military drill and physical training, Barnjum appears to have been the real instigator. He held the position of director of physical training at a time when there was little systematic work in the field. "He organized a thorough system of exercises, and drilled his classes with great success by means of these exercises for many years."4 He was considered an authority on his subject -- his work and writings received wide acclaim. 5 Because his chosen profession was so new he bad to promote it as well as practise it. He wrote pamphlets and articles, organized gymnastic demonstrations, spoke at meetings and did everything else he could to lead people to see the potential of this new field of education. He t aught free hand, bar bell, dumbell and Indian club exercises, as well as work on the earliest German gym­ nastic apparatus.6 In teaching he emphasized not only the exercises, but their value to the various parts of the body. Having taught young and old, he knew what exercises were suited for different ages, and to degrees of strength and health. He believed that the mind and body are so intimately connected that the health and well-being of one must re-act on the other. "A sound

ltrbid. ' p. 69 •

5Newspaper clippings and other materials in the archives of the MCGill School of Physical Education.

6~. mind in a sound body,n he adopted as his motto.7 Some of Fred. Barnjum's other opinions might help to give an idea of what he did at the High School of Montreal. He felt play and exercise were and must be two separate things. He said: "Play is one thing, and a grand and most necessary thing too; exercise is another thing, and the distinction between them must be carefully preserved • • • to secure a full and perfect development of the body we must adopt a rational and carefully adjusted system of exercise." 8 A measure of the success of this development work with his pupils was how in their bodies they challenged "comparison with some of the celebrated antique statues.n9 This, and other statements imply that physical appearance and anthropometrie measure­ ments were his gauges of success. His remedial and corrective work with students of poor posture or physique was well supported by medical men.10 Desiring to see mental and physical education proceeding side by side, he did his best to make physical exercises a regular part of school work. 11 He acted as

7Frederic s. Barnjum, "Physical Education," The Educational Record, Sept., 1881, p. 384. 8tbid.' p. 385. 9Ibid. 10Ibid., p. 387, and clippings in archives of McGill School of Physical Education.

llibid., p. 385, and clippings. the master of drilling and gymnastics for the High School and McGill College while they were together, and after­ wards, when the High School had been placed under the Protestant Board of School Commissioners of Montreal in 1870.12 In 1867 Mr. Barnjum bad leased the College's gymnasium but he continued to instruct for the College and High Schoo1. 13 By 1876 "Drilling and Gymnastics" had been made part of the Course of Instruction. 14 A few years later one half hour of drill a week was compulsory for pupils of the Third and Fourth Forms, and Mr. Barnjum's Classes in Gymnastics, at convenient times two afternoons a week, were open at a small fee to students of the High School. Nr. Henry Evans was giving the military drill at that time.l5 Efforts to carry on military drill and gymnastic exercises under Barnjum were accompanied by difficulties there was the lack of a suitab1e room in the school, as the gymnasium was on lease, the necessity of a special assessment of those wishing to take the course in gym­ nastics, and the fact that Mr. Barnjum was working only part-time for the school. Barnjum did his best in the

l2Rexford, Gemmell, McBain, op. cit., p. 47. lJMacLachlan, op. cit., p. 3. 14Protestant Board of Schoo1 Commissioners, High School of Montreal, Announcement 1876-77, p. 4. 15Ibid., Announcement 1884-85, p. 5. 85 time available to him, but in làà5, before the diffi- l6 cu lties bad b een reso 1ve d , he died.

A New Physical Training Director: w. B. T. Macaulay { làà6-là95l After Mr. Barnjum's death, Messrs. Elliot and Gregor took over "physical instruction" until the appoint­ ment of Major Macaulay in 1886, "Then,u according to Rexford, Gemmell and McBain, "physical training really got under way in the High School." At his suggestion a medal was provided for the encouragement of military drill, and with his encouragement, military drill and physical training became very popular features of High School life. The High School Cadets were re-organized, and the membership increased until severa! companies were provided with arms and uniforms.l7 He himself took charge of the cadet corps, and gave a large part of his time to drill and "physical work" with them. His ideas succeeded so well that, "from the very first days of the new regime it became the aim of the school to promote physical well-being as an essential of sound mental development. nlà In 1891-92 physical training received special attention by the MOntreal Protestant Board of School

l6Rexford, Gemmell, McBain, op. cit., p. 106. 17lè.!$!. 18Ibid., p. 107. 86

Commissioners. The Board felt that although it had always had military drill, and calisthenic exercises in its class­ rooms, hitherto too little effort had been made to secure an effective system of bodily training based on the researches of science. Tbat year, inservice-training classes were formed for the purpose of drilliag teacbers in a series of suitable exercises and hencetorth calis- thenics were to be practised by all pupils in the class­ rooms. The teachers• classes were held under the direction ot Miss Barnjum and Major Macaulay who bad spent the summer at Chautauqua ( a summer school at Chautauqua Lake in New York), studying the approved methods. Besides this, the new High School gymnasium on Peel Street was being "fitted up" with apparatus at a cost of nearly $1,000. In future the boys and girls of the High School were to be trained in physical culture as part of their regular school work. The proposed aim was not so much muscular development, as physical education to promote the use of muscular power in obedience to the dictates of the mind.19 Mr. Macaulay was not alone in his work in physical education in the High School. In Dr. Rexford's first annual report after appointment as Headmaster in 1891, he proposed to give special attention to character

l9Protestant School Board of Greater MOntreal, Annual Report, 1891-92. 87 development "by promoting physical health." He felt a healthy physical development tended to help in the form­ ation of good moral standards and good mental action. For these reasons he had given considerable attention to the development of the boys during the last year, and he proposed to give physical culture a still more prominent place in the years to come. With the airy classrooms, the spacious corridors, and the well-equipped gymnasium of the new building, and with experienced instructors, he hoped to be able to provide for the physical development of his pupils according to the most approved methods.20 By the 1893-94 session every class (boys and girls) was being given ten minutes of calisthenics each day in the classroom, by the class teacher, and one half­ hour period a week in the Gymnasium under Mr. Macaulay or Miss Barnjum. The rapid expansion of the gymnasium work soon required a full-time instructor, and as Mr. Macaulay did not wish to retire from regular class work, a new "Head" was put in charge of the physical training department in 1895.21 Macaulay continued to assist with the physical education work until leaving to become principal of Westmount Academy in 1902.22

20ae:x:ford, Gemmell, McBain, OE• cit., p. 98. 21Ibid.,- p. 114. 22Ibid., p. 117. gg

Mr. C. B. Powter, The First Professionally Trained Physical Educator in MOntreal Schools (1895-1929) Mr. Powter graduated from Springfield Training Collage, Massachusetts, and spent two years in the Boys' Department of the Springfield Y.M.C.A. before coming to Montreal. At the High School, in addition to being responsible for the physical training of the various classes, he organized "Voluntary Classes" held after school. Later he gave much time to basketball, looked after the indoor and outdoor games, 23 and eventually became Physical Education Supervisor for all the schools under the Protestant Board of School Commissioners of Montreal. Mr. Powter inherited a gymnasium (60 feet by 90 feet) which was only three years old and equipped with a complete set of German gymnastic apparatus, and a generous supply of other exercising equipment. The ceiling was not terribly high (see picture of gymnasium on front page), but after all, basketball had at that time just been invented. The equipment and facilities (including showers) he inherited would be envied by many physical educators, even today. He certainly was not limited in this way. Mr. Powter had not been at the school long before he organized a special class for boys who wished to do more advanced work in gymnastics than was being done

23 Ibid., p. 114. 89

in the regular groups or "Voluntary Classes". They used the gymnasium Saturday mornings during the winter months. Working in squads at the various pieces of apparatus parallel bars, "trapeze", tumbling mats, etc. they "spotted" and halped each other, under the eye and with the advice of Mr. Powter. They practiced pyramida and other show pieces, getting ready for the grand display which would bring the work of the leaders to a close for the session. As leaders, these students were of great value in the "Voluntary Classes", and their impressive work provided an incentive to others.24 In 1897 it was arranged that every boy should have a medical examination at the beginning of each school year to determine whether or not he should be exempted from vigorous exercise or whether he should have remedia! exercises to correct less serious weaknesses. This was followed up by a further examination at the end of the session to find out what improvement had been made. Dr. R. Tait MacKenzie, the "physical director" of McGill University who appears to have been the initiator of this 25 idea, was the first medical examiner. A similar arrangement was made for the girls by 1902-03.26

24Ibid., p. 115.

25Ibid., p. 117. 26 Protestant School Board of Greater Montreal, !nnual Report 1902-03. 90

In Rector Rev. E. I. Rexford's summary of the work being done in 1900 he noted that as a result of Mr. Powter's efforts there had been a steady improvement in the boys' physical work, in the orderly movements of the classes, and in the general physical condition of the boys. He said that the boys' regular training had showed itself in their carriage, in their improved physical measurements, and in the ease with which they were able to t ake up the work of school sports and general gymnastic exercises. The work was directed so that the boys were able to understand why a particular exercise was given and, when called upon to prescribe exercises which were suitable for correcting certain defects or for developing certain muscles, they were able to do so. In the junior classes special attention was given to organized games, so arranged as to bring into play the different muscles and to develop quickness and accuracy in movement. In the senior classes the newly invented game of "basket­ bal!" was used a great deal. Rector Rexford also mentioned a carefully kept record of the number of games won, and foula made by each.boy. These were tabulated at the end of each year, and due prominence was given to the boy who showed "special excellence in his work," and to the boy who was careless and inclined to take unfair advantage in a game. The yearly summaries of these records he felt had a very beneficia! influence on the 91 pupils. 27 Eacb class continued to be given ten minutes of calisthenics in the classroom each day, and from fifty minutes to one hour and fifty minutes in the gymnasium each week. The "Voluntary Classes" continued for senior boys who agreed to attend regularly the after school classes from October to May, and military drill remained a special feature of the course in physical training.2à It became a regular thing to set apart an evening near the end of each year to give parents an opportunity of observing the kind of work which the boys were required to take up in the gymnasium. An afternoon exhibition was provided for those parents who desired to follow the work prescribed for the girls.29 An outline of the programme on the closing evening of the 1900 session gives some indication of the work done throughout the year. The following exercises were performed by the various classes: "Springboard work • • • games, leap-frog, ball-hustle •• • exercises for busy people • • • dumbells • • • Swedish ladders • • • barbells ••• apparatus work, horse rings, buck parallels, ladder horizontal bar ••• Pyramida by leaders' class.n30

27The Educational Record, Aug.-Sept., 1900, p. 221.

28High School of Montreal, Prospectus, Session 1900-1901, P• 7. 29~., Session 1902-03, p. 58. 3°The Educational Record, Aug.-Sept., 1900, p. 221. 92

The yearly programme continued with little change until September, 1914 when everything was moved to the new school on University Street. The new school contained a lOO foot rifle range, playrooms, dressing rooms, shower rooms and two gymnasiums. For some years both boys and girls used the boys' gymnasium while the girls' was used as an assembly hall. The plans included an assembly hall and a swimming pool, and in 1924 when monay was available they were completed. The present building on University Street is much as it was in 1924, but even before then it was said to be the most advanced and modern in Canada.31 The twenty-tive yard rifle range which could accommodate sixteen parsons at a time, was soon in regular use. The newly formed Boy Scout troop used it twice a week, squads from the various classes after school and on Saturday mornings, and the Old Boys and other groups used it at other times.32 The boys' gym­ nasium, shared by the girls until 1924, was in continuous use by classes having instruction, teams practising or outside groups. Mr. Fred. S. Urquhart who was a pupil under Mr. Powter, and later the physical education teacher at

31High School of Montreal, Prospectus, Session 1914-15. 2 3 Rextord, Gemmell, McBain, ....op.._ • ....._.c.-1-.t. , p. 161. 93 the High School of Montreal, described the physical training programme of his school days as one might a programme today. There was however, a noticeable lack of rhythmical and individual activities for the boys, along with mixed and other activities of carry-over value.33 Of Mr. Powter's special efforts were the joint {boys and girls) gymnastic exhibitions given during the First World War with the object of raising funds for the School's contribution to the war effort.34 With the Montreal Protestant School Board rapidly expanding,Mr. Powter was appointed Supervisor of Physical Training and Drill in all the schools under the Board. This meant he had less time and energy to devote to the work at MOntreal High; consequently the programme changed very little. In 1928 he received a Master's degree from Springfield College, Mass. for success in his work, only to fall ill a year later and die in 1930.35

!he Development of Athletics At the earliest site on Belmont Street, Montreal High School possessed fairly spacious grounds. Then when the High School moved in with McGill College in Burnside Hall on University Street there was very little

33Mr. Fred. Urquhart, persona! interview, Nov. 6, 1962.

34Rexford, Gemmell, McBain, op. cit., p. 166.

35Ibid...... • 94 ground space. From 1878 to 1890 the School had the use of an open area across the street from the Peel Street Schoo1. Between 1891 and 1894 they bad to get along without grounds except for the occasional use of an area later known as the Atwater Park. The MOntreal Amateur Athletic Association (M.A.A.A.) grounds bad also been used for special events. In 1897 Macaulay prevailed upon the M.A.A.A. to grant the High School the use of their fine field on afternoons and Saturday mornings. There appears to be no record of what took place on those playgrounds in the earliest days, but it is likely they saw the beginnings of Canadian football, some soccer, lacrosse and cricket. The first High School of MOntreal Track and Field Games were held on the M.A.A.A. grounds (Westmount) in October, 1882. This became an annual affair with additional events and awards being added at various times. At the Annual Games held in 1899 there were thirty-two events. They included kicking the football and throwing the cricket and baseball for dis­ tance; three-legged race, 100 yards dash, 220 yards dash and long jump for several age groups; 50, 75, 230, 440 yards dashes, 420 yards hurdles, hop step and jump, one­ hal! mile, high jump and shot put as open events or for only one age group.J6 The performances, although recorded

36High School of Montreal, Prospectus, Session 1900-1901, p. 40. 95 from the beginning, do not compare favourably with those of today, probably due to the lack of instruction and training of the athletes. The Rector's Trophy, offered since its donation by Dr. Rexford in là93 to the boy winning the greatest number of points in the day's compe­ tition, was a great incentive to many.37 Other trophies by this time were awarded to the winners of specifie events. In 1902 pole vault, fence vault and an obstacle 38 race were added to the list of events. In spite of the fact that a new playing field was opened for use on Sher­ brooke Street in 1905,39 the Annual Field Games continued to be held on the M.A.A.A. Grounds. At the 1906 Games, for the first time, the 100 yards dash was opened to participants from any school in the Montreal Inter­ scholastic Association, and at the same time a new trophy was offered to the class making the most points in the Annual Games. The five miles Harrier's Road Race was begun in the same year.~0 By 1909 mile relays for the various age groups had been included, and the hurdles shortened to 120 yards.~ 1 Some of the Field Games

37Rexford, Gemmell, McBain, op. cit., p. 113. 3àHigh School of Montreal, Prospectus, Session 1902-03, P• ~9. 39Rexford, Gemmell, McBain, op. cit., p. 117.

~OHigh School of Montreal, Prospectus, Session 1907-08, pp. 52-53· ~ 1...... Ibid., 1909-10 • 96 winners attended a track and field meet at Sherbrooke that year.42 Some time after Mr. Macaulay joined the staff at the High School in 1$86 an Athletic Association was organized to take charge of sports activities. Repre­ sentatives of the staff and of the boys met in September each year to elect executive officers and conduct the routine business of the Association. The boys and masters attending the meetings were representatives of the various athletic clubs of the school, originally football, hockey and track and field.43 According to the constitution the President of the Association was a master, the Vice-President and Secretary were boys. The executive committee positions were open to both boys and masters, each interesting himself throughout the year in matters relating to the club he represented. The boys and masters in attendance at meetings were equal in numbers.44 Inter-school football and hockey games were played regularly in the 1880 1 s,45 probably with St. John's School (later changed to Lower Canada College} and some of the other secondary schools developing about that time.

42Rexford, Gemmell, McBain, op. cit., p. 139.

43Ibid., p. 108. 44rbid. 45~., p. 154. 97

By 1900 an inter-school hockey league had been formed, and "basket-ball", both senior and junior, bad been organized at an int~amural level. Basketball tournaments were held with the various classes competing against each other. There were also by this time Annual Swimming races, "In-door Athletic Contesta", and medals for "Drill and Exercises", to provide competition between the various classes. The Swimming or Aquatic Games, held at the M.A.A.A. pool or Laurentian Baths, consisted of races of 25, 50, 75, and lOO yards, Style Diving, a 75 yard Combination Swim, "Egg and Plate Diving", diving for distance and life saving, for various age groups. The "In-door Athletic Contesta" were numerous, mainly composed of track and field events, but including rope ladder climbing, a dumbell race, and something called the "Hop". Recorded times and distances in these events were kept 46 for each grade. This was mainly the work of C. B. Powter. In 1901 a gymnastic competition was held and a Gymnastic Champion declared.47 In 1904 botha junior and senior champion were chosen.48 In 1902 there was a re­ organization of the Athletic Association, forming all the athletic activities into clubs which were represented in

46High School of MOntreal, Prospectus, Session 1900-01, p. 41. 47Ibid., 1901-02, p. 49. 48Ibid., 1904-05. the Association by their Chairman. The rifle club using an especially prepared basement room was the only additional activity. A silver eup and medals were awarded thereafter to the best shots.49 This attention to physical activities did not go unnoticed. The Rector, Wellington Dixon, mentioned that some parents felt that the boys were getting too much in the way of sport, but he felt this was on1y true when the boys took part in sports outside the schoo1 as well as in it.50 In 1906 basebal1 on an inter-class basis was begun, and the lOO yards open event of the Annual Aquatic Games was open to schools of the Inter-scholastic Association.51 With the introduction of baseball and Harriers, two new clubs were formed in 1908. A handicap inter-class lOO yards relay race and "style swimming" were added to the Aquatic Games.52 By the late l800's and ear1y l900's other schools in the Province were beginning to show athletic prowess which eompared favourably with that of the High School of MOntreal. County academies auch as Sherbrooke, Huntington, Lachute and Valleyfield, and city rivals such

49f2!5!., 1902-03, pp.49, 58.

50Ibid., 1905-06.

51Ibid., 1907-08, p. 52. 52-Ibid., 1908-09, p. ;o. 99 as Westmount, Strathcona and Lower Canada Collage had grown stronger in every way.53 Besides, MOntreal High was trying to compete at all levels in all sports, which meant junior and senior football, junior, intermediate and senior hockey, and track and field for all ages. This was in addition to the intramural programme which in 1908 included inter-class basketball, at junior and senior levels, football, baseball, physical drill, in-door games, outdoor athletic events, and the Aquatic Games, and individual contesta in gymnastics, snowshoe racing, the "Harrier's Five Miles Road Race," and rifle shooting.54 Lacrosse was added as a club in 1911, and relaya were beginning to play a larger part in the Annual Field Games.55 Inter-class, in-door baseball was begun about this time along with water polo played at the Central Y.M.C.A.56 As the number of boys in the School approached

800 in the 191~-15 session, more emphasis was inevitably placed on inter-class competitions, both in the gymnasium and on the field. In addition to the activities already mentioned, several inter-class relays had been added to

53Rexford, Gemmell, McBain, op. cit., p. 138.

54High School of MOntreal, Prospectus, Session 1909-10. 55rbid., 1911-1912, p. 50. 56Ibid., 1914-1915. lOO the out-door track and field events. In the junior, juvenile, intermediate and senior relay races, class teams of six to twelve boys competed. Boys who bad less than average ability, and were much too distrustful of their own athletic powers to enter an individual event, would take part in a relay race to help out the class. That co-operative spirit and encouragement of even the poorest were the qualities the school developed during those years. 57 Other inter-school and intramural activities came gradually into the programme, but none was as important or popular as sk11ng.S8

In the mid-19~0 1 s a bouse system was initiated to replace the former inter-class league. This was done so that all interested individuals could participate intramurally, instead of having only one team from each class. It also eliminated the difficulty of size by classifying each boy by age and weight instead of merely by which class he was 1n.59

!he Cadet Corps The 26th Cadet Corps of the High School of Montreal was begun in 1864. It bad an early career of nearly thirty years before suffering thirty years of

57aexford, Gemmell, McBain, op. cit., pp. 154-55.

58Ibid., p. 260. 59 Ibid., p. 2~6. 101 suspended animation. In 1923, however, it was revived at the insistance of the mi1itary authorities, and with the approval of the School Board. The students had a1ready been given military drill as part of the regular school course; so they soon became proficient in cadet formations and movements. Signalling, first aid (St. John's Ambulance), rifling, military and physical drill made up their work.60 Prior to 1942 the High School Cadet unit was composed of army cadets and on a voluntary basis. In 1942 an air cadet squadron was organized and enrolment became compulsory in the Fifth and Sixth Forms, and in the twelfth year. The compulsory training was a war time measure, and when the war ended, air cadet training was obligatory in the Fifth Form only. Others could join, however, and in 1947 there were well over 300 enrolled. All senior cadets (those over 15 years of age) were entitled to attend summer camps, at several of the larger R.C.A.F. Stations, if they wished. Some went each year. Their training consisted of drill, some flying, gunnery, photography, map-reading, navigation, instrument reading and sports.61 Since that time the MOntreal High Cadet programme bas been discontinued along with so many others in the Province.

60~., P• 185. 61Ibid., p. 243. 102

Conclusion Apart from the foregoing, there have been few changes in the physical education programme at the High School of Montreal since Mr. Powter's day. Faces have changed; D. A. MacRae came to help with the boys' physi­ cal education between 1923 and 1948, Mr. F. S. Urquhart from 1942 unti1 1953, Glenn Brown to coach football 1944 to 1947, and other since, but the few changes that accompanied them were general1y fe1t throughout the City and will be mentioned later in this chapter. Little bas been said about the girls' programme, 1argely because little bas been recorded of its history. Miss Barnjum in the early 1880's appears to have begun the programme and there is no reason to believe it did not continue. Organized inter-school activities were begun in the early 1920's but recreative games within the school were begun much earlier. Although it has not been highly publicized, the development of the girls's pro­ gramme has in general paralleled that of the boys. The continuity of development, however, was frequently inter­ rupted by a change of physical education teacher. During the first quarter of this century there were at least six different teachers. The first few were European or British, followed by graduates of McGill University School of Physical Education. The girls in other Protestant high schools in Montreal also had trained physical education 103 teachers at an early date. Because of this, their pro­ grammes caught up to that of the Girls' High School, more quickly than the boys, with P.T. instructors, did to 62 the High School.

THE GROWTH OF PHYSICAL EDUCATION IN MONTREAL

Although there was a Protestant elementary school in MOntreal as early as 1S22,63 physical education did not develop in an organized manner, outside the High School of Montreal, until about 1900. In the late 1S00's with all the talk about Froebel's ideas of learning through play and the manual arts, people were beginning to ask for kindergarten classes, gymnasia and drill-halls, and revisions of curricula to include these things. 6 ~ In 1S92 the MOntreal Board of Protestant School Commissioners took its first real interest in the physical aspects of education. Miss Barnjum and Major Macaulay, who were mainly employed at the High School, took a summer course in physical training at Chautauqua, after which they gave instructional classes for the Board's teachers. The teachers were then to go back to their classrooms and

62Miss Ruby Smith, persona! interview, June 19- 20, 1963. 63The Educational Record, Vol. 1, No. 1, 1881, P• 3~0. 104 lead their classes in a few minutes of calisthenics each day.65 The teachers' reactions to this are not known, but no further mention is made of calisthenics for some time. It seems unlikely that "traditional 3 R teachers" would have accepted whole-heartedly this new idea. In 1901 one inspectorwas delighted to find at least one school in MOntreal with a skating rink. He said: "The boys and girls who take an active interest in toboggan slides and ice ponds have less time to devote to sensational and silly sentimental reading.n66 Once people began to realize that children had lives to live as well as brains to cram, surprisingly generous concessions were advocated and soon obtained. During the 1903-04 session a gymnasium was built on to each of Aberdeen, Mount Royal, Dufferin and Lansdowne Schools.67 The following year "a regular course of gymnastic work" was introduced into these schools by special teachers attached to their staffs. All children, starting from the Second Year were given "suitable exercises". Mr. c. B. Powter was to direct the work as Physical Training Superviser for the Montreal

65MOntreal Board of Protestant School Commission­ ers, Annual Report, 1891-92.

66charles E. Phillips, The Development of Education in Canada, Toronto, 1957, p. 365.

67MOntreal Board of Protestant School Com­ missioners, Annual Report, 1903-04. 105

68 Protestant Public Schools. The next year he was 69 appointed Supervisor of Fire Drill as we11. Gradually more schools obtained physical train­ ing teachers from a variety of places. MOst came from England where teacher training in P.T. had already begun. Others were Canadians who learned whatever they could from wherever they could, and then tried to get a teaching position, or went to normal school and then began teaching. Miss v. M. Holstrom" was teaching gymnastics at Royal Victoria College as early as 1902; so presumably some could have trained under her.7° MissE. M. Cartwright carried on after Miss Holstrom and offered a course in 71 1910 specifically for teachers working in Montrea1. This, in 1912, led to the founding of the McGill School of Physical Education, which, for sometime, trained all the physical education teachers required in the MOntreal a rea. To plan a programme, standardize nomenclature and determine regulations regarding physical training, Montreal teachers of P.T. and their Principals began, from 1908 onwards, to meet annually. By the resolutions

68Ibid., 1904-05.

69Ibid., 1906-07.

70Miss Cartwright's Record Book, P.T.Department, R.V.C., (part of her persona! files now at McGill School of Physical Education). 71Ibid., 1910, p. 48. 106 adopted in 1914, two-minute, "Setting-up Exercises" were to be given daily in all classes, two each morning and one each afternoon; pupils in grades three through seven were to be instructed in the gymnasium, boys and girls separately, as far as possible; where possible, pupils in grade two were to be instructed in the gymnasium in organized play, folk dances, setting-up exercises and work essential and preliminary to these. Commencing in 190$ grades five to seven were supposed to have been given two half-hour periods each week, and from 1913 onward grades three and four were to get two half-hour or three twenty­ minutes periods a week. First and second-year were to be given additional time for playing games. The specialist in physical training was to teach the gymnasium work in grades three to seven, give demonstration lessons of setting-up exercises in all classes each month, take grade two in the gymnasium where possible, and direct organized games after school in cases where the principal demanded it. But in no case was she to work more than five hours a day in the gymnasium, or more than two hours a week after school.72 The objecta of physical training were "to Edu­ cate the Mind, the Physical, and [the] Moral Nature;" to develop and stimulate the various physiological functions,

72MOntreal Protestant Board of School Com­ missioners, Regulations for Schools, Montreal, 1919, pp. 42-43. 107 and to recreate. This was to be accomplished through the teaching of the fundamental laws of health, through the practice of games and exercises while demanding the observance of self-control, unselfishness, perserverance, loyalty and moral courage, through systematic graduated exercises (to develop and strengthen the functions of the body) and through games and advanced exercises involving instructional periods in the gymnasium. 73 There was by 1919 a "Syllabus of Work For the Gymnasium" and an outline of setting-up exercises. Exactly what was to be done each month was laid down for all. Like a handbook, the syllabus explained in detail all procedures -- the giving of commanda, how the class should enter the gymnasium, simple marching tactics, turning about, lines,files, dressing, spacing, numbering etc. All was of a very military-like nature, stressing posture, marching, breathing, corrective exercises, and a few simple games. The free gymnastic movements were done in a military manner in stiff, strict body positions, by numbers or cautionary and executive commands. Similarly exercises in the prone position, and exercises using dumb-bells, clubs, bar-bells and wands were done. Even in the springboard work the main emphasis was on form and precision. Positions to be practised preliminary to free gymnastic movements were given. For example: 108

"Bands on hips PLACE." "Bands on back of head PLACE." "Left foot sideways, PLACE." "Right foot oblique, PLACE." From these preliminary positions exercises were done, supposedly for the forearm, upper arm, "top of shoulders", "back of shoulders", and abdominal muscles, chest, back, calves, thighs, and back of hips. "For forearms - Open and close hands." "For Abdominal Muscles - Trunk backward bend." "For Back Muscles - Trunk forward bend." "For Inner Thighs - (Legs to rear raise) Jump, feet apart." "Front of Calves - Raise on heels." These are only examples. All were done standing or squatting in a static, stick-like fashion.74 Quite a bit of work was also to be done with the vaulting box both sideways and endways. The exercises prescribed went from the very simple to the more difficult, much as would be expected today.75 If all this work was wisely directed it was felt that the children would regard it as recreation, and that it would "tend to connect the school with the life of the child in the home and as a future citizen." The writers felt that its value would increase with the absence of formality, but that initially "discipline" was necessary.76 Only one significant change in regulations was

74Ibid., pp.45-50.

?5Ibid., p. 53. 76~., p. 59. 109 made between 1919 and Mr. Powter's retirement through illness in 1928 or 1929. This was the recognition of teachers of P.T. as teachers who were to be treated in the same way as class teachers. They were to have the same rights of control and discipline and hold the same relationship to the regulations of the Board and to the principals as all other teachers. 77 This was the begin- oing of the physical training teacher's fight for recognition as an educator, a battle not yet completely won. In the 1925-26 session there were under the Montreal Board twenty-four gymnasia, only six of which were used solely for "gym-work". There were also six playrooms and two assembly halls used as gymnasia. There were five high schools, and forty-five elementary schools with a total enrolment of 31,121 pupils. Of 892 teaching staff employed by the Board, 25 were teachers of physical training, mainly working in the elementary schools. Mr. Powter, acting as P.T. and Fire Drill Supervisor, and teaching at the High School of Montreal and D. A. MacRae at the High School, were the Montreal Protestant Board's only male physical educators until 1930. Three or more high schools had physical education teachers for girls by that time.

??Montreal Board of Protestant School Commissioners, Manual Respecting Course of Study and Examination Tests in the Protestant Public Schools of Montreal, Session 1928-29, MOntreal, 1928, p. ~8. llO

Physical Education in Montreal Under John G. Lang (1930-1958) Mr. Lang graduated with a Bachelor of Physical Education degree from Springfield Training College in Massachusetts in 1924. He taught for two years and then was Director of Physical Education and football coach at the University of Western Ontario for four years. Although his appointment with the Montreal Protestant School Board was as Supervisor of Physical Training and Fire Drill, he was not able long to remain as a full time Supervisor because of the hard times brought about by the depression. Besides supervising, he taught part-time until 1939. From 1940 until his retirement in 1958 he was the full-time Supervisor of Physical Education for the MOntreal Protestant School Board.7S Upon joining the Board's staff Mr. Lang found that a completely different situation existed in the High School of Montreal from that in the other schools under the Board. As we have seen the High School had a history of more than fifty years under qualified specialiste. The boys' part of the School alone had one full-time trained physical educator. The other schools bad not had specialiste for more than thirty years, and the longest professional training given their teachers was two years at the McGill School of Physical Education. The High

7~. John G. Lang, personal interview, Nov. 13, 1962. 111

School also bad the best facilities and equipment, while the other schools used playrooms and assembly halls for gymnasia, and whatever equipment they could get. Westmount

High School and Strathcona Academ~ which apparently had only recently come under the Montreal Board,were the only secondary schools besides the High School of MOntreal with physical training teachers. The men at these two schools, and in other high schools which later joined the Board, were military physical training instructors (P.T.I's.). Their training consisted of a short course {perhaps three months) in military drill and gymnastics with which they tried to "train" their pupils. These men not only lacked training, but generally were reputedly difficult to work with because of their set ideas about the little they knew. Other teachers looked upon them as P.T.I's. to whom they felt superior. The rest of the Board's physical education staff had largely been trained at McGill under Dr. Lamb and Miss Cartwright. They had all had relatively the same training under the same people; so they knew and understood each other, and could work together. They acted like, and were accepted as regular teachers, but most of their work was in the elementary schools three were in high schools.79 Mr. Lang found a surprising lack of concern for physical education in the high schools. Where there was

79Ibid. 112 any, it consisted largely of calisthenics, military drill, and apparatus work. Games, game skills, and rhythms were practically non-existent in the boys' programme. Where there were athletics, they were handled by class teachers. In contrast, in the high schools where there were women physical education teachers for girls, and in the elemen­ tary schools, there was a fairly balanced programme of games, calisthenics, apparatus and rhythms.SO Mr. Lang found that principals and class teachers seemed to think physical education was a means of disci­ pline. It provided a ready means of demanding and getting attention, and at the same time it could be used as a reward. If the class was good it would get a "gym­ class"; if anyone misbehaved they might get drill or be forced to stay in the classroom and do arithmetic. In general "gym-class" was a time for enjoyment -- a break 81 from the silent pressure of the classroom. Mr. Lang's philosophy was quite different. He felt that physical education (education through the physical} was a part of the whole body of education, and that each of its com­ ponents merited attention in the same way as other parts o f t h e sc h oo 1 curr1cu. 1um. 82 Mr. Powter, although Superviser of Physical

sorbid. 81Ibid. g2lbid. 113

Training in all of the Protestant Board's schools, had concentrated his attention on the elementary schools, and the High School of Montreal, where he also taught. He visited the elementary schools occasionally and advised principals and teachers when requested to do so. He was not involved with inter-school athletics except in the High School of Montreal. Although he spent much time answering people's requests and acting as a resource person, he was generally associated with the High School of MOntreal. Mr. Lang, when hired as Superviser, saw his duty differently. First, he made certain his supervising position was for full-time, and he made arrangements to have his office moved out of the High School of Montreal in order not to be identified exclusively with that institution. He visited the principals and physical education teachers in all elementary and high schools. (This he continued to do throughout his stay with the Board.) He took an interest in the Inter-Scholastic programme and gradually built it up. (For more specifie information see Chapter V on Inter-scholastics.) He felt responsible to the Board for all aspects of its physical education programme and acted accordingly.83 He organized in-service training sessions in subject matter areas in which he saw particular 114 deficiencies. Working with Dr. Lamb of McGill, he tried to weld the physical educators of the Board into a solid professional group by helping to found a Provincial Association of Physical Education. (This Association, largely under Dr. Lamb's guidance, later became the Canadian Association of Health, Physical Education and Recreation (CAHPER)). To improve the professional preparation of physical education teachers at McGill, Mr. Lang encouraged the lengthening of the practice teaching period in the schools under his direction. Stressing maximum effort, enjoyment, and "carry-over value", he encouraged his teachers to emphasize the rules and skills of games as well as gymnastics of all sorts. He so convinced the Board that they did not employ further military P.T. men, and he managed, with the help of others, to get the physical educator's salary onto the same scale as that of other teachers. Under him,physical education was made compulsory in all of the Protestant Board's schools. In elementary schools the children were given forty to sixty minutes a week, and in the high schools forty to eighty minutes a week. While trying to organize inter-school sports in the City, Mr. Lang also devoted much time and energy to the promotion of intramural activities which would involve more children and have a greater carry-over value. He introduced highly organized programmes -- games being played in the morning, at noon, 115 and after school. He emphasized volleyball and basket­ hall especially.B4 An expanding programme required more equipment, facilities, and teachers. Mr. Lang got them. The School Board, working closely with each school, supplied more and better facilities and equipment, including lockers and showers. Although the number of teachers went down during the depression years, things were looking brighter by the late 1930's. A few men had attended the McGill School of Physica1 Education and graduates from Spring­ field were looking seriously at Montreal. In 1937 two male instructors were appointed by the Montreal Board to teach physical education to the older boys in the e1ementary schools. The fol1owing year more were appointed for the same purpose.85 Each man taught at a number of different schools.86 There were a great number of ether improvements in the physical education field during ~:Ir. Lang's time, if not by his own hand, at least very likely under his direction. He made several revisions of the Syllabus of Physical Education for Montreal Schools, and saw his 1ast accepted for use throughout the Province by the Protestant

84Ibid.

85Montrea1 Protestant School Board, Annua1 lieport, 1938-39.

86~œ. Fred. Urquhart, personal interview, Nov. 6, 1962. 116

Committee of the Council of Education. He brought compulsory medical inspection into all of the Montreal Protestant Board's schools and re-introduced the teaching of health into secondary schools. He even organized a league and got classroom teachers bowling two afternoons a week. S7 Mr. Lang did his best to separate military training and physical education except during the war years when he headed the School Board's compulsory Air Cadet programme. In the autumn of 1940 after a lapse of eight years Army Cadets were reorganized in six high schools under the Montreal Protestant Board of School Commissioners. Enthusiasm ran high at first with the idea of a uniform and the newness of military drill, but it died quickly. A few corps continued in 1941 but they were rapidly losing ground to Air Cadets. When the Air Cadet Training Programme was accepted by the Protestant Committee of the Council of Education and the Matricu­ lation Board of McGill University, in 1942, the MOntreal Protestant Board made Cadet Training compulsory for all students of grades X, XI and XII who were able to pass the physical examination. Boys unable to pass the "physical" were excused from the physical drill, but were required to take the academie phases of the programme.

S7Mr. John G. Lang, persona! interview, Nov. 13, 1963. 117

During the 1942-43 session the cadet programme was also voluntary in grade IX. Grades IX and X had academie subjects, drill and physical training during regular physical education periods and squadron drill after school one hour a week. In grades XI and XII the t ime require­ ment was the same; however, all but the academie subjects were taken after school hours. During the physical education periods the work consisted of Flight Drill (marching, etc.) and the required P.T. along with Commando Training. à$ Related to the cadet work were the "Physical Fitness Displays" sponsored by the Quebec Physical Edu­ cation Association and directed by Mr. Lang in 1941 through 1944. They were held before audiences of 10,000 or more, in the Montreal Forum, and were said to have been "inter- esting and colourful", portraying to the public the various types of activity carried on by the MOntreal Protestant School Board's Physical Education Department. Dances, rhythmics, games, and gymnastics were presented in appropriate settings. One of the most popular features was the review of some 2,200 cadets, 850 of whom were from the schools of the MOntreal Board.89 The main aim

ààJ. G. Lang, "Montreal High Schools Go 'Air Cadet'"• The Educational Record, April-June, 1943.

à9Montreal Protestant Board of School Commissioners, Annual Report, 1940-41, 1941-42, 1942-43, 1943-44. of the demonstrations appears to have been to raise funds for the war effort, but it seems probable that the instigators also had other objects in mind. This was the time when physical educators were fighting hardest for recognition. The demonstrations were no doubt one way of letting the public know what they were trying to do. Mr. Lang says, and no doubt Dr. Lamb would have agreed, that their biggest problem as physical educators of Quebec in the 1930's and 1940's, was to change people's attitude towards physical education. One of the first steps was to change the name of their pro­ fession from "physical training" or "physical culture" to "physical education". While doing this they made i t something broader and all-inclusive than the physical training, which originally consisted of military drill and gymnastics. Mr. Lang and Dr. Lamb did all in their power to open people's eyes to the possibilities of this still new branch of education in a world where people were becoming increasingly sedentary day by day. They worked through the professional Association they had founded as well as parent-teacher associations, conventions and social service clubs. Mr. Lang encouraged evaluation in physical education necessitating a grade on the report card, along with grades in all other subjects. This would help the class teacher, the parent and the child to attach some importance to the subject. The War of course placed 119 a renewed emphasis on the physical fitness aspects. Athletes who made good names for themselves, found good jobs and made many friends, spread the name of their 90 school and physical education far and wide. It became increasingly difficult during the War to obtain qualified teachers of physical education to fill vacancies caused by resignations. The 1943-44 session saw the low number of fourteen teachers in the elementary schools. Consequently physical education was somewhat curtailed in the lower elementary grades and sorne classes at the upper elementary level had no physical education for some time. Nevertheless a broad programme of physical education including classroom activities, classes in auxiliary and regular gymnasia, inter-school and intra-school games was carried on. Thousands of boys and girls in the elementary and high schools took part in auch activities as basketball, soccer, hockey, rugby, skiing, swimming, water polo, ping pong, volleyball, floor hockey, badminton, tenikoit and track and field events. Emphasis was placed on participation by as many pupils as possible.91 On July lst, 1945 nine local Protestant school

9°Mr. J. G. Lang, persona! interview, Nov. 13, 1963.

91Montreal Protestant Board of School Commissioners, Annual Report, 1943-44, p. 34. 120 boards on the Island of Montreal united under the adminis- tration of the MOntreal Protestant Central School Board. In numbers, size, and possibilities this expanded the Physical Education Department. The Protestant Central School Board's Annual Reports in 1945-46 and 1946-47 described the situation thus: Physical Education begins in the Board's schools with informal classroom exercises and games in the primary grades, proceeding to an organized gymnasium programme from Grade IV through high school. Adaptations of the regular course are made in the smaller elementary schools which have no gymnasia. It also mentioned gymnasium apparatus, including mats, hanging ropes, stall-bars, benches, vaulting boxes, volleyball and basketball equipment being added to a number of gymnasia, and a new emphasis on intramural 2 competition in a few high schools.9 One writer, in speaking of the Protestant schools on the Island of Montreal, said they offered a fair variety of activities in intramural and inter-school programmes, but felt a little more initiative and effort might be shown ttwith the wonderful facilities so gener­ ously provided.n93

92 The Protestant School Board of Greater Montreal, Annual Report, 1945-46, and 1946-47, p. 26.

93 Arthur J. Welbourne, "A Study of Educational Practices in the Schools on the Island of Montreal," McGill University, 1946, p. 133. 121

The whole physical education situation improved considerably in the post-war years. The programme con­ tinued to expand. With the introduction of a four-year degree course in physical education for both men and women students at McGill, better prepared teachers were available for employment in the t~ntreal schools. A new course of physical education was intro­ duced into the primary grades during 1950-51. It was followed by increased activity and more general consistency of effort and instruction. ~~ny favourable commenta were received on the noticeable improvement in these children when they entered the regular programme of physical education. The Essex Agility Apparatus was being used with increasing effectiveness, and there was a noticeable increase in interest in rhythmical activities. Concern for the children's health led to a demand for more physical education, and in particular more formal work including marching and calisthenics.94 The feature attractions during the 1950-51, 1951-52, and 1952-53 sessions were the Square Dance Festivals organized by the School Board's Physical Edu- cation Supervisor. Teams from over forty schools under the jurisdiction of the Greater Montreal Board competed under the following classifications: Elementary, Junior High, and Senior High. The festivals which received much public

94The Protestant School Board of Greater Montreal, Annual Report, 1950-51, p. 26. 122 attention and press notice, were notably successful and enjoyable. They demonstrated a new emphasis on the social coeducation of children.95 In 1953-54 Mr. Lang substituted for the Square Dance Festival a series of invitation square dance parties held in twenty centres with neighbouring schools invited to participate. This, it was hoped, would involve more youngsters and eliminate the extra time necessary for competitive displays. The parties proved a great success in parent attendance, in stimulation of rhythmic activity, 96 and in the development of social relationships. In an attempt to continue these activities, Superviser Lang and his assistant I~ss Eileen rleid conducted several sessions in the next few years on folk and modern dance for class teachers and physical education specialists.97 By 1954 the primary school programme had advanced considerably. The children were learning basic physical skills -- playing with bean baga or balla, jumping, tumbling on mats, using special apparatus for climbing, vaulting, and "having fun" while learning and developing physical co-ordination, strength and agility. Continuing along these lines, items of small equipment cane hoops, skipping ropes, tennis balla, and bean bags were

95~., 1950-51, 1951-52, 1952-53. 96~., 1953-54, p. 14. 97Ibid., 1955-56, pp.l9-20. 123 supplied for primary and elementary grades in 1957. Adaptations of earlier elementary school apparatus provided additional variation.98 In 1957 it was noted that, in working towards maximum fitness for each individual, there was a trend towards a freer class organization and a more creative approach to teaching. Less regimentation was required on the part of the teacher and discipline was to come from the desire of the children to learn and work together. As a result the children were more active, worked harder and obtained far more exercise. Whenever possible, the pupil was given the opportunity for creative expression. In the primary grades, the teacher might stimulate the child's thinking by asking him in how many ways he could curl himself up, roll over, twist himself along a bench, or spin a hoop. The older pupils showed great inventive­ ness in terms of body movement during apparatus lessons, those with original ideas passing them on to the rest of the class. This type of creative gymnastics helped to provide pupils with experiences leading to physical, emotional and intellectual satisfaction.99 A survey of boys' physical education in the English-speaking public high schools of the City of Montreal and District was done in 1954. In comparing

9àibid., 1953-54, p. 12; 1956-57, p. 19. 99Ibid., 1956-57, p. 19. 124 physical education in seventeen high schools on the Island with the American Co-operative Study of the Secondary School Standards the surveyor found the Montreal programme compared favourably with American standards. There was, however, found to be a general lack of time for instructional classes and lack of provision for individual needs and problems. Evaluation amd marking procedures were poor, but physical education teachers were meeting at that time to try to improve that aspect. Both the intramural and interscholastic programmes rated highly, but there was a distinct lack of activities with carry-over value. In other areas of comparison, Montreal schools rate highly.100 In 195S Mr. Lang retired and Dr. Stewart Davidson moved up from a position as a teacher to be appointed Supervisor of Physical Education of the Protestant School Board of Greater Montreal. (For more details of Mr. Lang's life see Biographical Sketch in Appendix A.)

Dr. Stewart Davidson, Superviser of Physical Education ,1958- ) Dr. Davidson since acquiring his new position has made few changes. He has, however, brought a new personality and some different ideas. In his position as

100stephen Armstrong, "A Survey of Boys' Physical Education in the Englisb-Speaking Public ·Higb Schools of the City of Montreal and District", Spring­ field, 1954. 125

Supervisor he feels his main duty is as a resource person. Although he informs everyone of his availability he does not feel he should intrude on the domain of a principal's school or a teacher's gymnasium without invitation. If a teacher is in difficulty with his programme or a principal seeks advice, it is the principal's duty to ask for the Supervisor's help. Dr. Davidson feels that all his work in the schools, whether it be helping with a problem, or giving a demonstration lesson, must be done through the school principal. He also works with other departments of the Board advising in the planning and construction of physical education facilities and in budget-making. He has organized monthly in-service training clinics in various aspects of the programme and a fitness and recreation programme for all of the MOntreal Board's staff.101 Although Dr. Davidson has not so far initiated any major changes in the actual programmes in the schools his belief in intramurals for everyone, and dislike of inter-scholastics for the few, will no doubt soon show itself. Perhaps his own summary of the situation in the Montreal Protestant School Board's eighteen high schools and seventy-four elementary schools in 1961 is a fitting end to this chapter.

101Dr. Steward Davidson, persona! interview, Oct. 23, 1962. 126

The programme of p.e. in our schools is a four-pronged approach to the development of increased vigour and desirable social characteristics. There are (i) the required or instructional class Feriods, (ii) the intramural programmes, {iii) recreational activities, and {iv) inter-scholastic athletics. The object of the instructional pro­ gramme is to provide a sound base of physical development so that vigorous participation in all other aspects of the p.e. programme may be enjoyed by everyone. At both elementary and high school levels the instructional programme includes calisthenics, rhythmics, gymnastics and the teaching of game skills. The intramural programme provides avery student with an opportunity to par­ ticipate in team games or individual competitions. Many of our bigh schools are organized on a "House League" basis and this system is proving popular at the elementary school leval as well. Other schools have retained the "Inter-class" organization, but all subscribe to the philosophy of providing every pupil with the opportunity of competing in an activity of his or her choice in an atmosphere of friendly competition where the value of the activity lies in the participation. The recreational programme provides an opportunity for a more informa! participation in activities such as badminton, tennis, folk and social dancing. These activities are the ones most likely to be continued after graduation from school and co-educational participation is encouraged. Many staff members also take advantage of the opportunity to participate in the recreational programme offered in our schools. The inter-scholastic programme provides the gifted athlete with the opportunity to compete against individuals of similar ability in team games or individual compe­ titions •••• Our schools are fortunate in having a high caliber of voluntary coaching by the members of the teaching staff who cheerfully accept this responsibility •••• The control of the inter-scholastic programme at the high school level rests with the 127

Principals through the Greater Montreal Inter-scholastic Athletic Association, which includes English and French Catholic schools as wel1 as Jewish schools in its organization. Elementary schools compete inter-scholastically only on an individual basis and there is no attempt to organize them to a high degree of competence in this a rea. The physical education specialists through their special training make an im­ portant contribution by establishing, in their programme, a wholesome tone within the school which is concomitant with the importance of producing increased physical vigour, the primary objective. It is recognized that the development of the child's basic motor skill is an important part of the reading readiness programme. In Kindergarten classes, there is an increasing use of large apparatus in the gymnasium for such activities as crawling, climbing, swinging, twisting and jumping. It is here that the children learn to manipulate the various large muscle groups in order to maintain balance and control. The smaller muscle groups of the fingers, the band and the wrist are also strengthened by reaching, clasping, pulling and hanging. All these activities are becoming a regular feature of the Kindergarten programme in the Gymnasium. In co-operation with the Teaching Aids Centre, the Physical Education Department is producing a series of r~cords designed for "Music and Movement" in the Primary Grades. They consist of simple stories which the children can interpret in creative movement patterns, thus adding interest and variety to the general exercise programme. The actions are accompanied by appropriate music which creates the "feeling of the movement.l02

102 The Protestant School Board of Greater Montreal, Annual Report, 1960-61, pp. 16-17. CHAPTER V

INTER-SCHOLASTICS IN QUEBEC CHAPTER V

INTER-SCHOLASTICS IN QUEBEC

A study of the history of the High School of Montreal reveals that its students were playing football and hockey at least as far back as the làSO's. There were school teams, so although there were no organized leagues as we know them today, we presume that schools played against each other. Lacrosse, cricket and tennis, probably saw some inter-school action in those early days also. What little sport there was, was not without criticism. The Educational rtecord in 1894 contained quite a violent Editorial against inter-school football, hockey and lacrosse -- football especially. The author felt that when a team won it was given far too much publicity, both by press and word of mouth. He feared that athletics in the skating rink, in the curling rink, on the racket court, the golf course and the lacrosse ground were taking priority over other more important matters. He questioned the physical and moral values of activities which drew "screaming multitudes". He could see only the brutality of "football". It seemed to him 130 the object was, "bruising, maiming and murdering other

• • • boys." Football as he saw it was a "brutal and demoralizing game." He also felt that to play, as they did, on Sunday and other "holy days" was quite anti­ religious.1 Showing that all were not in opposition to sports, an article appeared in The Educational rlecord in 1899. This writer said he wished that "teachers fond of athletic sports would consider the whole question of games and play for • • • youth of both sexes, and particularly

• • • boys." He felt sports led a boy to do his best and yet to yield to others -- to make constant sacrifice for the good of the community. Whatever demanded of a man that he do his best and led him to help others do their beat, he felt "must have in it much that is educationally 2 good." Here, he said, was a field only begun to be explored. Some people did not give athletics a chance, and made them appear in complete opposition to education. A writer in 1901 took just this stand. In an article entitled "Football~ Education", the author showed the school principal's side of an argument about a football game that was to be played between two high schools. The principal, "finding the low standard of his school team's

1Editorial, The Educational rtecord, 1894.

2The Educational Record, Vol. XIX, 1899, "Sports as a Factor in Education," p. 190. 131 three best players" (whatever that means) made them ineligible for the game. The school team lost, and the parents and students rebelled against the principal. The writer makes a "success in football v.s education," issue of it, and asks whether the parents should not have sided with the principal against the students in favour of education as opposed to football.3 Another author in the same year wrote: No one can help noticing an unhealthy excitement over athletic contesta that threatens to take the place of enthusiasm about the great purposes of existence •••• The passion for athleticism • • • is eating the heart out of duty and devotion to work. • • • It is the danger of putting the emphasis on the physical side of life only -- the danger of becoming a society of power­ fu! animale with an enormous appetite for pleasure. It needs to hear proclaimed to it: "Let not the mighty man glory in his strength."4 People were suspicious of this thing that was coming into their schools, collages, cities, towns and villages, to take up every spare minute of the young men's time. They had a right to be, but sport had come, and come to stay. Boys' inter-school sports came into being and spread as wealth and spare moments allowed. In Quebec, as usual, MOntreal Island was ahead and separated from the rest of the Province.

3The Educational Record, Jan., 1901, pp. 16-17.

~he Educational Record, Dec., 1901, pp. 324-25. 132

Girls' inter-scholastics have grown much more slowly than boys•. They have always been less com­ petitive and less highly organized than boys. A separate section is devoted to their growth in the Montreal schools.

INTER-SCHOLASTICS IN MONTREAL

The Growth of a Boys' Programme Although inter-school games were played earlier, there does not appear to have been a league organization until 1$96. In that year the Canadian School Athletic Association sponsored the first Annual Games, consisting of track and field events. Trophies were awarded for such things as the most points in each age class, relay races, and the most points in all events. Sometime before the turn of the century this same organization began scheduling inter-school hockey and football also.5 There were at least two levels of competition in hockey and presumably football, as the High School of Montreal won Junior and Senior Hockey, and Senior Football in the 1899-1900 session.6 The High School had dominated the inter- scholastic scene and continued to do so for a decade or so. The Canadian School Athletic Association gradually faded from the picture, but the athletic contests continued.

5High School of Montreal, Prospectus 1900-1901, p. 42. 133

In 1906, both the lOO yards race in the High School of Montreal's Annual Aquatic Games, and the lOO yards dash in the Annual Field Games, were opened to all schools of the "Inter-scholastic Association."? (This association may be the same one as the Canadian School Athletic Association.) By 1909 three levels of inter- school hockey were in operation in the Mont real schools junior, intermediate, senior.8 Lower Canada Collage (L.C.C.} was competing in football against Westmount Academy, MOntreal Commercial and Technical School, the High School of Montreal, Bishop's Collage School in Lennoxville, Ashbury College in Ottawa and St. Albans School at Brockville, Ontario at that time.9 L.C.C. being a private school and placing greater emphasis on sports than the public schools, was able to travel out­ aide the city for regular league games. The public schools -- Westmount Academy, MOntreal Commercial and Technical School, and the High School of Montreal ventured to Sherbrooke, Quebec City, Ottawa or elsewhere, mainly for exhibition games. In 1909 the High School of Montreal attended a track meet at Sherbrooke, and made the trip to Ottawa to play hockey and basketball.10 In 1910 7Ibid.,- Session 1907-08. àibid., Session 1909-10. 9Lower Canada College Magazine, Dec., 1909. lORexford, Gemmell, McBain, The History of the fiigh School of Montreal, Montreal, 1949, p. 139. 134

L.C.C. joined in a five team Water Polo League. All players had to be eighteen years of age or less, but all the other teams were from outside schools -- M.S.C., Y .M.C.A., C.P.R. and Laurentian Bath, where the games were played. L.C.C. was competing in hockey at that time against Montreal High, Westmount, Ashbury, St. Albans, Crichton, Wykeham, Roslyn, Kings, and Commercial and Technical. A gymnastic competition for the T. L. Paton Trophy brought teams from the Montreal Amateur Athletic Association, L.C.C., the High School of MOntreal, MOunt St. Louis, Maisonneuve and Cote St. Paul. The contest consisted not of individual performances but team pyramids and group routines.11 In 1912 Quebec High School joined the Montreal Teams in their hockey league. Also in 1912, L.C.C., Ashbury College, and St. Albans got together for a track meet which included the lOO yard, 220 yard, 440 yard, 880 yard, and mile races, hurdles, high jump, "long jump" and a relay race. Meanwhile the annual track champion- 12 ships in Montreal continued. In 1915, inter-school tennis was begun between L.C.C. and Ashbury following their annual private school track meet.13 Baseball on an inter-school basis made its first

ll1ower Canada Collage Magazine, 1910.

12rbid., 1912. 13Ibid.,...... 1915 • U5 appearance at L.C.C. in 1916,14 and became more popu1ar by 1920, but sti11 on1y in exhibition games. The sport itse1f had come to Canada in the 1ast quarter of the nineteenth century but no record has been found of inter­ schoo1 games at that time. As a sport it was not accepted in Quebec schoo1s, probably 1argely because it is normally played in the spring, when in Quebec track is popu1ar and final exams are just around the corner. In the summer, when school is out, the boys play on teams outside of the schools. There were games played in Montreal in the 1920's, however, often in tournaments rather than leagues. Inter-school games have also been played outside of Montreal since that time. The first year of inter-school ski competition in Montreal appears to have been 1921. Cross-country racing and relaya as we11 as jumping were the popu1ar events at that time. Also in 1921 cricket was played between L.C.C., McGi11 University and other city clubs.15 It had really caught on at L.C.C. by 1923, but none of the other schoo1s in the City seem to have attempted it on an inter-scholastic 1evel at any time. Unless there were English cricketers on the school staff and boys who had cricket in their family backgrounds, little could be done. It was played occasional1y at L.C.C. until 1944,

14Ibid., 1916. l5Ibid., 1921. 136

16 but then left the schools completely. It simply did not fit the Canadian temperament and way of life.

Inter-school sports in the 1920 1 s were considered something entirely separate from any instructional P.T. programme there might have been. Even at the High School of Montreal, still far in the lead as far as physical education was concerned, the physical training and inter­ scholastic programmes were quite separate. The physical education teacher had no more say in the inter-school sports than any of the other teachers. Except at Montreal High, few physical education teachers, at the secondary school levels were qualified to teach anything other than P.T. and Drill. The classroom teacher who had played college football, hockey or basketball was more qualified and more interested, and so usually handled the school teams. When the few remaining P.T. instructors were replaced by physical education specialists the physical education programme had grown so much that they did not have time to work with the inter-school sports; conse­ quently the class teachers continued as the team coaches. Evidence of the Montreal Protestant School Board's small amount of concern for inter-scholastics is found in their Handbooks for principals between 1919 and 1929. Their only comments were: that all contests between different schools or organizations had to be

16nr. Penton, persona! interview, March 14, 1963. 137 arranged by written challenge; that they must be sanctioned by the principals of the schools concerned; that the principal of each school concerned must see that the team representing his school was composed of pupils in good standing; and that a responsible persan was in charge of the team during its contest; that the Official Basketball Rules published in Toronto would govern girls' as well as boys' games; and that the Spalding Official Guide to Baseball was correct in that sport.17 This laid down a few rules, most of which have been continued, but really did little about the situation. According to Rexford, Gemmell and McBain, during the l920's and l930's the High School of Montreal was the only school on the Island which honoured the rule regarding participation only if each team player was in good standing.18 It would seem more just to say that the rule was interpreted differently by the different schools. Part of the problem was that the athletic leagues were composed of Roman Catholic, private, and public schools under a number of different school boards. One consequence of this arrangement was the necessity for each s chool or school team to raise its own funds for expenses through "drives" of various kinds,

17MDntreal Board of Protestant School Commissioners, Handbook For the Use of Principals of the Protestant Schools of Montreal, 1919, p. 8, and 1928-29 revision. lBRexford, Gemmell, McBain, op. cit., p. 265. 138 and dances. Further, there was no organization to make rules according to local needs, or certify properly trained and experienced officials. Each team provided its own officials. This inevitably led to poor offici­ ating, fights and squabbles among coaches as well as players. Generally it was an unhealthy situation. The poor quality of coaching, done too often by keen but inexperienced teachers, did not help much. The roughly played, poorly controlled professional sports were not a good influence either.19 When John G. Lang joined the Montreal Protestant School Board as Supervisor of Physical Training in 1930 the situation was much as has just been described. L.C.C., Strathcona Academy, Westmount High and the High School of Montreal provided the main teams competing in hockey and football. Baron Byng and Westhill joined the group for basketball. On the whole the Protestant school coaches were not co-operating with the Homan Catholic schools. "Jack" Lang decided to do something about it. Being a domineering and action-minded man, he got what support he could from the more progressive Protestant school principals, and set up a league, inviting the Catholic High School, Loyola and St. Leo's to take part with the Protestant schools. In 1937 the MOntreal and District

19Mr. Fred. S. Urquhart, personal interview, Nov. 6, 1962. 139

Protestant Secondary Athletic Association was formed with a standing invitation open to the three Roman Catholic 20 schools mentioned above. The Association was formed for the purpose of establishing a closer relationship among the various Protestant Secondary Schools of Lachine, Montreal, Montreal West, Outremont, St. Lambert, Town of Mount Royal, Verdun and Westmount, through the promotion of competitions in all athletic activities deemed advisable. It was hoped that through this organization the students associated with these schools would be helped to develop "a love of good, clean amateur sport, and the desire to play the part of real men in all competitions in which they might engage." 21 After seeing the Association in action for a year the Montreal Protestant School Board recognized its values saying that it was justified in that it had created closer fellowship, better organization and more cheerful co-operation among staff and pupils of the various 22 schools. The situation was not solved as easily as that, however. Officials had to be trained and a system of employing and paying them worked out. They had to be paid by someone. Coaches needed to be disciplined in

20Mr. John Lang, personal interview, Nov. 13, 1962. 21Montrea1 Protestant Board of Schoo1 Com­ missioners, Annua1 Report, 193S-39, p. 10. 22ill9_. 140 order that they might set their boys a good example. Good, strict officials helped in this regard. The attitudes of the school principals toward inter-scholastics and other phases of the physical education programme had to be modernized. When the principal saw the value of athletics, wanted the boys of his school to compete, and demanded nothing but the best in behaviour from both players and coach, the situation was coming under contro1.23 Some activities, especially track and field, were par­ ticipated in with little or no coaching, but at least it was clean friendly competition. As more trained physical educators found their way into the Montreal Island schools, the scope of activities offered broadened, the level of coaching was raised and the attitudes of principals and other educators changed. During the 1943-44 session all the high schools in the metropolitan area of MOntreal, except Montreal High School for Girls, were members of the Montreal and District Protestant Secondary Schools Athletic Association. The Montreal Protestant Board schools participated in inter-school water polo, swimming, soccer, basketball, ice hockey, rugby, skiing and track and field events. They played a total of 447 games with 1396 boys partici- pating over a period of twenty-one weeks of the school year. By and large the boys were trained and the contesta

23Mr. John Lang, personal interview, Nov. 13, 1962. 141 supervised by class teachers.24 Progress continued and finally in 1946, largely due to the work of Mr. Lang and Father l~cafry, the new principal at Loyola, all secondary schools in the Montreal area -- Roman Catholic, Protestant and Private alike were joined together in the Greater Montreal Inter­ scholastic Athletic Association (G.M.I.A.A.) 25 The purpose of the G.M.I.A.A. remained the same as that of the earlier Association, but now all secondary schools on the Island, and those in Chambly County and Hudson were 26 included. During the 1960-61 session thirty-seven schools were members of this Association - twenty-three Protestant schools, twelve Roman Catholic schools, one Private school, and one Jewish Parochial school. The programme included fourteen different sports activities -- football, soccer and water polo in the fall, hockey, basketball, volleyball, badminton, wrestling, swimming, skiing, curling and gym­ nastics during the winter, and cross country and track and field in the spring. Five activities were organized as unions with teams playing in three different age groups -- Bantam, under 15 years of age; Junior, under

2 ~ontreal Protestant Board of School Commissioners, Annual Report, 1943-44, p. 35.

2 5r~. John Lang, personal interview, Nov. 13, 1962. 26Greater Montreal Inter-scholastic Athletic Association, "Constitution and By-laws" 1961-62, Article II. Purpose, p. 1. 142

16 years; and Senior, under là years of age. These activities were football, soccer, hockey, basketball and curling. Most of the other sports were played in four age groups: Glass 1, under 14; Glass 2, under 15; Glass 3, under 16 and Glass 4, under là years of age.27 The G.M.I.A.A. is governed by the Principals of the member schools who meet three times annually. There is an Advisory Gommittee to recommend changes and advise the Principals. This committee is composed of one member of each school staff, where possible a physical educator, and meets three times annually also. The G.M.I.A.A. is financed by assessing each school according to the number of teams it enters. It then pays officials and all other expenses. A Co-ordinator of Athletics, ~~. Fred. Urquhart, plans the athletic programme, sets up all schedules, appoints officials, pub1ishes team standings and awards championships.28 Some of the improvements made since 1946 have been: an increase in the number of activities and levels of activity offered; a G.M.I.A.A. Rule Book to cover all sports; a booklet of the G.M.I.A.A. Constitution and By­ Laws; and an increase in the numbers of schools partici­ pating. In the 1962-63 school year there were forty

27The Protestant School Board of Greater Montreal, Annual Report 1960-61, p. 17. 2BGreater Montreal Inter-scholastic Athletic Association, op. cit., 1961-62. 143 member schools. Commencing in the fall of 1963, a physician will have to be present at every football game.29 This will make participation safer by having medical attention readily available. In the survey done in 1954 by Stephen Armstrong, of boys' physical education in the seventeen English­ speaking Public High Schools of the City of Montreal and District it was found that Montreal's schools' athletics were ttwell organized and highly competitiv~'in comparison with American standards. At that time golf, lacrosse and square dancing were among the activities offered. Sportsman-like relationships were encouraged (demanded) by officials, coaches and league administrators. The minimum city eligibility standards of all activities were sub­ scribed to and enforced. Armstrong found that the average of 23.1 per cent of all boys enrolled in the seventeen schools studied were regularly participating in inter­ scholastic physical activities. The percentage partici- pation by school ranged from ten per cent in one school to forty per cent in another. The order of preference by participation numbers ranked the first few activities in the following order: football, volleyball, track and field, basketball, soccer and ice hockey. According to the number of schools participating they ranked thus:

2 9Mr. F. s. Urquhart, persona! interview, Nov. 6, 1963. 144 basketball, track and field, volleyball and football, skiing and soccer, and badminton. Only two schools com­ peted in lacrosse and four in water polo. Ice hockey ranked rather low in participation not only because of the lack of school rink facilities, but because it is felt that many of the boys have an opportunity to play hockey outside the school in other leagues. This is not considered entirely desirable, but there is an effort to avoid duplication of activities.3° Mr. Armstrong said that good provision was made for teams of varying abilities, sizes and weights; each activity was under the direction of a competent trained faculty member; physician's certificates were required of all pupils engaging in strenuous or hazardous physical activity; parental permission was sought for participants in strenuous competitive sports; pupils engaging in strenuous competitive activities were provided with proper protective equipment; and precautions were taken to prevent exploitation of individual pupils. According to his standards of comparison the G.M.I.A.A. had produced a balanced programme of athletics.31 Other organizations continue to sponsor inter-

30stephen Armstrong, "A Survey of Boys' Physical Education in the English-speaking Public High Schools of the City of Montreal and District." Springfield Co11ege, 1954, pp. 111-114. 31Ibid., pp. 120-122. 145 school competitions for boys in various activities to supplement the G.M.I.A.A.'s work. Schools may also on their own initiative, arrange games, tournaments or meets among themselves, but by and large boys' inter-scholastic sports in MOntreal are ably handled by the G.M.I.A.A.

Evolution of a Girls' Programme As little has been recorded of girls' inter­ scholastic activities, the greater part of the data for the following has been obtained through the author's persona! interview with I~ss Ruby Smith, a pupil, a student and a teacher of physical education in schools in the MOntreal area since 1928. Through Miss Smith, Miss Hazel Moore, Miss Freda Watt and Miss Doris Bain and the minutes of The Association of High School Women Teachers of Physical Education were also consulted. There have been physical education specialists at Montreal High School for Girls since before the turn of the century. In 1913 Miss Hazel Moore, who had been trained at the McGill School of Physical Education, accepted an appointment at Westmount Academy. She and Glatus Forman, then teaching at the Girls' High School, arranged the occasional ice hockey or basketball game for their girls, but not on a highly competitive level. Soon afterward, Miss Hilda Bell, also a McGill graduate, joined the scene at Westhill High School, but still little was done to provide inter-school competition. It was about 1922 when Miss Moore, Miss Bell and Miss Freda Watt, a recent graduate of McGill teaching at Montreal High, got together with the expressed purpose of organizing girls' inter-school athletics. Although they did not give their group a name or draft a consti­ tution at that time, they built the foundation for what later became, "The Association of High School Women Teachers of Physical Education." As more women teachers of physical education entered the schools of Montreal, they too joined the group, not only to organize inter­ school games for their girls, but to exchange ideas and help each other with problems, to make their teaching as effective as possible. By 1928 there was a basketball league, some softball, ice hockey and the occasional tennis tournament. There appear to have been eleven high schools, plus a number of senior elementary schools (elementary schools including grade 8) participating at this time. Since about 1930 an annual track and field meet has been held, and in the early 1930's an annual swimming meet was begun. The Quebec Section of the Canadian Amateur Swimming Association sponsored the swim meet, but it has always been largely of the women physical education teachers' organization. Itr. H. E. Herschorn donated a trophy with the stipulation that the meet be open to all secondary schools on the Island of Montreal. 147

Not until recently, however, have teams from other than Protestant high schools taken part. In the meantime the Herschorn Cup was designated as the trophy for senior competition, and the Girls High School donated a trophy for the juniors. A skiing meet about 1940, sponsored by the "Penguin Club", but organized by the physical education teachers was the next girls' inter-school activity. A badminton tournament, in which a dozen or more schools participated, was organized in 1941. Volleyball was the next to join the scene, followed more recently by field hockey, soccer and gymnastics. During the depression and the years leading up to the Second World War teachers 1 salaries were eut, and teachers grouped together to fight for improvements. Specialiste, including physical education teachers, were being left out of agreements; so in 1941 the women physical education teachers of Montreal grouped themselves into an association. They drafted a constitution, and "The Association of High School Women Teachers of Physical Education" came into being. When the "salary battle" was over the Association remained to publicize physical edu­ cation; to study problems in the profession, to help each teacher in her particular work, and to co-ordinate the inter-school sports and any other activities in the various Protestant schools in MOntreal and vicinity. A 148 minimum of four meetings was held each year so that inter­ school activities could be efficiently organized. With gradual growth and expansion, but no major change the Constitution was revised in 1952, and then again June là, 1963 when the official name of the organization became the "Greater Montreal Girls Athletic Association." There were twenty-one member schools at that time, including those on the Island and Chambly County High School. They were still entirely Protestant, but Roman Catholic schools are increasingly asking for games, and the more far­ sighted members of the Association are looking forward to their membership. Unlike the boys' programme, at no time have the school principals held control of the girls' inter­ scholastics. A principal could say yes or no to a pro­ gramme at his school but there generally was no trouble on this score. The only contact he had with the Women's Association was through the teacher or teachers in his school. The Association often even felt there was a lack of interest on the part of principals in their programme. {The principals are mainly men.) In 1963 the activities included tennis, soccer, field hockey, volleyball, swimming, basketball, badminton, gymnastics and track and field. In swimming and track and field there is normally one meet, and in gymnastics one or more meets. The other competitions, with the 149

exception of basketball, consist of semi-final tournaments in various parts of Montreal, and then one final tourna­ ment. The re is a basketball "League t' running with "home and home" games between January first and March first, and what is known as "Tournament". "Tournament" consista of five schools meeting and playing shortened games in one day tournaments. Each school is allowed to play e i ther "Tournament" or "League", but not both. Wh en the various tournament winners have declared a winner, the "Tournament" winner plays the "League" winner in a final championship game. The Island champion is thus declared. Generally there are four levels of competition by age -- Bantam, 13 and under; Junior, 14; Intermediate, 15; and Senior, 16 and over. This has come gradually from only one level, to two, to three, and now four levels. Seldom does one school enter teams in all levels of an activity, or enter a team in all activities. Girls generally are not as keen on competition as boys. One reason is that they do not generally receive the same glory and prestige that the boys do by participating. Girls rules have always been used where they existed, but in most cases were adapted to the local school conditions. The rules of the Girls Sports Division of the American Association of Health, Physical Education and Recreation have been the most recent in use. As they are made available, the rules adopted by the Canadian Association 150 of Health, Physical Education and Recreation (CAHPER) will be used. Team trophies, Association Crests and tabs for each activity are provided for the winning teams. Refreshments, referees and transportation are also provided by the Association which divides the expenses among the schools participating. Each individual school has an athletic association which charges each girl an athletic fee and receives a grant from its school board. The School Board of Greater Montreal gives each of its high schools a dollar ($1.00) for each pupil to be used towards athletic activities.32

Elementary School Activities Elementary schools, although often having trained women physical educators before the high schools, very seldom had inter-school competitions. This may have been a result of a lack of initiative on the teachers' and administrators' parts, or it may have been school policy. It is now policy not to have extensive athletic schedules at the elementary school level because educators have found intensive competition harmful to young bodies, minds and spirits. One day tournaments, meets or play days among the schools have been carried out. On June 5th, 1939 the second annual Elementary Schools' Track and Field meet was held in the Molson

32Miss fiuby Smith, personal interview, June 19, 20, 1963. 151

Stadium at McGi11 University. A total of 1,555 boys from thirty-nine schools participated. It was apparently a very popular event with the boys, as measured by the number of hours they practised preceding it, and the enthusiasm with which they participated. It was endorsed by the MOntreal Protestant Board because it set up standards of individual achievement and offered an opportunity for good sportsmanship among boys from all sections of the city.33 In 1946 and 1947 Elementary Schoo1 Track ru1d Field Meets were organized for all of the Montreal Central Board's elementary schools. Fifty-eight schools participated each year with approximately 1,700 competitors. (It is not clear whether these meets included girls or not.) The meets stressed group participation, particularly in relay races.34 Other games between schools that there may be are played complete1y upon arrangement between the two or more schoo1s concerned.

INTER-SCHOOL SPORTS OUTSIDE OF MONTREAL

Schools off the Island of Montreal have always been at a comparative disadvantage as far as inter-school

33Montreal Protestant Board of School Commissioners, Annua1 Report, 1938-39, p. 11.

34rbid., Annual Report, 1945-46 and 1946-47, p. 28. 152

sports are concerned. The nearest school is very seldom less than fifteen or twenty miles away, and this meant a lot when the "horse and buggy" were the main means of transportation. Even when cars and buses were available, the roads were not always passable with winter snow, and spring mud and floods. Equally as important is the fact that most schools outside Montreal were totally without physical exucation specialists or even P.T. Instructors until at least the mid-l940's. The class teachers and principals did what they could, but without facilities or equipment, and too often without any training or experi­ ence in sports themselves. Athletics consequently had a later beginning and slower growth than in Montreal. Even now with trained physical educators in many of the rural high schools, the restrictions of small numbers in the schools; the lack of expanse money; the distance that must be travelled on roads that are still not the best; lack of equipment and facilities, and an organizing and governing body, make participation in an inter-school programme difficult. A difference in attitude towards inter-scheel sports in these less metropolitan areas arising from these circumstances also widens the gap between them and MOntreal schools. It is difficult to say when the first athletic contesta were held between schools in Quebec outside of Montreal or of what they consisted, but it appears that 153 track and field was the first to see organized action. In June 1913 an inter-scholastic track meet was held at Lennoxville under the auspices of Bishops College. Its object was to encourage Track Athletics amongst the various schools of Eastern Canada and to draw them into closer union in this branch of sport. Teams were entered from the following schools: Montreal High School, Westmount Academy, Cowansville Academy, Stanstead College, Quebec High School, Sherbrooke High School, Catholic High School and Lower Canada College. A horse-racing track was fixed up for the meet. The events were the high jump, broad jump, pole vault, the lOO yard, 220 yard, and 440 yard dashes, the $80 yard, the mile, 120 yard, two feet hurdles and a half-mile relay race. Points and medals -- gold, silver and bronze -- were given for first, second and third places, respectively. There was also a team trophy.35 This of course, was a one or two day event which came only once a year, and so was a possibility for the small-town schools, but as can be seen from the names of the schools entered, few rural schools participated. A similar event was held the following year, but nothing was heard of it after that. Other sports that it might be possible to play

35Lower Canada College Magazine, Vol. III, No. 6, 1913, p. 39. 154 without instruction or facilities and requiring only a day 1 s attendance, were rare, and so did not come until later. Hockey, some softball or baseball and basketball came when facilities, equipment, transportation and at least some coaching were available. Track and field, hockey and basketball have been the main, and almost only inter-school activities which have continued. The Eastern Townships, where the bulk of the English population outside of Montreal bas always been found, was naturally the scene of the first of every­ thing in education {outside of Montreal and Quebec City). At the heart of this area was a district called for school purposes, "The District of Bedford". The schools within this district, as far as can be discovered, set the pace in inter-scholastics for the Province. They founded and developed a League which other districts in the Townships, and outside, tried to duplicate. Districts which grew up much later studied and tried to use the District of Bedford's organization without having to go through all the developmental stages. A close study of the origin and development of the District of Bedford High School Athletic League should be worth-while. 155

The District of Bedford High School Athletic League In 1919 "school athletics were conducted in a very hap-hazard manner" in the District of Bedford.36 In 1920 Mr. c. s. Douglas (then principal of Cowansville High School) with the assistance of his boys, organized and conducted "a regular Sports l"!eet", to which they invited teams from the other high schools in the area. The success of this, and the return meet held in Granby the following spring, prompted Mr. C. A. Adams, Principal of Granby High School, and Mr. Douglas to get together and organize a league. Rules and regulations were drawn up, and a eup was donated by W. H. Miner of Granby, for annual competition. In 1921 the first District of Bedford High School Athletic League Sports Meet was held with all 37 High Schools in the District being represented. The principals of the various high schools were soon formed into an Executive to solve the many problems which the annual meet brought up. Rules, regulations and procedures were changed as time and experience showed the necessity for them. Each year the Annual Sports Meet became more and more popular until it became recognized as an essential feature in the year's school work. It was not unusual to see as many as a thousand people at the

36c. s. Douglas, "The District of Bedford High School Athletic League," The Educational necord, Oct., Nov., Dec., 1932, p. 216. 37Ibid. 156

Sports Meets, and the suppers served to the visiting teams and their friands and supporters often accommodated as many as three hundred at a time.38 During this time the Annual Meet was held in the fall, and each year a different school was host. All schools, Cowansville, Granby, Waterloo, Knowlton, Bedford and Sutton, shared in providing officials for the meet, but the home school entertained. Bedford, Granby and Waterloo were fortunate in having Exhibition grounds where the Meet could be held. Cowansville had large school grounds that served the purpose, but Knowlton, and Sutton had to use the village streets for a track and the small school grounds for the field events.39 The programme consisted of twenty events, a first place winning five points, a second three points and a third one point, with the points adding up for the team's total. There were three classes according to the boys' weights -- under lOO pounds, under 125 pounds, and open. In 1932 this was changed to four classes, under 85 pounds, under 105 pounds, under 125 pounds and open. The idea was to get as many boys as possible into the different events, and at the same time limit the number from each school so that the smaller schools would not be completely outclasses. Not more than two entries from

3Brbid.

39Ibid. 157 each school were allowed. Team work was considered the most important feature of the League.40 The original programme had hurdle races, but the difficulty of getting hurdles and a suitable place to set them induced the executive to substitute a mile race. Then when the mile races proved too strenuous for growing boys, they too were discontinued for some time. The events of the original meet in 1921 were: 100, 220 and 440 yard dashes, broad jump, high jump, pole vault, the hurdles and a six man mile relay. The relay consisted of two men from each of the three classes. Each man in order of his size (weight and height) ran a sixth of a mile.41 A comparison of records made at different times shows the advantages that coaching and training brought. Severa! of the boys went on to do well on university and other teams.42 Mr. Douglas said that between 1921 and 1932 he had noticed a marked improvement in the way the boys conducted themselves at the meets, and that the sportsman­ like attitude with which losers and winners met at the contests made the whole thing worth while.43

4°Ibid.

4libid.

42~.

43Ibid. Once the League had been set up and running a short time, changes came gradually as the need was seen. In 1937 the weight classification of boys was replaced by one of age, and a fifth category for participants was begun. The new categories were under thirteen years, under fifteen, under seventeen, under twenty, and open. Shot put was added to the list of events at the same time.44 In 1943 nine Girls' Events were begun using the following school-grade classification: "Grade 7 and down", and "Grade 8 to 11." The events were a 50 yard dash, a 75 yard dash, high jump, broad jump, softball throw and a relay of 300 yards using two girls from each of the classes.45 This may have been a modest beginning, but the girls were at least included. In 1946 or 1947 the 46 Meet was held in the spring. This enabled more practice time, and more pleasant weather than had hitherto been possible with the meet being early in the fall. It also fitted well into the rest of the physical education programme which was beginning in the District's schools about that time. The girls were by then classified in three groups by age -- under thirteen years, under fifteen years, over fifteen years, and had the Reid Cup

44nistrict of Bedford High School Athletic League, Score Gard, Inter-school Sports, Knowlton, Quebec, Oct. 2nd, 1937.

45Ibid., Sutton, Oct. 2, 1943.

46Ibid., Granby, May 17, 1947. 159 for team competition. In 1949 the boys classes changed to under twelve, under fourteen, under sixteen, under eighteen and under twenty years, to encourage more to participate. A mile run was added in some classes, the eight and twelve pound shot put to others, and a 440 yard relay in each class allowed many more pupils to take part, and in an ability range more clearly defined. The former girls' relay was replaced by a relay in each class, the change having the same effect on them as upon the boys.47 In the 1950's the girls' softball throw was replaced by the six pound shot put.4S

Since its inception, the Le~ue has had participation by each of its members nearly every year. Granby and Cowansville dominated the scoring scene for a long time because of their advantage of size, but when consolidation in the Knowlton area was completed in the late 1940's, Knowlton became the top school. Only recently, with specialist physical educators, have the other smaller schools been able to compete more favourably. Since the beginning of the 1950's St. John's High School has been invited to take part although it is not a member of the League. Intermediate schools from Farnham and Clarenceville, St. He1en's Girls' School and others have

47Ibid., 1949. 48nistrict of Bedford High Schoo1 Ath1etic League, minutes of meeting, Feb. 4th, 195 , Sutton High Schoo1. 160 also taken part at various times. The 1950's and now the 1960 1 s have brought many changes and consequently problems to the league. Actual direction of the League continues to fall into the hands of the High School Principals, but more and more trained physical educators are coming on the scene as they join the school staffs. If the physical education teachers do not go to the Executive meetings as the principals' representatives, they attend at least as advisors, for it is largely they who organize and conduct the meets. One of the League's major problems is to find facilities where the meets can be held, as most of the earlier tracks are no longer available. The Granby Exhibition grounds formerly used by Granby High School as well as horses and stock cars, is now the sight of a housing development. Waterloo as well, has lost the use of its Exhibition grounds since the annual Exhibition was stopped; so it too joins Cowansville, Knowlton, Sutton and Granby on their town streets or cramped school grounds. Bedford only, still has an Exhibition grounds track on which to practice, but it too is being taken over by commercial interests. The Broom Corner Exhibition grounds, the Collège Militaire Royal or the St. John's R.C.A.F. track and grounds are now the sites of the annual event. The Broom Corner track, made of sand and clay for sulky racing, is in the spring a patchwork of mud and blowing 161 sand. 'rhe other two are good cinder tracks, but not always available for use. 'rhe situation of facilities is, in this light, indeed poor. Most other changes have not been quite so hard on everyone. Now, instead of a sergeant with a dangerous rifle, or a timid teacher with a weak voice giving the starting signal, a trained man with a proper starting pistol pulls the trigger that sends everyone speeding along his way. No longer does everyone scramble for the inside of the track or some fellow complain because he was "cut-offU, be cause everyone is now provided with limed-out lanes within which he must stay. Most teams have uniforms, some even with sweat-suits and fancy jackets. Nearly everyone wears "spikestt and has the use of starting-blocks to replace holes dug in the track, and bare feet. And the nurse is always there for a scratched finger, twisted knee, broken ankle, or sun burn. The Canadian Amateur Athletic Union rules, with slight modifications are the law so no argument is necessary. Bamboo poles and cross bars have been replaced by pliable aluminum to eut down on injuries, and in pole vault provide the spring for that extra inch. At least one trophy is provided for each class of boys and girls, and in each competition those who place first, second, third or fourth get a red, blue, or white ribbon. What more could be asked? 162

As early as 1932 the schools in the District of Bedford were p1aying inter-schoo1 ice hockey in two sections -- Bedford and Cowansville in one, and Knowlton, Waterloo and Granby in another. Sometime soon after that they al1 joined into one group, and the District of Bedford High School Athletic League took over. According to Henry L. rtennie, a former principal of Bedford and Granby High Schools, he introduced basket­ ball at Bedford in 1934. The game was played out of doors and in a 1ow ceilinged p1ay-room until the 1950's. In 1938 Principal Rennie introduced the game into Granby High Schoo1.49 They used the town armory, and the hall in the old Methodist Church on Drummond Street until a gymnasium was built after the Second World War. 50 Some­ time in the early 1940's when the game had spread to other schoo1s of the District, a schedule was set up and the District of Bedford Athletic League had another activity on its hands. As interest grew a boys intermediate as well as senior section was organized, and about 1950 girls' intermediate and senior schedules went into effect. Intermediate boys' hockey was begun also in the late 1940's. At present the District of Bedford Athletic

49Mr. Henry Leslie Hennie, letter to the author, June 17, 1963. 50Rev. Frank Stanton, letter to the author, June 25, 1963. 163

League handles boys' and girls' senior and intermediate basketball, boys' senior and intermediate hockey, and track and field at all levels including the senior grades of elementary school. The senior winners of boys' basketball go to the Visser Tournament, and the senior winners of the girls go to the MacLeod Tournament. The intermediate and senior hockey winners take part in the Quebec Association of Protestant School Board Hockey League Championships.51 Other inter-school activities to be found in the District of Bedford, but usually not sponsored by the High School Athletic League are girls' softball tournaments, badminton tournaments, invitation track meets, basketball tournaments and numerous exhibition games in basketball and hockey. These tournaments, meets and games are usually sponsored by one school or other organization, and are privately arranged between it and those invited. A few of these events are held annually and involve several school districts such as the Sherbrooke Y's Men's Annual Track Meet, and the Sherbrooke Y.W.G.A.'s annual Eastern Townships Track Meet for Girls.

Qther Athletic Organizations The District of Bedford High School Athletic League did not remain a long time as the only district

51The Visser and MacLeod Basketball Tournaments, and the Quebec Association of Protestant School Board Hockey League are further discussed later in this chapter. 164 organization of its kind. \'Jherever there were two or three high schools sufficiently large an organization of some kind was formed to plan athletic activities, usually beginning with a track meet. The greatest growth has been since the Second World War and is still going on. The Argenteuil Teachers Association held its first Track 52 and Field Meet at Brownsberg ~~y 11, 1963. The St. Maurice Valley Track Meet, in the Three Rivers area, was begun on a full scale in 1944.53 Each area is organized a little differently to fit local circumstances and meet the organizer's fancy, but a few things about them are fundamental. -Whether consciously or not, most districts have abided quite well by the recommendations of the Provincial Association of Protestant Teachers and the High School Principals' Association made in a Brief to the 4uebec Protestant Education Survey in 1938. Most boys do not compete in highly organized leagues by commercial interests. The boys and girls are examined by a qualified physician before participating in strenuous exercise. The boys are permitted to play in only one league at a time. League games are not normally scheduled more than once a week.

52Argenteuil Teachers Association Track and Field Meet, Schedule of Events, l~lay 11, 1963.

53st. Maurice Valley Track and Field Records ( 1944-1959 Inclusive), Tlu·ee Ri vers, May 28, 1960. The school principals head the inter-school organizations. Usually not too great a stress is laid on winning.54 Meets, tournaments and leagues not restricted by school districts have also existed for some time. In 1921, under the initiative of Mr. F. M. Van Wagner and his colleagues, and the encouragement of Dr. A. S. Lamb, then Director of the Department of Physical Education of McGill University, the first McGill Inter-scholastic Track Meet was held. The University athletic season was over early in the spring so Mr. Van Wagner organized this meet to have something to do, to promote track and field, and help the University play its part in the development of physical education in the Province and outside. It was held in the spring to encourage boys to do preparatory training, rather than early in the fall when little practice was possible. In the earliest years there were three classes for participants by weight and age. Later age became the sole means of classifying, and there were four classes. All schools in Ontario and Quebec were entitled to take part. About a quarter of these entrants were from outside I~ntreal -- always some from the Town­ ships. Ivlontreal area schools were encouraged to use the McGill track for practice and their own meets. 55 With the

54Provincial Association of Protestant Teachers and High School Principals' Association, Brief to the ~uebec Protestant Education Survey, March, 1938, pp. 80-81.

55rvlr. F. Il(l. Van ~vagner, personal interview, May 28, 1963. 166 competition, ribbons, trophies, fun and good hard work the meet afforded a great incentive to individuals interested in athletics. One school principal described it as the greatest incentive to school athletics he could remember. Even though his boys had little or no coaching they wanted to do their best where the organization and competition were available.56 It was considered the greatest high school event in eastern Canada, but sadly enough it died in 19~2.57 The first Dominion Track and Field Meets were held about 1922. But they, like their successors, the Provincial Championships, the Eastern Canada Championships and Canadian Championships are meant only for the better few. The Annual Caledonian Games, begun in 1S;6 and still continued by The Caledonian Society of Nantreal and the Annual Confederation Day Celebration by the Bury Athletic Association are similar events. The annual Eastern Townships Inter-school Track

Meet held in Sherbrooke was begun in 19~3. It serves to declare what might be called the champion school track team of the Townships. The Y's Men's Club of Sherbrooke began and has continued this event as a public service. They extend invitations to all high schools in the Townships

;6Professor D. MUnroe, personal interview, March ;, 1963. 57Mr. F. M. Van Wagner, op. cit. 167

and have had up to twenty schools taking part at a time. Up until 1956 there were four classes, plus open events, including relays in each class, and in addition discus and javelin. Points were given for four places and trophies donated by individuals and commercial concerns in the Sherbrooke area.

In 1956 the Y1 s Men's Track Meet was held for the first time under the sanction of the Quebec Branch of the Amateur Athletic Union of Canzda (A.A.U.of C.), thereby permitting winners in this meet to go on eventu­ ally to the Olympie Trials. As a result it became necessary to change the age limits of the various classes. It was believed that this new arrangement would make for a more efficient meet as well as encouraging and providing the opportunity for athletes to advance to greater national meets.5$ In 1957, seventeen schools participated, but some sent only their best one or two athletes so that there were only 239 participants. Bishop's Collage, Stanstead College, Sherbrooke, Lennoxville, St. Patrick's Granby High, Cowansville High and Knowlton High continue to be the only schools which field a fair-sized team each year. The Sherbrooke Branch of the Y.W.C.A. organizes a similar meet for girls each year. In 195$ eleven

5$The Y's Men's Eastern Townships Track and Field Meet, Progrrumne, Sherbrooke, 1957, p. 34. 168 sehools participated, bringing 139 participants. Other organizations like the Montreal Basketball Association, and the Quebec branches of several Canadian Amateur Athletic Unions have also occasionally sponsored meets and tournaments inviting school teams to take part. Along with all the other organizations taking some part in the promotion of inter-school sports, Quebec Associations of Protestant School Boards, under the leadership of Dr. Erle Draper, organized at an early date a provincial hockey league. About a decade later the Quebec Association of Protestant School Administrators, under Mr. Stewart L. Hodge's initiative, arranged for a boys' basketball championship, and then a girls' basket­ ball tournament to declare a Provincial Champion. But these are stories in themselves.

The Quebec Association of Protestant School Boards' ~ockey League The Quebec Association of Protestant School Boards {Q A P S B) was begun in 1928. During the 1931-32 school session an Athletic Committee composed of Dr. Erle Draper of Bedford, Dr. C. L. Brown of Ayer's Cliff and Mr. James E. Conners of Magog, with the help of other interested parties, organized the School Hockey League, off the Island of Montreal. The first year the League consisted of teams from schools in Valleyfield, Huntington, Ormstown and Howick in one group; Bedford and Cowansville in 169 another; Knowlton, Waterloo and Granby in another, and Magog, Ayer's Cliff and North Hatley in another. Each district declared a champion which went on to the finals. The final game that year between Granby and Huntington high schools was played at the ~IDntreal Forum with officials from the McGill Senior Hockey team. The players afterwards were guests of the Forum at a Black Hawk-Canadian hockey game.59 Dr. Draper, the Chairman of the original Committee wrote after the first year: "Owing to the interest and energy put behind this effort we have had a very successful season." He complimented those in charge of the different sections on the efficiency with which they carried out their work. He said he hardly had to leave his home in organizing the League with its four groups. The visiting back and forth of these teams he hoped would have a broadening effect on the boys.60 In 1933 there were eighteen teams in seventeen sections in the League from Shawville, up the Ottawa Valley, to Lake Megantic. Ayer's Cliff won after a protest that year.61 In 1934 five new schools entered,

59Provincial Association of Protestant School Boards, Heport, The Educational Record, April-May-June, 1932, p. 75.

60Ibid. 61Dr. Erle Draper, "School Hockey 1932-33", The Educational Record, April-May-June, 1933, p. 100. 170 but four others had to drop out. Because of its size the League was divided that year into two major sections with Principal Amaron of Stanstead managing one and Dr. Draper the other. 62 In 1936 Dr. Draper resigned and Dr. C. L. Brown of Ayer's Cliff and Jas. E. Connors of Magog took charge of the League. From then until 1949 Jas. E. Connors, assisted by Dr. B. W. Draper of Bedford, did most of the work. With the exception of the war years when the league did not function, owing to the shortage of gaso­ line and tires, eighteen or twenty teams at least have competed each year. The Annual Challenge Cup donated in 1932 by Mr. Harry Vilas, of the W. H. Vilas Company of Cowansville was replaced in 1946 by the P.A.P.S.B. Cup. The P.A.P.S.B. also provided arm badges for the winning team. All final games were hotly contested with the level of hockey played equal to the best in any league of Juniors. 63 Starting in 1955, the Q.A.P.S.B. sponsored two leagues of hockey -- Senior and Intermediate. Schools with more than thirty boys in the high school were auto­ matically assigned to the Senior group. Those with

62nr. Erle Draper, nschool Hockey League", !he Educational Record, April-May-June, 1934, p.

63The Educational Record, "Hockey League of the Provincial Association of Protestant School Boards," Oct.-Dec., 1949, p. 226. 171

thirty boys or fewer were assigned to the Intermediate group. All players had to be less than nineteen years of age as of September lst of the school year in which they wished to participate and had to attend school at least 60 per cent of the time in October, November and the hockey season. Competition was to consist of "home and home games" within each district, and "play-offs" at places convenient to the teams eligible. In earlier years hockey was the only activity of the Q.A.P.S.B.'s Athletic Committee. In his 1933 report Dr. Draper said that it refrained from interfering in track and field because it was already well looked after by various other groups. At that time he drew the Association's attention to the neglect of games among the girl pupils and recownended softball or basketball, but nothing seems to have come of it. The Association, and Dr. Draper in particular, had some influence on the purchase of playground equipment for the schools.64 Their greatest lasting contribution to physical education, however, is the Q.A.P.S.B. Hockey League.

!he Visser and V~cLeod Basketball Trophies

Ivlr. Stewart L. Hodge had always been interested in basketball. During the 1945-46 school session while principal at Thetford Mines High School he coached what

64Dr. Erle Draper, "School Athletics aeport," The Educational Record, Oct.-Nov.-Dec., 1933, p. 226. 172 he thought was a rather good boys' basketball team. Upon defeating all the teams in the area he sought further competition for his boys elsewhere. Finding that there were no school play-offs in the Province, and that the winner of the Niontreal League was considered Provincial Champion, he challenged .the Provincial Intermediate League -- a league not limited by age or school attendance. With the help of a couple of players from outside the school he went with his boys to the finals, but was defeated by Sir George Williams College.65 The following year he and Mr. Howard Visser, also of Thetford Mines drafted plans for a Provincial league and tournament. Being a member of the Quebec Association of Protestant School Administrators (Q.A.P.S.A.), he worked through that organization to get some of the work do ne • 66 In the spring of 1946 the first Provincial High School Boys' Basketball Championships were held in the Y.M.C.A. in Sherbrooke. Thetford won and were presented with the Visser trophy donated by 1~. Howard Visser.67 The tournament immediately became an annual event with Y~. Hodge in charge. For some years it con­ tinued to be held at the Y.I',!.C.A. in Sherbrooke, but when

65~œ. Stewart L. Hodge, personal interview, June 13, 1963. 66rbid.

67Ibid. 173 the new gymnasium was built at Bishops' University it was moved. Bishops' was JYlr. Hodge' s "Alma l\'later", and if' the tournament could be held there it might provide the boys with a chance to look around and perhaps get some idea of what was offered at a university. Indirectly it was hoped that the boys might benefit in their "school work" as well as in their social and sports lives. The new gymnasium was large enough also that most of' the games could be played at the University, only using Sherbrooke and Lennoxville High Schools for preliminary rounds.68

In 1953, still mainly under I~. Hodge's initiative and leadership, but assisted by J. S. Visser and Mr. MacLeod, the ~.A.P.S.A. sanctioned a similar organization for high school girls. The first Girls' Championships were held at Bishop's that year with St. Helen's School in Dunham winning the trophy donated by I~. Ma~Leod. 6 9 As more schools gradually became involved,it became more and more difficult to hold both play-off tournaments at Bishop's. Besides, schools were asking for consolation rounds because it was hardly worth while for their teams to drive hundreds of miles for a single game. The Quebec Association of Protestant School Administrators approached the Institute of Education of

68Ibid.

69Ibid. 174

McGill University to see if it might be held in part at Macdonald College. If the boys and girls alternated each year between Macdonald and Bishop's they could have a look at both and have a variety of experience (that is providing the same schools with the same players win in each district for two years). In 1961 the girls competed for the MacLeod trophy at Macdonald College and the boys at Bishop•s. They have alternated since then.70

From the beginning until the present 1~. s. L. Hodge has acted as organizing chairman. When the Visser Trophy was first begun few areas had organized leagues. Mr. Hodge di vided the Province ( outside of Montreal) into zones aud working through a ~.A.P.S.A. member in each zone he got a zone champion declared. The zone champions were then contacted, and arrangements made for the Provincial Championships.71 This same general pattern has remained, but the job is simplified. Now each district usually has its own league and chairman who handles all correspondance from the Provincial League Chairman. The Visser and MacLeod trophies obviously were an incentive to this sort of organization.

Competing for the ~mcLeod Trophy in 1963 were eight girls' teams representing the champions of fifty­ one schools in eight zones in the Province. Eight teams

7°Ibid.

71Ibid. 175 represented forty-nine schools for the Visser Trophy. All high school, intermediate or private schools in the Province outside of those under the Montreal Protestant School Board or any Montreal league are eligible to compete. All players must be under nineteen years of age as of January lst of the year of the tournament, and must attend sixty per cent of the school days from January lst until the Tournament. Each team's expenses are paid by the school it represents. Consolation games are provided so all teams play at least two games. The official girls' and boys' basketball rules are used.72

Summary Inter-school sports outside of Montreal have come a long way from weight classifications in events which required no practise or skill, to age classifications in highly complex events requiring weeks and weeks of training and practise. From simple, "you run against him and him, and see who wins," highly organized and com­ petitive athletics have evolved. But still there is a long way to go. There need to be many more activities to meet individual circumstances, needs and interests. The off-Island inter-scholastic programme is to its schools what the intramural programme is to the schools

72Quebec Association of Protestant School Administrators, "h.egulations Governing the MacLeod Inter­ scholastic Basketball 'l'rophy", "Regulations Governing the Visser Inter-scholastic Basketball Trophy," Jan., 1963. 176 in Montreal. Not only do inter-scholastics provide enrichment through outside competition, but, because of the size of the schools, they are open to virtually all who are interested. No intramural programme is needed if everyone can compete in the extra-murals. But this can be valid only if there is a sufficient variety of activities and classifications to attract all. Even leaving the programme as it is, many things are gravely lacking. Teams continue to have to raise money on their own for transportation and uniforms. Very often they are lucky if they can find someone who will coach them, and even more rare is the occasion when they finù a coach who knows something about the sport they are playing. Equipment is seldom. pz·ovided; so the re is always the problem of injury when boys bring what they have of their own. Although facilities are improving, the situation still is not good. CHAPTER VI

TEACHER TRAINING IN PHYSICAL EDUCATION IN QUEBEC CHAPTER VI

TEACHER TRAINING IN PHYSICAL EDUCATION IN QUEBEC

The Macdonald College School for Teachers of McGill University and the McGill School of Physical Education, now both part of the Institute of Education of McGill University, have been the main sources of training in physical education in Quebec. But there have been other training establishments at various times. Training has been given at the McGill Normal School, Macdonald School for Teachers, Bishop's University, the Lachute Summer Schools, and in the classroom teacher courses of the Institute of Education of McGill University.

TRAINING NON-SPECIALISTS IN PHYSICAL EDUCATION (1ea7-1963)

Prior to the founding of the McGill Normal School under an agreement between the Provincial Govern­ ment and McGill University in 1e57, little teacher training was done in Quebec.l Even with the Normal School, no physical education appears to have been taught until at

1E. c. Woodley, "The History of Education in the Province of Quebec", McGill, 1932, p. 92. 179 least the late làà0 1 s. There probably was some instruction in hygiene and physiology, as these were being taught in some schools about that time, but there is no evidence of anything further until James Naismith was appointed as McGill University's Physical Director in làà7. He was a product of a rising sports tradition. He had played in his school days, and was a very enthusiastic participant during his under-graduate years at McGill. In his capacity as Physical Director he conducted classes and lectures for the McGill Normal School, and so exerted a direct influence in tbat way. In 1890 Naismith left McGill to go to Springfield College, and Robert Tait McKenzie, while studying for his medical degree, replaced him. He, even more than Naismith, had taken part in a variety of athletics. As a student of medicine he was also inter- ested in health and the guidance of students into activities in accordance with their physical capacities and needs. 2 Dr. McKenzie remained at McGill until 1904, and although no specifie evidence has been found, it seems likely that this sort of influence continued to surround the Normal School, at least until its move to Macdonald College in 1907.

2Frank W. Kennedy, "Health, Physical Education and Recreation in Canada: A History of Professional Preparation", Columbia University, 1955, p. 34. lSO

Physical Education at Macdonald College In the details available at McGill about the move to Ste. Anne de Bellevue much attention is given to legal provisions and the activities of Dr. Robertson, but no mention is made of physical education. In 1911 the Strathcona Trust Agreement made between the Department of Militia and the Provincial Government made physical instruction a part of all teacher training. Since that time teacher training in physical education has at least paralleled the growth of other teacher training in Quebec. By the terms of the Strathcona Trust Agreement, the Provincial Educational Authorities undertook to require all teachers, who were to be granted licences of more than the lowest grade, to obtain certificates of competency to instruct in physical training and elementary drill. Grade "B" Military certificates were to be issued to candidates who passed the minimum standards of the examination by the Department of Militia and Defence. Grade "A" Military certificates were to be issued to men who showed competency to instruct in physical training and advanced military drill, including rifle shooting, after having taken a course carried out at or under the supervision of a military school of instruction. The Department of Militia, in turn, was to provide competent instructors at convenient places and seasons in order 181 that teachers might qualify themselves to carry out physical training and military drill, and pay bonuses to every qualified teacher who imparted this instruction, provided he made himself eligible by becoming a member of the Militia.3 From all accounts, Miss Torrance, an English­ trained physical educator, was the first to give physical instruction at Macdonald College, but the date of her appointment is not known.4 At any rate, at the February 1912 meeting of the Protestant Committee of Public Instruction, the Secretary reported that steps had been taken to introduce physical training, under the Strathcona Trust, by special work in the School for Teachers.5 In 1913 the Teacher Training Committee of the Protestant Committee of Public Instruction reported that the special classes for the training of "Physical Instructors" were doing excellent work, meeting needs for which there was no other provision. A sum not to exceed 1750.00 was set aside by the Protestant Committee to assist with costa hitherto met entirely from fees. At the same time it was pointed out that according to the Strathcona Trust

3canada Department of National Defence, "Strathcona Trust", Ottawa, 1942, p. 3. 4Mr. D. Munroe, persona! interview, March 5, 1963, and Miss w. Wood, persona! interview. 5Protestant Committee of Counci1 of Public Instruction, Feb. 23, 1912, The Educational Record, June-July, 1912, p. 233. 182

Agreement the Province was not bound to provide training for teachers, at least until such time as they were in a position to do so.6 This and severa! other tacts seem to imply that the instruction was being given by civilian personnel. An assistant, who had been trained at Macdonald College, was appointed in 19137 and she certainly was not of the military, although Kennedy maintains the instruction was normally given by non­ commissioned officers who had been trained for three months by the Militia.8 Professor Munroe also maintains that instruction in physical training and drill under the Strathcona Trust was originally given by military men, who only later were replaced by university staff.9 There is evidence also that training for the "B" certificate was given by civilians, while candidates for the "A" 10 certificate were trained by the military. In any case, officers of the Militia conducted the examinations, and students demonstrating ability to perform and instruct were awarded Strathcona Certificates (the name which

6 Ibid., Nov. 28, 1913, The Educational Record, Jan.-Feb.-Mar., 1914, p. 76. ?Ibid.

gKennedy, op. cit., p. 65.

9Mr. D. MUnroe, op. cit. lOprotestant Committee of the Council of Public Instruction, Nov. 28, 1913, The Educational Record, Jan.-Feb.~Mar., 1914, p. 76. 183 became popular instead of Military Certificates). According to the Teacher Training Committee the course at Macdonald College consisted of "a careful scheme of training in exercise, hygiene and or organized games" which would ensure every teacher of the ability to "teach the Syllabus intelligently, and take charge of the welfare of her school." To make this possible, the College 11 had correlated its work with that of the "Practice School." The "Syllabus" referred to was the Strathcona Trust Syllabus of Physical Exercises for Schools, published in 1911, almost a direct copy of the English Board of Education's Syllabus of Physical Training For School - !2Q2. This syllabus, largely composed of a series of formal exercises arranged in tables to be taught by prescribed commanda, appears to have been the basis of most of the physical education work for some time in teacher training as well as in the schools of Quebec. In 1913 the Teacher Training Committee reported that the teachers being qualified as physical training instructors were not only to act as school teachers, but were to be available as district instructors, or as instructors of such classes as those held at Lachute. {The Lachute Summer School is discussed later in this chapter.) It was mentioned also that requests for teachers' classes in physical training had been received

11Ibid., p. 77. 184 from Sherbrooke and Richmond, and although there was an instructor there were no funds for his payment.12 In spite of the adoption in 1921 by the Execu­ tive Committee of the Strathcona Trust of the 1919 revision of the English Syllabus of Physical Training for Schools and a recommandation to lengthen the instructor's training course from thirty to forty-five hours,13 littl~ change was made at Macdonald. In 1925 men and women were instructed separately in physical training. The women were taught physical exercises, military drill and a few low organized games. The men were instructed in physical training, drill, map-reading, riflery, first aid and various means of communication. The men's course con- sisted of both lectures and practical work, the object being to make them cadet corps instructors.14 At the end of the school year in 1932 eighteen men and 131 women received Strathcona certificates at Macdonald College.15 The requirement and the course continued. According to the Macdonald College Announcement for 1937-38 (p. 90) all students working for the Intermediate or Elementary Diploma were required to be able to teach the

12Ibid.

13Kennedy, op. cit., p. 86.

14Mr. D. MUnroe, op. cit.

15Quebec Protestant Local Committee of Strath­ cona Trust, Annual Report, 1932. §yllabus of Physical Training for Schools, 1933, and indoor and outdoor games. Men were to obtain the Grade "A" Strathcona Certificate, and Women the Grade "B". Two forty-five minute periods of practical work, and one forty-five minute period of health instruction a week throughout the year made up the requirement. In general the course consisted of study, practice and teaching of the "tables of exercises" in the Syllabus, participation in team games, apparatus and tumbling, folk dances suitable for girls, study of the setting-up exercises used in the schools of MOntreal, physiology and hygiene, projects on health problems, and recreative activities.l6 Among the recommandations of the Province's school principals and teachers at that time to improve this part of teacher training were the following: that there be a definite increase in the time devoted to the study of health education by all teachers in training; that a closer relationship be fostered between the Department of Education, the School of Physical Education and Macdonald Collage; that there be fewer cut-and-dried !essons placed at the disposa! of the teacher, but rather an understanding of the child, the principles of the programme construction and a wealth of material which could be compiled into !essons, and that the Syllabus of

16Prov1ncial Association of Protestant Teachers, Brief to the uebec Protestant Education §urvey, MOntreal, 193 , pp. 8 -87. 186

Physical Training for Schools - 1933 be used as a supplementary reference, not as the centre or sole source of material. They also suggested that the Strathcona Trust Agreement be discontinued.17 The Survey Committee, under the chairmanship of W. A. F. Hepburn, in its Report of the Quebec Protestant Education Survey in 1938 had a few criticisme in this connection also. It began: Grossly inadequate instruction is being given by incompetent teachers in most of the normal schools of this country • • • transmitting to thousands of our teachers the weirdest conception of the place that physical activity should play in the lives of our boys and girls. The Committee felt too much time was spent in trying to master factual details of anatomy and physiology, and that in the lessons on health, games and physical exercises, not enough emphasis was placed upon what to do in the actual one-room school situation. It stressed the idea of making health teaching an integral part of all teaching.18 It was recognized by that time, by some at least, that the potential values of the programme of health and physical education depend in great measure upon the training and health of the individual teachers. Miss Alice M. Spicer was the P.T. Instructor at

17IQig., pp. 61, 88, 89.

1Sw. A. F. Hepburn, Report of the Quebec frotestant Education Survey, 1938, pp. 13, 87, 88. 187

Macdonald College in 1940, and probably throughout the War. Men and women took physical training together during this time because of the small number of men preparing to become teachers. Miss Spicer divided her two-hour-a-week course into seven parts -- roughly: I. Exercises based on those given in the Syllabus of Physical Training for Schools - 1933. II. Games of low organization and funda­ mentals of games of high organization which could be carried out with minimum equipment in rural schools. III. Folk dances which could be taught in the classroom. IV. Emphasis on posture and corrective exercises. v. Singing games. VI. Stunts. VII. Practice teaching assignments with young children. In a course designated for "Kindergarten Directors" she h~: I. Contagious diseases. II. First aid. III. Story plays. IV. Singing games. V. Games of low organization. VI. Posture. VII. Rhythmical activities. VIII. Mimetics. 188

IX. Games of Experimentation.19 From September 1946 until 1950 Miss Mary Varey {who later became Mrs. Robert Wilkinson) gave the physical education instruction at Macdonald College. She had a Bachelor of Arts from the University of Saskatchewan and a Bachelor of Science in Physical Education from McGill University, so was the first degree holding professional physical educator at the School for Teachers. Besides taking classes with the household science students, the Macdonald High School pupils and the College "Home­ makers", Miss Varey gave to all student teachers at Macdonald two hours of physical education and one hour of health education each week. One of the physical education periode was devoted to the development of skills in and the teaching of calisthenics, rhythmic gymnastics, rhythms with ropes and Indian clubs, square and folk dancing. The second hour was taken up by the students teaching lead-up and team games to their classmates. The few men there took part with the women in classes varying from about thirty students in 1946 to fifty or sixty in 1950. Although the number of students increased, the size of the staff of the School for Teachers remained unchanged.2°

l9Miss Dorothy A. Nichol, personal files. 20 Mrs. Robert E. Wilkinson, persona! interview March 12, 1963. ' 189

The aims of the programme, as Mrs. Wilkinson remembers them, were to promote good health and physical fitness among the students, to help each student build up her own physical skills, and to give the training necessary to enable her to teach and administer the various parts of a physical education programme. With the limited time and equipment available, the fundamentals of teaching team and low organized games were stressed, rather than the skills of more complex games. In addition to the written examination in health education, which counted in the final average, a mark was given for physical education -- 40 per cent for teaching, and 60 per cent for skill achievement. Mrs. Wilkinson was free to decide upon ber own course content, but found that she was limited by the students' lack of skill and knowledge, for students from off the Island of Montreal knew nothing of physical education, and preparations for the Strathcona Inspections also imposed restrictions.21 By this time there were at Macdonald fairly comprehensive men's and women's athletic programmes. The two organizations themselves -- Men's Athletic Association and Women's Athletic Association -- were run by student­ elected executives, but staff members advised, and did most of the coaching of the College teams. Girls' teams of basketball, swimming, volleyball and archery competed

21 ...... Ibid • 190

against teams from MCGill and Macdonald High School. The boys had regular inter-collegiate games of hockey, foot­ ball and basketball as well as the occasional track and field or swimming meet, and tennis tournament. A great number of other activities were treated on a recreative club or inter-class competitive level. Red Cross swimming instruction also formed part of the women's programme. 22 By taking part in the activities of either of these associations student teachers could learn a great deal about physical education, and do much to increase their physical skills. On the resignation of Mrs. Wilkinson in 1950, three appointments were made -- Miss Pat Brown, to take the Macdonald High School classes, Miss Adele Peron (who later became Mrs. Jacob) to work witb the Women's Athletic Association and teach the women's physical education, and Mr. Doug. Cook to teach the High School boys' and men teachers' physical education, and work with the Men's Athletic Association. With additional staff in all departments of the School for Teachers a new programme of instruction was set up with every course placed in one or more "divisions". Physical education was divided into Division I -- Practical - persona! skills and "knowhow", and Division III-- Health and Recreation.23

22~.

23Miss Dorothy A. Nichol, persona! interview, May 29, 1963. 191

The programme of instruction for women student teachers between 1950 and 1955 consisted of: Division I -- Practical Sports day events Low organized games Volleyball, basketball Posture Hygiene Badminton Rhythms Division III-- Health and Recreation Health methods Principles of physical education Primary Course - mimetics, skills, rhythms Classroom activities Student teaching Essex Agility Apparatus Exercises and marching Intramural athletics Strathcona Trust activities. Stress was laid on the practice of teaching, both in the gymnasium and in the classroom. Marks for Division I were derived from ability tests and assignments, and for Division IIIfrom written examinations on methods of health education and physical education, and practice teaching (own classmates). The men's programme was very similar, 192 but with more stress upon athletics and teaching children above G:rade IV. The Strathcona Trust Certificates were issued as under Mrs. Wilkinson. This was perhaps a formality to ensure that the Strathcona grants would continue coming to Quebec.24 In 1955 the Strathcona Trust requirement was discontinued. Miss Dorothy Nichol followed Mrs. Jacob in the Women's Athletics Department, at first without changing her predecessor's programme. Later the Division III programme (which was renamed "Methods of Physical Education and Health" in 1957) allocated Health Education lectures to the first Term, Principles of Physical Education, Warm-up Activities, Games, Rhythms, Films, Planning and Programme and Demonstration Lessons to the second Term, and Group-Lesson planning and teaching one's own class to the third Term. Students were then graded with a little more emphasis upon their teaching. The programme gradually broadened to include more and different games, and skills, as students came to Macdonald with better backgrounds in these areas.25 The increased number of students and the trans- fer of the first two years of the Physical Education Sehool to the Macdonald Campus, overtaxed the available

2 ~ss Dorothy A. Nichol, persona! files.

25Mlss Dorothy A. Nichol, personal interview, May 29, 1963. 193 accommodation. In 1959 the two hours a week for Division I and one hour a week for Division III were reduced to one and a half hours a week for a combination of Divisions I and III. MOre time was spent in the lecture room, on the relation of physical education to general school activities, and less time on actually teaching students how to conduct a programme. It was felt that with physical education specialists being trained at Macdonald, class teachers would need to understand only what was going on and how they could help. To cater for teachers who were going into rural schools or primary grades and who would be teaching physical education to their own classes, Miss liuth Duncan was appointed to the staff to teach primary school activities, stressing the "creative movement" sort of work.26 The further increased number of students in 1962 made the block of one and a half hours no longer available so one hour a week only was spent in the gymnasium and one half-hour a week in the lecture room, by all teachers in the first year of training. (This included students who were taking the Temporary Permit (a one-year course), the Second Class Diploma in one year after Senior Matriculation, and first year students of the Bachelor of Education and Class II Diploma courses.) The object of the women's programme was to present two 194 methods of teaching physical education in the elementary school. One was the problem-solving, creative movement approach, best commenced in the primary grades, and the second was the more traditional and forma! method, most commonly practiced in the elementary school. The primary school teacher was to be given the tools with which to teach her own class, and the elementary grade teacher was to know what the specialist was doing and how she could help, or what she would have to do if her school had no specialist. The men's programme consisted of practical sessions in the gymnasium, films, demonstrative !essons, and teaching one's own classmates, the object being to familiarize them with general physical education methods.27 By the 1962-63 session both the Women's and Men's Athletic Associations had developed considerably. They offered a great deal of enrichment to aspiring young teachers interested in physical education. The Associations are under the control of the students and each offers more than a dozen athletic activities. Year by year the intra­ mural, club and co-educational activities grow more numerous, with the Red Cross Water Safety Instructor's Course offered since 1957 to all by the Women's Athletic Association probably one of the most valuable of them all.

27Ibid., and Mr. RobertE. Wilkinson, personal interview, MarCh 12, 1963. 195

Other Sources of Physical Education Training in Quebec As early as 1891 Mïss Barnjum and Major Macaulay of the Montreal Protestant Board of School Commissioners spent a summer "studying the most scientific and approved 28 methods of physical culture" at Chautauqua. Miss Barnjum and Major Macaulay then went back and tried to teach the Protestant teachers of Montreal how to give physical exercises in their classrooms. This was the first short course and in-service training in physical education for teachers in Quebec. In November 1913 the Teacher Training Committee of the Protestant Committee of the Department of Public

Instruction reported that the ~lilitia Department had "held its camp for the military training of men teachers with a view to the formation of cadet corps.n29 This appears to have been a summer camp, and if so, it may have been similar to those presently held at Farnbam, Quebec where, as part of the Annual Cadet Summer Camp, teachers are trained to be cadet corps instructors. Also in 1913, from the 3rd of July to the 29th of July, a summer school was held at Lachute for the training of teachers of rural schools. As part of this

28Montreal Protestant Board of School Com­ missioners, Annual Report, 1891-92.

29Protestant Committee of Public Instruction, minutes Nov. 28, 1913, The Educational Record, Jan.-Feb.­ Mar., 1914, p. 77. 196 school, lassons in "physical culture" were given daily by Miss A. D. Campbell. Through the Department of Militia and Defence seventy-three teachers received a bonus of $15.00 each, and "a certificate of qualification to give physical education in schools •• ·" of the Province.30 The experiment met with so much success that it was planned to have a similar course the following summer. The Department of Mîlitia was to be approached for grants and certificates, and McGill University School of Physical Education for an instructor.31 The course appears to have been continued in 1914 and 1915 and Miss Dorothy Lambert was hired to give the course in 1915.32 An inspecter in his report of the Gaspé region in 1913-14 testified that teachers who had attended the Lachute Summer School "ranked with the graduates from Macdonald in the ease and skill with which they conducted the drill and physical exercises in their schools.n33 No mention bas been found of a Lachute Summer School after 1915. The first Macdonald Summer School for Teachers

30Ibid., Sept. 26, 1913, The Educational Record, Aug.-Sept., 1913, p. 358, and Jan.-Feb.-Mar., 1914, p. 2.

31~., Nov. 28, 1913, The Educational Record, Jan.-Feb.-Mar., 1914, p. 78.

32~., May 28, 1915, The Educational Record, Jan.-FeD.-Mar., 1915, p. 371.

33rnspector J. M. Sutherland, The Educational ~ecord, Jan.-Feb.-Mar., 1915, p. 350. 197 under the auspices of the Department of Education was held in 1931. As one part of it, a course in physical training was offered to teachers with Elementary (3rd class) or Intermediate (2nd class) Diplomas.34 The following summer a full course and a half course were to be offered in Physical Education, to contribute the same as other courses towards advanced diplomas. The full course toward the Intermediate Diploma was to consist of "Principles of physical education, organization and administration of games, etc., posture training, first aid and a choice of activities such as tennis, badminton, field games and dancing." The half course, meant to be just half of this, helped toward the Elementary Diploma, and towards the Strathcona Trust Grade "B" Certificate. Students from the previous summer would continue their studies, new students already having the "B" Certificate would be given special work, and new students without the Certificate would begin work towards it. The half course here would again be half of the full course, with the Strathcona "B" Certificate in mind.35 Miss Elsie A. Heathcote gave a similar course in 1935,36 but no further

34rhe Educational Record, April-May-June, 1931, p. 70. 35The Educational Record, April-May-June, 1932, "Circular of Information concerning the Summer School for Teachers, Macdonald College, 1932, July 4 - July 30 in­ clusive, under the Auspices of the Department of Education, pp. 83-86. 36~., April-May-June, 1935. 198 work appears to have been done in physical education from then until 1948 although the Summer Schools continued. At the February, 1948 meeting, the Protestant Committee of the Department of Education adopted the recommandation of its Rural Sub-Committee, "that a course be offered in the summer school at Macdonald College in Physical Education, the purpose of which would include the teaching of such special features as group games, refereeing and other essentials for the improvement of recreational activities, particularly in rural high and other schools.n37 For some reason no action was taken at that time.38 During the summers of 1952, 1953 and 1954, however, Mrs. Jacob gave a course in physical education methods. Miss Nichol gave a similar course in 1957.39 The position of physical education in the Macdonald Summer School seems to depend on immediate demands and the Director of the School. Bishop's University set up a department in 1898 for the training of high school teachers. From then until 1922, the teacher training consisted of a general Bachelor of Arts course, a few lectures on pedagogy and fifty one­ half days of practice teaching. In response to a demand

37Protestant Committee of Department of Edu­ cation, Quebec, minutes, Feb. 27, 1948, p. 189.

38Mrs. Robert E. Wilkinson, op. cit.

39Miss Dorothy A. Nichol, op. cit. 199 of the Protestant Committee of Public Instruction an improved course was put into affect beginning the 1922-23 session. As well as other professional courses, physical education instruction equivalent to the requirements for the Strathcona Grade "B" Certificate was offered. The schema as a whole gradually failed, and in 1928-29 teacher training became completely a post-graduate course, without physical education.40 At the time the McGill Normal School was moved to Macdonald Collage to become the School for Teachers, a department was established at McGill to prepare candidates for the High School (now Class I) Diploma. Professional requirements for the Diploma were taken as part of the third and fourth years of the Bachelor of Arts course of in a post-graduate year. No provision was made for any physical education or health education beyond that which any B.A. student might have been required to do in his first year. There were of course numerous representative teams, athletic clubs and other intramural activities available for those who were so inclined. The Provincial Association of Protestant Teachers commented upon this situation in their Brief in 193841 as did the Hepburn

4°The Educational Record, Jan.-Feb.-Mar., 1927, p. 17.

41Provincial Association of Protestant Teachers, ~rief to the Quebec Protestant Education Survey, Montreal, 1938, p. 89. 200

Report. The Survey Committee's comment was: It is indeed a serious defect of the present system that the course for the training of high school teachers should be so severely intellectualized that time cannot be found for physical training and a systematic treatment of methods of health teaching.42 Nevertheless this remained the situation until the McGill Department and the School for Teachers were combined to become the Institute of Education in 1955,43 and the High School Diploma candidates were moved out to Macdonald Collage. The first physical education course they received there was patterned after that given to the other class teachers at that time -- one and a half hours a week of general health and physical education methods. In 1957-58 Physical Education Instruction became an optional course along with methods in ~fusic, French and Art. Ten hours of lectures designed to give students an over-all view of a total physical education programme made up the men's first term programme. In the second term the men students were taught the fundamentals of coaching applied in particular to one or two team sports. This was done so that they could assist in after-school programmes in these activities. From twenty-five to fifty per cent of the men chose physical education as one

42w. A. F. Hepburn, Report of the Quebec Protestant Education Survei, 1938, p. 85.

43Institute of Education, Announcement, McGi11 University, 1962-63, pp. 4807-4808. 201 option each year. With lesa interest on the women's side the course has been adapted to the needs of those who enrolled; with exceptionally low enrolment, it has been taken in conjunction with other classes available to women. In 1962-63 no time was made available in the first term, but two hours were set aside in the second term.44 The staff of the Institute, and the Directors of Men's and Women's Athletics have been in charge of these courses.

THE McGILL SCHOOL OF PHYSICAL EDUCATION

Since Nr. F. S. Barnjum joined the staff in 1S62 there has been some form of physical education at McGill University. Although there were others, James Naismith, instructor of physical education from lSS7 to 1S90, and Robert Tait McKenzie from 1890 to 1904, were the most noteworthy before the turn of the century. Since then, Miss Ethel Mary Cartwright and Dr. A. S. Lamb have been the two outstanding leaders. Miss E. M. Cartwright, a graduate and former assistant at Chelsea College of Physical Education in England, took over the McGill women's gymnastics and athletics programme in 1906 from Miss v. M. Holmstrom." She continued in 1906-07 the compulsory two-hour a week gymnastic classes for all first year women, begun the

4~ss D. A. Nichol, op. cit., and Mr. R. E. Wilkinson, op. cit. 202 year before. She also bad all women students examined by Dr. Harvey, and prescribed remedia! work when necessary. In this way she had some second, third and fourth year students attending her gymnastic classes. She organized gymnastic competitions, a beginners' dancing class, a fencing class, basketball games, and a demonstration of the work covered. In 1907 she was instrumental in obtaining a one-hour per week compulsory physical training period for all second year women students, and in 1908 two hours a week for second year students, and one hour a week for all third year women. Also in 1907-08 a Co1lege Athletic Society consisting of student managers for each sports activity was set up. In its first year this society organized inter-class tennis, basketball, ice hockey and indoor sports. In 1908-09 the first Macdonald College - McGill girls' basketball games were played, and beginner and figure skating classes were given. In 1910 Miss Cartwright proposed a course in physical education for fourth year women, graduates and practicing teachers, to be given for an hour twice a week throughout the session. The proposed course was to consist of lectures on elementary anatomy, physiology and hygiene, practical work, theoretical study of educational gymnastics and practice teaching. There was to be a theoretical and practical examination at the end. The proposal was accepted and Miss Cartwright gave the course in 1910-11 20.3 for senior women students, graduates and teachers working in the MOntreal area. Nine senior students and a few graduates and teachers responded.45 Physical education training, therefore, was available prior to the founding of the School of Physical Education and was its precursor. Despite this, Quebec lagged behind other areas. As early as làà7 the Y.M.C.A. in Springfield, Massachusetts had introduced physical education training courses, and in Ontario the University of Toronto had set up a diploma course for men in 1900, and the Y.M.C.A. at its School in Hamilton had begun a course for women in 1901.46 The Strathcona Trust Agreement requiring physical educators in Quebec and some place to train them, gave to Miss Cartwright, who bad already realized the need of trained leadership, just the incentive she needed to try again. In 1912 she organized the first McGill Summer School of Physical Education. The course was outlined as especially "designed to train teachers (men and women) to become intelligent exponents of the best modern practice." Applicants were required to have a high school leaving

45Mlss Ethel M. Cartwright, personal record book, P.T. Department of Royal Victoria College, found in archives of McGill School of Physical Education, 1902, p. 3 to 1912, p. sa.

46Frank W. Kennedy, "Health, Physical Education and Recreation in Canada: A History of Professional Preparation", Columbia Univ., 1955, p. 40. 204 certificate and have reached a good standard of general culture. The course of study provided instruction in physiology, anatomy, hygiene, physiology of exercise, history of physical education, class management, pedagogy, gymnastics, dancing, athletics and basketball. Students were to receive certificates after three sessions of four weeks each, which would qualify them for the salary of a specialist in the public schools.47 Success with the summer course prompted plans and arrangements for a winter course beginning that same year. This course proposed to train teachers of physical education and to give teachers already at work the oppor­ tunity of obtaining extra qualifications. By this time Mr. A. S. Lamb, a graduate of Springfield College, who had been working in the Y.M.C.A. in British Columbia, arrived to take over as Physical Director of McGill while studying for a degree in medicine. Both he and Miss Cartwright gave instruction in the theory of play, games and athletics, dancing, and kindergarten games and songs.4à The second summer course was held at Macdonald College in 1913 with Miss Ruth Clark of the Chelsea College of Physical Education, London assisting with the instruction. It offered three courses, including a full course for first, second and third years, a playground course, and a two-week elementary course for graduate

47Ibid., p. 71. 4àibid., P• 72. 205 teachers. Eleven students took a full course, three completed their third session (the second was taken during the previous winter) and received the Teacher Training Committee Certificate as well as the Strathcona certificate.49 In 1914 a course was added in Massage and Remedia! Gymnastics, partly to strengthen the qualifi­ cations of gymnastic teachers, partly to meet the growing demand for trained masseurs, especially in view of the probably urgent needs of returning wounded soldiers.5° It was to be of special value to graduate nurses who wished to obtain additional qualifications, as well as to teachers. It required two years of part-time training, including courses offered for the Physical Education Diploma and courses in the theory and practice of massage and remedia! gymnastics. The three year or three session diploma course in physical education in 1915 required courses in the following subjects: anatomy, physiology, hygiene, first aid, theory of movement, anthropometry, psychology of play and playground equipment, educational gymnastics, folk dancing, games and athletics, class management and teaching, educational psychology, history of physical education, heredity and evolution, dancing,

49~., p. 73.

5°McGill School of Physical Education, Announcement, 1917-18, p. 5. 206 remedial gymnastics, and physical diagnosis. Practice teaching was stressed. The Swedish system of gymnastics was that which received the greatest emphasis. The Playground Course, "to train assistants in playground work" included first aid, manual crafts, games, and the theory and practice of play.51 In 1916 Miss Cartwright returned after a year's war service in English hospitals and camps to take charge of the School again.52 The university year 1916-17 saw the first full year course in physical education given at McGill with students devoting all their time to the study. A three month probationary period was introduced to help decide upon the suitability of students taking the course, and swimming and life-saving were added. The Playground Course was discontinued.53 Besides the twenty students taking the Physical Education Diploma Course, and nine taking the Massage and Remediai Gymnastics Course, forty partial students took various courses that year.54 Hitherto the McGill School of Physical Education had trained students mainly from the MOntreal area, but in 1916 it began drawing from across Canada and abroad.

51Ibid., 1915-16, pp. 6-9. 52The Educationa1 Record, Ju1y-Aug.-Sept., 1917, "McGi11 School of Physica1 Education", p. 210.

53McGi11 Schoo1 of Physica1 Education, op. cit., 1916-17, p. 5.

54rhe Educational Record, op. cit., pp. 208-209. 207

Its graduates were becoming known in many parts of the world -- one received a government appointment as far afield as Bombay, India.55 Upon Dr. Lamb's return in 1919 from two and a half years of service in field hospitals of France and Belgium, all aspects of the McGill physical education programme were centralized under his direction. Prepar­ ation was made for the post-war era. The Physical Education Course was authorized by the University and extended to two full years with Specialiste• Certificates being awarded by the Department of Public Instruction at Quebec.56 The Strathcona "B" Certificate also continued to be issued after the completion of one year, but only to assist teachers who might be called upon to possess such a certificate at one time or another.57 Each year the course in physical education and the course in massage and remedial gymnastics grew further apart. In 1919 the Massage and Remedia! Gymnastics Course was made into a full time seven months course to include 58 hydro- and electro-photo and mechano-therapy. The

55Ibid.

56McGill School of Physical Education, op. cit., 1919-20, p. 4.

57x. M. MUrray, "The Status of Physical Education in Public Elementary and Secondary Schools in the Provinces of Canada", McGill, 1934, p. 38. 58McGill School of Physical Education, op. cit. 208

growth in separation continued until in 1921 the "Course in Physiotherapeutic Measures, Hydrotherapy and Electro­ therapy" was discontinued as part of the School's work.59 The McGill School of Physical and Occupational Therapy grew up in its place. Apparently in the earlier years only women had shown interest in the work being done, although there was no restriction as to sex for admission. The 1919-20 Announcement made a special note that men as well as women were to be accepted,60 but still there was little male response. The apparent lack of interest of male students in the Course was largely due to the public's conception of physical education and its place in life. Most parents and teachers thought physical education was a "frill", and consisted of the detestable "P.T. and drill", which they felt bad no place in a respectable school curriculum. There were still some P.T.I•s. in the schools, and all teachers, males in particular, who took up related work were branded as not only useless, but harmful. As one early male physical educator put it: "We wereplaced down in the basement, below the janitor in the school social structure." The small salary of a physical educator was not attractive, advancement seemed doubtful and the schools of the Island of MOntreal were

59rbid., 1921-22, p. 9.

60~., 1919-20, p. 4. 209 practically the only ones in the Province with any physical education facilities. There appeared no future in it for men who wanted to bring up families and live a decent life; so they did not apply to the Physical Edu­ cation School. From 1922 until 1933 only women were admitted to the regular course.61 In an attempt to provide physical educators for high schools and raise the level of professional prepar­ ation a scheme was introduced in 1920 whereby men and women graduates of the Faculty of Arts and Science could take courses and obtain the Physical Education Diploma.62 In 1933 a Higher Diploma Course was offered to university graduates who bad the right qualifications. The courses given in the one year of full-time study, were based on the individual needs of the students, and included assigned study of special problems, seminars, extended reading, and a thesis.63 This appears to have continued until 1945 although men were not accepted between 1940 and 1945. The regular Diploma Course did not remain at a standstill either. In 1933 the completion of one year in the faculty of Arts and Science was made the requirement for entrance, as well as the possession of certain personal qualifications and professional skills. A natural aptitude

61Ibid., 1922-23, p. 13, 1933-34, p. 6. 6 2~., 1920•21, p. 14. 63~., 1933-34, p. 6. 210 for and previous training in physical activities together with a certain minimum of neuro-muscular skill and sense of rhythm were the first prerequisites. In addition, applicants had to be able to swim, play basketball, and tennis, skate and have had some instruction in gymnastics and dancing. Men as well as women were eligible until 1940.64 As part of the course itself, physics and chemistry were added in 1920;65 a study of various aspects of recreation was required of all in 1922,66 and with the new Percival MOlson Memorial Stadium ready for use in 1927, track and field was taught on a large scale for the first time.67 With the raised entrance require­ ments in 1933, the Course was also able to include "an analysis of the underlying principles of general physical education, educational psychology, the physical organism as a functioning unit, and a study of the possible contri­ bution of physical education to the problems of modern civilization.n68 The leadership for all the upgrading of certifi­ cate requirements and the new objectives for physical education came from Miss Cartwright and Dr. A. S. Lamb.

64Ibid., PP• 5-6. 65Ibid.,- 1920-21, p. 14. 66Ibid., 1922-23.

67Ibid., 1927-28. 6àibid.'- 1933-34, p. 6. 211

Their ideas in turn reflected the philosophy held and provisions made for professional preparation in the United States. Dr. Lamb was an active and informed member of both the American Association of Health, Physical Education and Recreation, and the American Academy of Physical Education, and received distinguished recognition from them.69 His varied study and contacts enabled him to bring the best in education and scientific thought and practice to bear in Quebec. The only criticism of the McGill School of Physical Education made by the Survey Committee of the Quebec Protestant Education Survey in 1938 was that it did not know and consequently did not teach according to the needs of the rural schools.7° The Provincial Association of Protestant Teachers and the High School Principals' Association recommended that a closer relationship be fostered between the school of Physical Education, Macdonald College and the Department of

Education, that more adequate instruction be given in winter sports, and that consideration be given to the provision of facilities for a better training in camp direction and management.71

69Miss K. M. Cresswell, "Biographical Data Con­ cerning Dr. Arthur Stanley 1Dad' Lamb", Montreal, 1951. 70w. A. F. Hepburn, Reàort of the Çuebec Protes­ lant Education Survey, 1938, p. 6. 71Provincial Association of Protestant Teachers, ~rief to the Quebec Protestant Education Survey, Montreal, 1938, p. 91. 212

A11 these recommandations were eventual1y adopted and improvements made in the programme according1y. In 1942-43 for the first time a "Ski Schoo1" of one week' s duration was he1d in the Laurentian MOuntains fol1owing the mid-term examinations.72 In 1945 a minimhm of four weeks accepted field work was required during the summers.73 In 1951, a11 third year men were required to report the day after Labour Day at Camp Nominingue for a camping course.74 A few years later women were required to attend a1so. In 1957-58 the Schoo1 of Physica1 Education became part of the Institute of Education so that c1assroom teachers and physical educators were trained together.75 Although American institutions of higher learning had provided undergraduate courses in physical education for some time, Canadian institutions resisted this and other innovations. McGill, as was the case with most Canadian universities, continued, as original1y, to recruit its staff, by and large, from Great Britain. These men enjoyed and respected games and sports, and saw the need for trained leaders. They could not, however, conceive of the inclusion of courses in physical education towards an academie degree. The voices of many renowned educators

72McGi11 Schoo1 of Physica1 Education, op. cit., 1942-43. 73Ibid.,- 1945-46. 74Ibid.,- 1951-52. 75Ibid., 1957-;8. had to be beard before the idea was accepted. Once established, the philosophy, objectives, and methods of the most highly recommended American institutions became the guiding lights.76 Dr. Lamb exerted great pressure for professional preparation in Canada. He made several bold attempts to get an undergraduate course in physical education at McGill, but to no avail. June 3, 1940 saw the establish­ ment of a course leading to the degree of Bachelor of Physical and Health Education in the University of Toronto. This was the first physical education degree course in Canada. Finally, on June 17, 1945 with Dr. Lamb's con­ tinued efforts, the Board of Governors of McGill University authorized a four year degree course on a five year experimental basis. It was to provide more adequately trained leadership in the field of health and physical education, essential to the success of the Federal Government's recently announced National Physical Fitness Act.77 The Course, open to men as well as women, led to the degree of Bachelor of Science in Physical Education. Under the Faculty of Medicine, the Course was steeped in medical foundations, but contained a unique combination of general arts and science, physical education, health

76Kennedy, op. cit., pp. 120-121. 77Ibid. 214 education, theory of recreation, physica1 skills and practice teaching. Courses were taken in the Arts and Science Facu1ty, the School for Graduate Nurses, the Medical Faculty and the School of Physical Education.7à After the War the school expanded to meet the needs of returning veterans. In September 1947, seventy­ three students registered, indicating the demand for professiona1 preparation. But a drop in enrolment in 1949 indicated that the veterans were leaving. Again there was a recruitment problem.79 Pamphlets were made up with pictures i1lustrating the activities of the three week Outdoor School begun in 1941, the Camp Course and Ski School; demonstrations were held in the Sir Arthur Currie Memorial Gymnasium put into use in 1940, and Swimming meets were sponsored for high school students in the Memorial Swimming Pool opened in 1950.80 Later McGill sponsored a school-boy hockey tournament in the new winter stadium, to the same end. Attracted by such excellent facilities and a course of this calibre, students came from not only Quebec and Canada, but the United States, Europe and the West Indies.

78McGill Schoo1 of Physical Education, op. cit., 1945-46, PP• 833-835. 79Kennedy, op. cit., p. 128.

àOMcGill School of Physical Education, op. cit., 1941-42, p. 9, 1940-41, 1950-51. 215

In 1955 with the School made part of the Faculty of Arts and Science and the degree offered changed to a Bachelor of Physical Education (B.P.E.), the course was revised to do away with some of the scientific and medical 81 emphasis in favour of a deeper concern for education. The trend toward a greater emphasis on education continued, and in 1957 the School of Physical Education became part of the Institute of Education under the jurisdiction of the Faculty of Arts and Science. Students attended Macdonald College for two years and then studied for another two years on the McGill campus. During the first two years, classroom methods of instruction as well as physical education methods were studied, along with courses in general education, the foundations of education and practice teaching in the classroom and gymnasium. The two years at McGill consisted of further education courses, arts and science courses, practice teaching in the gymnasium, and physical education theory and practical courses. By training physical educators and other teachers together it might be possible to make one professional group. It had been noted also that physical education teachers, as they grew older, desired to teach at least part-time in the classroom. Having taken the B.Ed. (P.E.) course they would be qualified to do so. They received the Class I or High School Diploma from the Department of

81 Ibid., 1955-56. 216

Education as well as the McGill Physical Education Diploma at the completion of the four years. At the time the B.Ed. (P.E.) programme was set up, provision was made for students with poorer entrance qualifications to take the two years at Macdonald, receive the Class II (Intermediate Diploma) and a specialist's certificate in physical education and be qualified to teach in elementary and junior high schools. Although the degree programme in pedagogical studies and practice was to be considerably more extensive than that of the two year Diploma Course, little practical distinction was made between them at first because the numbers were small, although the Class II Diploma admission requirements called for a 65 per cent average on ten Quebec Junior Matriculation papers, the Degree Course required 70 per cent. To remain in the Degree Course, or get into it by good work in the first two years at Macdonald, required an over-all average of 65 per cent. The Degree Course requirements have since been changed to include an additional subject over and above those required of the Diploma Course in each of the first and second years. The trend recently has been for less than half of the Macdonald graduating class to go on to third and fourth years to obtain the degree. Because of lack of funds, weak scholastic standing and various other reasons the greater number of the current McGill School of Physical 217

Education students qualify only for a Glass II Diploma. In 1958, to raise the competence of these students, the Red Cross Swimming and Water Safety Instructors Course was made a requirement before the end of the second year.82 A Basketball Referee's Course was required of all women students in second year, and in 1962 a six-day Outdoor School was made compulsory for all second year students.83 {The Course of Study for all years of the Diploma and Degree Courses for 1962-63 is to be found in the Appendices.) Dr. Lamb retired from the School in 1948 and Dr. Kirkpatrick took over as Director until leaving to take a position at the University of Saskatchewan in 1957. Miss Iveagh Munro, a graduate of the School who bad been on the staff since 1939, became Acting Director for a year. In 1957 Miss Winona Wood, a McGill graduate, was appointed as Chairman of the Division of Physical Education of the Institute of Education. She bas been assisted by another McGill graduate, Mr. R. E. Wilkinson, and bas seen ber staff increased in recent years by others trained elsewhere than at MCGill. The Courses offered, in co-operation with the rest of the Institute, the University and the Department of Education, are held back because of the lack of

82 Ibid., 1958-59, p. 4829. 8 3Mr. ftobert Wilkinson, persona! interview, March 12, 1963. 218 facilities, especially at Macdonald, and a lack of staff. The McGill School of Physical Education has come a long way from a four week summer course in 1912. A two year course was recognized by the University in 1919, a three year course in 1933, and a four year degree course in 1945. And now as part of the Institute of Education in the Faculty of Arts it provides the back­ ground from which a student may go directly into a Master of Arts programme in Education or into Medical School. From training a few MOntrealers in the early years its scope has broadened to attract students and send out graduates all over the world into all fields of health, recreation and physical education. Like other older schools of physical education, it has passed from a short­ term, completely practical course, through a stage in which science and medicine were the dominating features, to become part of a broadening field of education. Miss Ethel Mary Cartwright was the founder, and Dr. Lamb the heart of the McGill School of Physical Education, but there would perhaps not have been a school except for the Strathcona Trust. There was virtually no physical education teacher training in Quebec prior to the Strathcona Agreement. The Agreement drawn up by Sir Frederick Borden and supported by Lord Strathcona set the requirements that prompted Miss Cartwright's actions. Interpretations of the Trust did not keep up with the 219 times, but it did have immediate and far reaching effects. Even by provoking Dr. Lamb and others to criticize it, the Trust provided something to fight against and improve upon. Whether physical educators like it or not, the Strathcona Trust was the prime mover for physical education in Quebec, and the McGill School benefitted in the process. CHAPTER VII

THE DEVELOPMENT OF THE CUJ:.ût.ICULUM AND P.ROORAMME IN PHYSICAL EDUCATION IN QUEBEC SINCE 1910 CHAPTER VII

THE DEVELOPMENT OF THE CURRICULUM AND PROGRAMME IN PHYSICAL EDUCATION IN QUEBEC SINCE 1910

The history of physical education in Montreal bas already been discussed at some length as bas teacher train­ ing, interscholastics, and in a general way the effects of the Strathcona Trust in Quebec. This chapter looks further at the development of physical education in Quebec since 1910. Although many commenta will apply to Montreal, concern is more for schools outside that city. The physical education curriculum and the actual development of the programme to wbat is known today are the chief concern.

THE FihST SYLLABUS OF PHYSICAL EXERCISES FOR QUEBEC SCHOOLS

Prior to the Stratbcona Trust there was no prescribed programme and few teachers trained in any form of pbysical education in Quebec. In May, 1909 the "Constitution of the Strathcona Trust for the Encouragement of Physical and Military Training in Public Schools" was presented to the Protestant Committee of the Council of Public 222

Instruction. "It was agreed to recommend to the Govern­ ment of this Province the acceptance of the proposals of the ~anister of ~ftlitia and Defence ••• n1 and within the next two years the Trust agreement was put into effect in the Quebec Protestant education system. (See Chapter III - "The Strathcona Trust" for the agreement.) By this agreement the Protestant Committee pledged to require physical training following the prescribed Syllabus to be taught in all schools. On February 23, 1912 the Secretary of the Protestant Committee of the Council of Public Instruction reported that the Strathcona Syllabus of

~hysical Exercises for Schools had been distributed to all teachers, and that special 1etters stating the new requirement had been sent to all inspectors.2 The Sfllabus of Phxsical Exercises for Schools provided by the Executive Council of the Strathcona Trust was, in the main, a reprint of the 1909 official Syllabus authorized for use in the public elementary schools of England, based on the Swedish system of educational gymnastics. Providing all that words, pictures and diagrams could to help a teacher know what to do, it was compi1ed with a view to preserving uniformity in physica1

!Protestant Committee of Council of Public Instruction, minutes, May 28, 1909, The Educational Record, June-July, 1909, pp. 238-239.

2Ibid., Feb. 23, 1912, The Educationa1 Record, June-July, I9I2, p. 233. 223 training instruction throughout Canada. Its exercises, designed for children between seven and fourteen years of age, were "selected and arranged in proper progression with a view to the promotion of the harmonious development of all parts of the body • • • " It suggested that les sons of twenty to thirty minutes be given as frequently as the curriculum would allow -- three or four periods a week -­ and that recreative exercises be taken for two or three minutes several times daily. Physical training, it was expected, would help in the development and maintenance of health in body and mind. From the massive movements an improved general nutrition was expected, by isolating body parts in corrective exercises, deficiencies could be made up, and the level of general development could be raised through exercises requiring special concentration on co-ordination, strength, balance and speed. The formation of the character and the development of the higher mental and moral qualities were also predicted.3 The Syllabus included a section on "The Application of Physiology to Physical Exercises" in which it described the affects of exercise on the body. Although "the facts" as they were known then often do not hold today, there was revealed an amazing understanding of the physiology of exercise.4

3Executive Council of Strathcona Trust, §yllabus of Physical Exercises for Schools, Toronto, 1911, "Prefatory Memorandum". 4-Ibid. 224

Chapter II gave further general directions to teachers on the method of giving the lesson so that it would be enjoyable and interesting, and yet have the desired disciplinary effect. It gave suggestions on the selection of exercises, the giving of commanda, the position of the instructor while teaching, the illus­ tration and explanation of exercises, the correction of faults and the co-operation between teacher and pupil to get the best resulta. Chapter III provided a description of the basic exercises, positions and the commanda used. Attention, standing at ease, standing easy, hips firm, head exercises, and exercises of the feet and legs were the most important of these. Chapter IV described march­ ing, running, jumping and breathing exercises. Chapter V gave the organization of the class for the various activities, and Chapter VI the order of progression of exercises from introductory and breathing exercises, to trunk bending, arm bending and stretching, balance exer­ cises, shoulder-blade exercises, trunk turning, marching, running and jumping (including games), and breathing exercises. Chapter VII which constituted the bulk of the book, provided 72 tables of exercises in three series A, B, and C -- according to the age of the child for which the exercise was intended. Each table gave the exercises according to the progression outlined in Chapter VI. A teacher's lesson plan was virtually made for him. A brief 225

Appendix included supplementary physieal exereises, skipping exereises, a description of a few dance steps (designated particularly for girls), running, jumping, ball, and miscellaneous games (fifteen in all, very elementary, with activity being the main object), additional elass-room exercises, physical exereises for infants, a few comments on suitable dress for girls, and suggestions on the construction oftables of exercises.5 This first syllabus of physical training remained in effeet virtually until 1933, although the 1919 English revision was in theory adopted in 1921. The 1919 revision was only slightly different from that of 1909.

IMPLEMENTATION OF THE REQUIRED COURSE OF STUDY

While copies of the Syllabus were being dis­ tributed throughout the Province, special courses of instruction were being provided for teachers. In addition book prizes suitable for the school libraries were awarded to schools and special certificates to teachers who had the best physical training programmes. This however, did not change things overnight. The majority of teachers outside Montreal had had no professional training and many had not even completed secondary school. They were by and large between seventeen and twenty-three years of age

5Executive Council of Strathcona Trust, Syllabus Qf Phvsical Exercises for Schools, Toronto, 1911. 226 and did not intend to remain permanently in the teaching profession. This, added to the difficulties of ungraded and partly graded schools and the lack of space and facili­ ties did not help. Apart from the Syllabus designed primarily for graded schools, the rural teacher received little assistance in matters pertaining to her work except such as might be given by the inspector on the occasion of his annual or semi-annual visitation. As a result improvement was gradual. Inspector W. o. Rothey's 1912-13 report of the 97 schools in the counties of Drummond, Richmond, Sherbrooke, Bigot and Shefford summed up the situation and tried to explain it. He said: Physical culture is another phase of school work that is in a very unsatisfactory condition in the rural schools. In very few schools is there any attempt at physical training, and, in most cases where it is attempted, it would be better to let it alone. The failure seems to be due to the fact that teachers apparently have no adequate conception of the purpose of the different exercises, nor a sufficient knowledge of the subject to know when the exercises are properly performed. The teachers' methods, too, of conducting the exercises and giving commanda are anything but conducive to the best results. The failure is due to the fact that the teachers themselves have had no adequate training in physical culture.6 This situation did not remain for long however, as Inspector Rothey's report indicated a year later. His comments, noting a marked improvement in physical culture, particularly in schools taught by recent graduates of

6 The Educational Record, July-Aug.-Sept., 1914, p. 255. 227

Macdonald College and the Lachute Summer School, were typical of the inspectors' reports.7 All agreed that physical exercises were more enthusiastically and compe- tently handled than ever before. Some, like Inspecter Taylor attributed the progress entirely to "the Manual supplied by the Strathcona Trust."S Almost all inspectors recommended schools for the Strathcona book prizes as they had been instructed to do. The next four years saw continuous improvement in the instruction of physical exereises in the schools of the Province. Besides the Syllabus, the incentive of book prizes, and the fact that teaehers were inereasingly being trained in this subject, belped greatly. Also the War in Europe permitted things to be done in Canada that might not otherwise bave been possible. Military drill could be imposed, aceompanied by other forms of patriotism or nationalism, without public interference. The precision of the drill and the enthusiasm with which the exercises were carried out were due, in part at least, to the national awareness brought to the fore by the fighting abroad. The War, the Syllabus, and the fact that teachers were being trained in the subject, accelerated improvement. By 1917, according to inspectors' reports, some form of physieal education was being given in most schools.

7Ibid., Jan.-Feg.-Mar., 1915, p. 342.

s~., p. 344. 228

Some educators were beginning to recognize "physical cul­ ture and school drill" as a "very important branch of education." They felt it helped to improve discipline in the schools, and "contributed to the building up of a better class of schools and a higher type of manhood and womanhood. n9 The Syllabus was used by most teachers, but some inspectors felt it was not followed strictly enough. This was one inspector's view on the matter: "There are many teachers who teach these exercises in part for the benefit of the exercise to the pupils during the school day, but who do not complete the whole course as laid down in the text-book on the subject."10 Physical culture suffered during the 1918-19 schoo1 year because of the influenza epidemie which raged through the Province for severa! weeks at a time. The inspectors' reports read: "It was impossible for teachers to do all the work and some subjects had to suffer. This was one of them." 11 Although physical exercises had been accepted and established in most elementary and secondary schoo1s, this year without instruction was fatal to the

9The Educationa1 Record, July-Aug.-Sept., 1917, pp. 246-247. 10Inspector J. w. McOuat, Report for 1916-17, The Educationa1 Record, April-May-June, 1918, p. 151.

1lrhe Educational liecord, Ju1y-Aug.-Sept., 1919, p. 272. 229 deve1opment of forma1 gymnastics as part of the physica1 education programme. Exercises continued to be given but the enthusiasm died and deve1opment ceased. In the next few years inspectors' reports made little mention of physica1 exercises, and when they did, their commenta were not very often comp1imentary. By 1924 they found that they were unable to make recommandations for the Strathcona Book Prizes because of the meagre amount of work being done.l2 The cu:rriculum for 1915 had mentioned physica1 exercises or physical exercises and games using the Strathcona Syllabus for grades one to seven, but nothing beyond that level. In 1915 Professer Kneeland proposed that the Syllabus be revised by Miss Cartwright of McGi11, at the expense of the Protestant Committee of the Counci1 of Public Instruction, but nothing came of it.13 In 1918 Inspecter Parker reported that physical culture was to be found in all of the Province's 38 Academies and 60 model schoo1s,14 and final1y in 1931 the Course of Study for Secondary Schools required that P.T. be given in al1 schools, but no syllabus was prescribed.15 In 1921 the

12~., Jan.-Feb .-Mar., 1921.

l3Ibid., Jan.-Feb.-Iviar., 1915, p. 142.

14Ibid., Oct.-Nov.-Dec., 1920.

15Department of Public Instruction, Memorandum of Instructions for Teachers, Quebec, 1931. 230

1919 revision of the English Syllabus of Physical Training for Schools was authorized, but it was only slightly dif­ ferent from the earlier editionand was intended primarily for the elementary school. By the late 1920's school inspectors were making favourable commenta again about the physical culture in the schools. A typical comment about 1930 was: "Physical Culture - As this subject forma part of the course of study, all schools do the work more or lesa regularly and successfully.nl6 According to Wood and Atherton there were 656 elementary schools, fifty-four intermediate schools and fifty high schools (model schools and academies were changed to intermediate and high schools in 1921) at this time, forty-four elementary and four high schools of which were under the MOntreal Protestant Board of School Commissioners.17

A NEW SYLLABUS

In 1934, the 1919 edition of the Syllabus of Physical Training for Schools was replaced by the 1933 revision.18 This edition contained much that was found

16The Educational Record, April-May-June, 1931, p. 110. 17william Wood, and William H. Atherton, The §toried Province of Quebec, 1931, p. 579. --- làoepartment of Public Instruction, Memoranda for the Guidance of Teachers, Quebec, 1934, p. 25. 231 in the earlier ones, but also propounded a somewhat more advanced philosophy. Although it was a syllabus of physi­ cal training it told of physical education which it said included all activities likely to minister to physical health -- gymnastics, games, swimming, dancing, sports, free play, and all other forms of occupation and exercise likely to create a love of open air and a healthy way of living. As in earlier editions it stressed physical exercise during the growth period and was designed primarily for children up to twelve years of age. It placed a new emphasis upon games and recreation in sections on "The Organization and Coaching of Games" and "Notes on Teaching Dancing, Swimming and Athletics." Some of the militaristic nature of the earlier exercises was removed, and less formal tumbling and stunt-like exercises were included. On the whole, the Syllabus was a good teacher's handbook, containing much the same material as earlier editions, but with a new emphasis on games, stunts and tumbling. The poor organization and awkwardness of the new chapters seemed to indicate that the authors bad founà something new, but bad not got to its roots, and so fumbled with words when trying to present it. As a guide to teachers it was a move forward. This Syllabus remained the prescribed course in Quebec elementary schools until 1955, but meanwhile many changes took place in the Province's physical education programmes. 232

GAMES AND RECREATIVE ACTIVITIES FIND A PLACE IN THE SCHOOL PHOGR~ΠAFTER. WORLD WAR I

Games both on a highly competitive and recreative level had come into the schools much earlier, and by 1918 it was recognized by some educators at least that the formal gymnastics of the Strathcona Syllabus of Physical Exercises for Schools were not adequate to meet the needs of growing boys and girls. Teachers who had been experi­ menting with games during the play periods were obtaining resulta indicating that they were on the right track. Inspector Rev. w. o. Rothey recommended in his report in 1918 that this form of activity be used to at least supplement the formal drill.19 Returning members of the armed forces voiced their disapproval of P.T., and expressed their interest in sports, games, and other recreative pursuits. This, and post-war prosperity prompted a deferred enthusiasm for recreative activities. Improved transportation, communi­ cation and a new social and political relationship with the United States brought American ideas more than ever into Canada. The idea of education for all according to needs and desires, and at all levels, began to have meaning. Canadians in greater numbers went to study in the United States and brought back ideas until Canada 1 s earlier

19The Educational Record, July-Aug.-Sept., 1919, p. 272. 233

European educational traditions were falling by the way. Realization was coming that physical education and health education were an important part of the means of attaining the maximum personal and social potential of youth. Public approval was rising for a wide variety of games, sports and recreative activities in the schools if only in the form of after school or recess activities. As organized sport became a prestige occupation for students and staff, and a means of attracting publicity and popular approval, competitive athletics entered an unprecedented era of expansion and acceptance. Sports came to be recognized as valuable media for the attainment of many important social and moral objectives, in addition to the earlier recognized physical goals. The value of play as a worthwhile objective in childhood became an accepted educational doctrine. It began to be recognized also that in the machine age all people were certain to have more hours for leisure than earlier, and that high schools had to develop, besides intellectual studies, interests which might be pleasurably pursued after graduation. The English Syllabus of Physical Training for Schools of 1933 made a move in the right direction, but Quebec educators went further to organize intramural and inter-school programmes. During the 1930's and certainly by the late 1940's, inter-scholastics were considered by most edu­ cators to be an important part of the school programme. 234

Once the value of games and athletics became apparent, educators began wondering how they might extend these activities to include everyone rather than only the select few who demonstrated the greatest ability. The depression with the consequent search for something to keep young men and women healthy and busy was an added incentive. As a result it became an aim of schools to get all pupils to participate in some physical recreative activity. Thus the growth of intramural and club athletics began in the schools, and developed throughout the 1940's and 1950's. As the distinction between curricular and extra-curricular activities broke down, school boards began thinking more seriously about proper facilities and equipment for these activities. Dr. Percival described in The Educational Record how the basement ofschools could be made over to serve as gymnasia or playrooms and suggested that consideration be given to the provision for proper gymnasium facilities when planning the con- 20 struction of a new school. By the late 1930's gymnasia {although many might be more aptly called playrooms) were being included in the plans of most new schools. This was further made possible by physical consolidation which only got underway in Quebec after the Second World War.

20Ibid., April-May-June, 1934, p. 100. 23.5

THE SITUATION UP TO 1940

After the First World War, to help alleviate the problem of the shortage of teachers the Department of iviilitia offered noncommissioned officers to instruct in physical training. From all accounts not all of these men who took full or part time work in schools were qualified other than having been drill or P.T. instructors during soma period of their military careers. Some also took up the manual .training programme so as to make the ir employ­ ment full time, or were on staff at the local l~litia reserve units. The situation was not good in many instances where teaching was being attempted by men entirely unsuitable. Prior to 194.5, physical education instruction in the high schools outside of MOntreal was given by these men, and so was largely of a military nature. The few physical education specialists there were in Quebec had been trained at McGill University or Springfield College and were found in the MOntreal schools.21 The limited instruction to be found in the intermediate and elementary schools was given by the class teachers who might have had a course in P.T. while in teacher training, and used as her only reference source the Syllabus of Physical Training for Schools - 1933. Leading physical

2lx. H. Murray, "The Status of Physical Edu­ cation in the Public Elementary and Secondary Schools in the Provinces of Canadatt, McGill, 1934, p. 36. 236 educators felt at the time that games and sports had not yet been accepted as part of the overall programme, and where they did exist there was an estrangement between the more formalistic activities on the one side and play or competitive, recreative activities on the other.22 The Hepburn Report of the Quebec Protestant Edu­

~ation Survey, the Brief submitted by the teachers and principals of the Province to this Survey in 193S, and the report of the Director of Protestant Education in 1939 pointed out the glaring deficiencies of existing health and physical education programmes. Fundamenta11y, there were too many one-room schools attended by too few pupils to provide finances for an adequate programme; there was a 1ack of outdoor and indoor facilities and equipment for physical education activities; insufficient time was set aside for these activities, and there were by far, too few proper1y qualified teachers. In a survey of thirty-five intermediate schoo1s and high schoo1s out­ sida ~uebec City, Montreal and Sherbrooke, the Hepburn committee found that eighteen schools had no faci1ities for indoor physical activities, and twenty-one had no trained teacher of physica1 training. Many schools were using basement rooms.23

22nr. A. s. Lamb, "Statement For Presentation to Committee of Deans", March 14, 1935, p. 2. 23w. A. F. Hepburn, Report of the QHebec Pro- 1estant Education Survey, 193S, p. 83. 237

The writers of the briefs and reports propounded philosophies, pointed out weaknesses and made recomman­ dations. The one-room school situation could only be improved by providing more and better facilities and equipment, and better trained teachers, or by replacing them with centralized consolidated schools. Suggestions on such things as more time for physical education in the curriculum, better and more complete guides for teachers, provision for a Provincial Supervisor of Health and Physi­ cal Education, were just words and could not be put into effect at that time. But what the briefs and reports did, was to popularize amongst educators and laymen alike, a new concept of health and physical education, not as something you get by memorizing health rules and doing static exercises once a day, but by living a vital, active life.

THE EFFECTS OF wORLD WAR II ON THE DEVELOPlVIENT OF PHYSICAL EDUCATION

The situation in 1940 remained with the Syllabus of Physical Training for Schools the basis of physical education in the elementary schools. In the secondary schools organized inter-school games were fairly generally accepted and more rarely a P.T.I. gave military drill. As the first Great War had done, the Second World War emphasized the importance of physical fitness, especially 238 after the First War had shown millions of men to be unfit to serve their country in the field. Even the 1940 Memoranda For the Guidance of Teachers in the Protestant

~chools of Quebec (pp. 139-140) emphasized the important part the schools had to play in providing proper physical education for their students and potential soldiers. Emphasis was placed upon physical activities for all and the importance of leading children to desire to be fit and to know and love physical exertion. A renewed importance was given to school cadets and military drill, but along with it, although still not in harmony, grew intramural activities. Rations on gasoline and rubber tires reduced travelling to other schools for competition, so games and recreative activities were organized at home. Recreative activities such as country dancing, sleigh rides as well as competitive softball, hockey, and basketball became common features of school programmes.24 As the War went on, more and more recruits to the Forces failed their medical examinations because of physical weaknesses. The schools were blamed, and the Protestant Committee of the Council of Public Instruction reiterated its request for greater stress on health and physical education. The growing shortage of teachers did not help, but a long existing weakness was made known and

24J. R. C. Tozer, "Extra Curricular Activities", The Educational Record, April-June, 1943, pp. 88-89. 239 the public's concern for education grew. Men turned during the stress of war to the improvement of education wherein lay their greatest hope for the realization of their ideals. Little could be done during the War, but the carry-over to post-war years was tremendous. Physical education was recognized as essential to education. rtecreation won recognition as a social need. Returning veterans brought a new enthusiasm for games and sports. Release from war tension, and times of prosperity stimulated public interest and support. Localism lost ground to provincial and national unity, making consoli­ dations of schools possible. The composite high school was practically unknown in ~uebec until a beautiful, spacious, well-equipped construction was opened at Knowlton in 1945.25 Large new schools with modern facilities and equipment began springing up throughout the Province. A combination assembly hall-gymnasium was made part of every construction. Of 460 one-room schools in 1930, 277 remained in 1946. By 1951 twenty-six of the forty-two high schools off the island of Montreal had assembly halls and gymnasia. The Department of Education also began making special grants for physical education, and the great increase in the number of phonographs, pianos, and film projectors in schools began to find their

25canadian and Newfoundland Education Associ­ ation, Trends in Education, Toronto, 1944, p. 32. 240 place in the physical education programme. Adequate ventilation, lighting, washrooms, showers and locker facilities in the new schools improved the situation further. 26 Another of the most significant developments after the War was the creation of an undergraduate degree course in physical education at McGill University. It helped to provide further education for returning soldiers and in the post war years provided the first profession­ ally trained physical educators for the schools outside Montreal. These graduates, and men from Springfield Collage began taking integrated physical education into the Eastern Townships and to more scattered segments of the English speaking population of Quebec. High Schools in Granby, Sherbrooke, Cowansville, Knowlton and other centres obtained their first professional physical educators during those years. Since that time professional people, largely from McGill, have found their way into most of the high schools and larger intermediate and elementary schools of Quebec, even in the most outlying areas. These people lead and direct complete, well balanced instructional, intramural and inter-scholastic programmes, where twenty years ago there were probably games organized in some manner, and possibly a cadet corps offering military drill.

26The Educational Record, April-June, 1959, pp. 134-136. 241

THE MOST RECENT DEVELOPMENTS

The Department of Education's official Handbook lor Teachers mentioned in 1947 for the first time, not only the 1933 Syllabus of Physical Training for Schools but two other British publications on physical education, and explained in detail the aims of the programme, listed exercises and other activities, and suggested how and when they be used.27 This remained unchanged until in 1955 the Syllabus of Physical Training for Schools was replaced by a new course for Grades I to VII set forth in a series of manuals (one for Grades I to III, and one for Grades IV to VII) which were mimeographed and distributed within 2S the next year. These booklets called "Physical Activi- ties for the Primary Grades", and "Physical Education for Elementary Schools", to which was added "Dances and Rhythms for Elementary Schools", were the results of efforts of physical education teachers of the Protestant School Board of Greater MOntreal under Chairman J. G. Lang and Miss Eileen fteid. Revisions in more recent years have brought further improvements. The 1957 Handbook for Teachers contained a complete section on physical education. No syllabus has yet been produced for high schools, but the

27oepartment of Education, Handbook for Teachers in the Protestant Schools of the Province of Çuebec, Quebec, 1947, pp. SS-S9, 200-207.

2Sibid., Supplement to the Handbook for Teachers, Quebec, 1955, p. 12. 242

1957 Handbook contains several references for that purpose.29 Peter Chernoff found in his survey in 1959 of the departmental courses of study in physical education in the provinces of Canada, that Quebec was lagging in its curricular development and did not have a Departmental official for physical education. It did not make physical education compulsory or necessary for credit at any level. There was no suggested requirement of equipment and facilities or even anyone to consult at the Department on these matters. Even though practice, in the larger schools at least, appeared to compare favourably with the rest of

Canada, I~. Chernoff found Provincial provision for physi­ cal education lacking.3° The situation in this respect has not changed in the last four years. Expansion and advancement have continued however, as statistics and casual observation reveal. For instance, in 1955, nine gymnasia were added to the schools of the Greater Montreal Board, and twelve to schools outside of Montreal.3l The Department of Education had more than fifty male and thirty female professional physical

29Ibid., Handbook for Teachers, 1957, pp. 13-15, 102-103. 30Peter Fred Chernoff, "A Survey and Analysis of the Departmental Courses of Study in Physical Education in the Provinces of Canadan, Saskatchewan, 1959, p. 102. 31The Educational Record, Jan.-Mar., 1956, p. 38. 243 educators registered in Protestant schools of Quebec outside of Montreal during the 1962-63 school year.32 Specialist teachers, improved facilities and equipment, added to schools throughout the Province, have been the chief development in the last fifteen years. Refinements of some of the finer points of the programme and changes in teaching methods have also occurred. The free or creative movement approach to teaching is being popularized, especially at the lower grade levels. Increased emphasis is being given to recreational objectives through co­ educational and carry-over activities, with the idea of helping to prepare for adult leisure time. In more and more instances, students are being given responsibility for organizing and conducting their own inter-school and intramural programmes, but the school is providing the equipment, facilities and teachers to advise, oversee, coach and assist. But development is far from complete. One has only to study the briefs, on physical education submitted to the Royal Commission on Education of the Province in 1962, to see the glaring deficiencies which still exist. But prosperity continues, and so shall advancement.

32oepartment of Education, nTeachers of Physical Education 1962-63", Quebec. CHAPTER VIII

SUMMA.i:i.Y CHAPTER VIII

SUMMARY

As would be expected, physical education in Quebec at different points in its development has been found to be in harmony with its cultural context. It also fits neatly into the history of all ether education. Corresponding to the two religious groups in the Province, education was divided into two separate systems -- Roman Catholic and Protestant. Because of geographie and economie factors, the history of education on the island of Montreal is distinct from that of the rest of the Province. Prier to 1840 there were few Protestant schools in Quebec, and these existed primarily tc teach the three R's. In numbers, schools grew rapidly after that. Physical exercises were used in schools first as punisb­ ment, and then later as a means of preventing disciplinary problems by providing a change from sitting and the monotony of the lessons. This use of exercises remained well into the twentieth century. A new concern for health about 1875 brought 246 further calisthenic and drill exercises into the schools in an attempt to improve student posture and general health. This awareness also prompted the inclusion of a study of physiology, hygiene and temperance in the curricu­ lum. Froebel's theories on play and learning through activity brought a limited amount of free play and the manual arts into the school at that time as well. Drill and gymnastics were begun at the High School of Montreal in 1862, and by 1895 European and American "systems" of gymnastics were popularized in Quebec. Some teachers dèvised systems of their own, but many still were unconcerned about anything but the tradi­ tional classroom subjects. The situation remained unchanged until the first syllabus was adopted in 1911. liecreative activities and games, although brought to Canada from Great Britain and the United States much earlier, were practically unknown in Quebec schools before 1900. Teams from The High School of Montreal played foot­ ball as early as the lààO•s, but there is no evidence of much activity elsewhere at that time. By 1900 ice hockey, football and track and field competitions were held regùlarly among the schools in Montreal. Competitions and recreative activities within the school were also popular at the High School of Montreal in the late 1800's, but this High School was exceptional in the Province. Boys' interscholastics were organized in Montreal 247 by various groups with little co-ordination between them until Mr. J. G. Lang organized the schools into the Montreal and District Protestant Secondary School Athletic Association in 1937. In 1946 the organization was extended to include all secondary schools in Montreal and vicinity and called the G.M.I.A.A. The girls' inter­ scheel athletic programme in Montreal was begun about 1922. Although it has grown to provide a wide variety of activities, it has been less highly organized and offers less intensive competition than the boys'. Outside of MOntreal, distance between schools, small student enrolment, and the lack of facilities, equipment and organizers, have retarded the development of athletic programmes considerably. Track and field, because it required little practice, facilities or equipment, and only one day's competition, was the first to see com­ petition. By 1920 track and field meets were organized regularly in the District of Bedford, and soon afterward in other parts of the Eastern Townships. The first Provincial champions in ice hockey were declared in 1932. In 1945-46 boys' basketball was organized by Mr. Stewart Hodge, and the first Provincial Championship tournament was held. In 1953 a similar arrangement was made for the girls. Track and field, hockey and basketball have remained the principal inter-school athletic activities outside of Montreal. The first teacher training in physical education in Quebec was given at the McGill Normal School in 1887. However, not until the Strathcona Trust agreement was made in 1910 did instruction really get under way. This agreement made physical training compulsory for teachers in training at the Macdonald College School for Teachers, and was the incentive that led to the founding of the McGill School of Physical Education in 1912. The McGill School, beginning as a summer school soon became a full year course, then a two year course, a three year course, and finally through Dr. Lamb's continued efforts, a four year degree course in 1945. wnile McGill supplied specialiste for Montreal, and then later the rest of Quebec, Canada and many parts of the world, Macdonald College made certain that all its graduates had some instruction in physical training. Courses were also given at various times at the Lachute Summer School, Bishop's

University, and by the Department of ~tllitia. In 1911 the Strathcona Trust provided the first syllabus of physica1 exercises for schools and grants for the promotion of physical training and cadet corps work. The Protestant Local Committee of the Trust distributed its grant in the form of book prizes to elementary schools and awards to cadet corps. Revisions of the syllabus provided by the Strathcona Trust remained as the author­ ized course of study in Quebec until 1955. The work of the Trust was most effective in its first eight or nine years. Cadet corps work and physical training were prominent during the Second World War, but since have slipped into oblivion. The First World War brought games and recreative activities to the forefront. During the depression physical recreation was depended upon to keep young people active and healthy. P.T.I.'s took military drill into a few secondary schools after the War, but games remained, if only as extra curricular activities. After World War II military drill was put aside as games -- intramural as well as interscholastic -- rose in importance. Game skills, rhythmics and apparatus work were made part of the school curriculum. Physical education was given a place of its own in the time table, and schools through­ out the Province were provided with facilities, equipment and teachers to make this possible. The Syllabus of P.T. was replaced by manuals expounding a more modern concept of physical education, and teacher dictated drill was changed to child centred activity. As physical education has developed, it has gone through a number of forms, or rather, physical education as we understand it today in Quebec, has evolved from several things. Physical exercises were used as punishment and then to alleviate restlessness and minimize misbehavior. Physical drill was used to build 250 muscle and improve posture, and gymnastics were a means to physical culture. Games were recreation and later a means to health and severa! desirable social character­ istics. To free standing and marching exercises, small apparatus was added, and later German gymnastics. Now games, game skills, rhythmics and creative movement share with gymnastics the instructional programme. From isolated interscholastics, intramurals, and physical training, physical education as one complete entity has evolved. BIBLIOGrtAPHY BIBLIOGRAPHY

BOOKS

Adams, John, The Protestant School System in the Province of Quebec, MOntreal, E. M. lienouf, 1902.

Canadian and Newfoundland Education Association, Report of the Survey Committee, Toronto, 1943.

------, Trends in Education - 1944 (A Survey of Current Educational Developments in the Nine Provinces of Canada and Newfoundland), Toronto, 1944.

Canadian Youth Commission, Youth and Recreation (New Plans for New Times), Toronto, The Ryerson Press, 1946.

Carter, Canon G. Emmett, The Catholic Public Schools of Quebec, Toronto, w. J. Gage Limited, 1957.

England, Board of Education, Syllabus of Physical Training For Schools - 1933, London, His Majesty's Stationery Offices, 1933. 253

Hepburn, W. A. F. (Director of Education, Ayrshire, Scotland, Chairman of the Survey Committee), Report of the Quebec Protestant Education Survey, 193$.

Leonard, Fred Eugene, A Guide to the History of Physical Education, Philadelphia, Lea and Febiger, 1947.

McKenzie, R. Tait, Exercise in Education and Medicine, Philadelphia, w. B. Saunders, 1909.

Miller, James Collins, Rural Schools in Canada (The Organization, Administration and Supervision), New York City, Teachers College, Columbia University, 1913.

Montreal Junior Board of Trade, Report of the Committee on the School Situation in MOntreal, Montreal, 1936.

Montreal, Protestant Board of School Commissioners, Regulations of the Board, Manual for Teachers, and Handbook For Principals in the Protestant Public Schools of Montreal, Session 1919-1920, Montreal, 1919.

------, Manual Respecting Course of Study and Examination Tests, Session 1928-1929, Montreal, 192$. 254

Montreal, Roman Catholic Board of School Commissioners, An Account of the Catholic Schools of Montreal, Montreal, 1893.

Parmelee, George W., Education in the Province of Quebec, Quebec, Department of Public Instruction, 1914.

Percival, Walte·r P., Across the Years, Montreal, Gazette Printing Company Limited, 1946.

Phair, John T., Power, 1vla.ry and Roberts, Robert H., Health, A Handbook of Syggestions For Teachers in Elementary Schools, Toronto, The Ryerson Press, 1938.

Phillips, Charles E., The Development of Education in Canada, Toronto, w. J. Gage and Company Ltd., 1957.

Quebec Provincial Association of Protestant Teachers with which is associated the High School Principals' Association, Brief Submitted to the Quebec Protestant Education Survey, Montreal, 1938.

Rexford, Hev. Elson I., Gemmell, Dr. Isaac, and McBain, The History of the High School of Montreal, Montreal, The Old Boys Association of the High School of Montreal, 1949. 255

Shortt, Adam and Doughty, Arthur G., ed., Canada and its Provinces, Vol. 16, Section VIII, "The Province of Quebec", Part II, Toronto, Brook and Company, 1914.

Stephen, A. G. A., Private Schools in Canada, Canada, Clarke, Irwin and Company Limited, 1938.

Strathcona Trust, Executive Council, Syllabus of Physical Exercises for Schools, Toronto, The Copp, Clark Company Limited, 1911.

Strathcona Trust Committee (Ontario), Physical Education in dural Schools, Ontario Cornmittee of the Strathcona Trust in co-operation with the Ontario Department of Education.

Tuttle, George, Youth Organizations in Canada, Toronto, The Ryerson Press, 1946.

Wood, William and Atherton, William Henry, The Storied Province of Quebec, Toronto, The Dominion Publishing Company Ltd., Vol. I, 1931. 256

PROVINCIAL PUBLICATIONS

Quebec, Department of Education, Memoranda for the Guidance of Teachers in the Protestant Schools of the Province of Quebec, 1931, 1940.

------, Handbook for Teachers in the Protestant Schools of the Province of Quebec, 1940, 1947, 1951, 1953, Handbook and Supplements completed 1957-1962.

------, Dances and Rhythms for Elementary Schools, 1955.

------, Physical Education for Elementary Schools, 1955.

------, Physical Activities for Primary Grades, 1956. Revised, 1960, Protestant Committee of Council of Education.

------, Report of the Director of Education, 1939.

Quebec, Department of Public Instruction, Course of Study in Protestant Elementary Schools of the Province of Quebec, 1902-03, 1904-05, 1906-07, 1907-0à.

------, Memoranda of Instructions to Teachers - Course of Study of Superior Schools, 1907-0à, 1909-10, 1911-12, 1912-13, 1914-15. 257

------, Memorandum of Instructions for Teachers in the Protestant Elementary Schools of the Province of Quebec, 1915, 1923, 1928, 1934, 1940, 1943.

------, Memorandum of Instructions for Teachers of Protestant Model Schoo1s and Academies of the Province of Quebec for years 1915-16, 1915.

------, Memorandum of Instructions for Teachers of Protestant Intermediate (Model} Schools and High Schools (Academies) of the Province of Quebec, 1921, 1927, 1931.

Québec, Le Département de l'Instruction Publique, Manuel de Culture Physique, 1942.

PERIODICALS

Of the great number of Canadian periodicals consulted, material relevant to this particular study was found in:

~ower Canada Colle~e Magasine, by staff and students of Lower Canada College, issues from 1909 to 1961.

!he Educational Record of the Province of Quebec, Protestant Committee of the Council of Public Instruction, issues from 18Sl (origin) to 1963. Canadian Education and Research Digest, l~rch, 1962, "Physical Education in Quebec", by Yves Bélanger.

UNPUBLISHED MATERIALS The ses

Armstrong, Stephen, "A Survey of Boys' Physical Education in the English Speaking Public High Schools of the City of Montreal and District", unpublished Master's thesis, Springfield College, Springfield, Massachusetts, 1954.

Caverhill, Austin, "A History of St. Johns School and Lower Canada College", unpublished Master's thesis, McGill University, 1961.

Chernoff, P. F., "A Survey and Analysis of the Develop­ mental Courses of Study in Physical Education in the Provinces of Canada", unpublished Master's thesis, University of Saskatchewan, 1959.

Copp, Harold w., nA History of Physical Education and Health in the Elementary and Secondary Schools of Ontario, Canada", unpublished Master's thesis,

University of ~lichigan, Ann Arbor, 1932. 259

Downie, David Alexander, "A History of Physical Education in the Public Schools of Manitoba", unpublished Master's thesis, University of Manitoba, 1961.

Gallagher, J. C., "A Study of French Influences on Canadian Education with Special Reference to

Quebec", unpublished Master's thesis, ~Gill University, 1941.

Kennedy, Frank w., "Health, Physical Education and Recreation in Canada: A History of Professional Preparation", unpublished Doctoral thesis, Columbia University, New York, 1955.

Meagher, John W., "The Status of Degree Graduates of Four Canadian Schools of Physical Education", unpublished Master's thesis, The Pennsylvania State College, 1953.

Murray, Kenneth Hemsley, "The Status of Physical Education in the Public Elementary and Secondary Schools in the Provinces of Canada", unpublished thesis for Higher Diploma, McGill School of Physical Education, 1934. liennie, Henry Leslie, "History of Education in the Eastern Townships", unpublished Master's thesis, Bishops University, Lennoxville, P.Q., 1930. 260

Rexford, O. B., "Teacher Training in the Province of

Quebec", unpublished I~ster's thesis, McGill University, 1936.

Robidas, naymond, "Physical Education in the Classical Colleges of Quebec", unpublished Master's thesis, Springfield College, Springfield, Massachusetts, 1961.

Tomkins, G. G., "Some Aspects of American Influence on Canadian Educational Thought and Practice", unpublished Master's thesis, McGill University, 1952.

Welbourne, A. J., "A Study in Educational Practices in the Schools on the Island of Montreal", unpublished Master's thesis, McGill University, 1946.

Woodley, E. c., "The History of Education in the Province of Quebec", unpublished Master's thesis, McGill University, 1932.

Miscellaneous (Programmes, Reports, Regulations, Announce­ ments, Minutes, Letters, etc.} Argentile Teachers' Association, Track and Field Meet, Schedule of Events, Brownsberg, May 11, 1963.

Bury Athletic Association, Official Programme, Confeder­ ation Day Celebration, July 2, 1956.

~~~~-~~~~~~------261

The Caledonian Society of Montreal, Programme for the Ninety-eighth Annual Caledonian Games, June 8, held at the Canadian National Recreation Grounds, Lachine, 1957.

Canada, Department of National Defence, "Strathcona Trust - For the Encouragement of Physical and Military Training in the Public Schools of Canada", Mimeographed Information, Department of National Defence, Ottawa, Oct. 26, 1942.

Canadian Association for Health, Physical Education, and Recreation, Greater Montreal Branch, "Physical Education Brief to the Royal Commission on Inquiry on Education of the Province of Quebec", Montreal, May, 1962.

Cartwright, Miss E., persona! files kept at the McGil1 School of Physica1 Education, Montreal.

Cresswell, Miss K. M., "Biographical Data Goncerning Dr. Arthur Stanley 'Dad' Lamb" {IVliss Cresswe11 was Dr. Lamb's secretary for twenty-four years), McGil1 School of Physical Education, Montreal, March 3, 1951.

District of Bedford High Schoo1 Athletic Association, Minutes of Meeting February 4, 195 , Sutton High School, Sutton, Quebec. 262

District of Bedford High School Athletic League: Score Cards for Annual Inter-school Sports, 1935, 1936, 1937, 1939, 1942, 1943, 1945, 1947, 1949, 1954, 1956; Programme of Events, 1963.

Greater ~rontreal Interscholastic Athletic Association, "Constitution and By-Laws", Montreal, 1961-62.

Hickey, Mrs. L., letter to the author from National Office, CAHPER, Toronto, Ontario, July 10, 1963, containing the Honour Award Citation of John Gilbert Lang, Vancouver Convention of CAHPER, June 1951.

High School of Montreal, under the direction of the Protestant Board of School Commissioners for the City of Montreal, Announcements of Sessions 1870-71, 1876-77, 1878-79, 1884-85.

High School of Montreal: Prospectus for Sessions 1900-01, 1902-03, 1905-06, 1907-08, 1908-09, 1909-10, 1911-12, 1912-13, 1914-15.

Institute of Education, Announcement, McGi11 University, Montreal, 1962-63.

Institute of Education (Physical Education Division), "Brief on Preparation of Teachers of Physical Education for the Quebec Protestant Schools", presented to 263

the Royal Commission on Education of the

Province of Quebec, ~Gill University, Montreal, May, 1962.

Lamb, Dr. A. s., "Statement for Presentation to Committee of Deans, March 14, 1935", McGill University, Montreal.

Lamb, Dr. A. S., Matthews, M. T. H., "Memorandum Re Aspects of School of Physical Education Sub­ mitted in Response to Request of Meeting 26/11/35", McGill University, Montreal.

Lamb, Dr. A. s., "Biography Sheets of Mr. John Gilbert Lang for AAHPER Awards", McGill School of Physical Education, MOntreal, 1954.

McGill School of Physical Education, Announcements; McGill University, Montreal, from 1915-16 to 1962-63.

McGill University, "Report of Committee on University Committees", Montreal, May 14, 1935.

Montreal Protestant School Board, Annual Reports, Montreal, 1890-91, 1891-92, 1902-03, Sept. 1903, Sept. 1904, Sept. 1905, Sept. 1906, Sept. 1907, 1925 to 1947, 1950-51, 1953 to 1961. 264

Nichol, Miss Dorothy A., personal files kept at Women's Athletics Office, Macdonald College, Quebec.

Orlick, E. M., "A Brief History of the Quebec Physical Education Association", typewritten manuscript, McGill University, School of Physical Education, Montreal.

Quebec Association of Protestant School Administrators, "Regulations Governing the Visser Interscholastic Basketball Trophy (Boys)", revised January, 1963.

------, "Regulations Governing Macleod Inter­ scholastic Basketball Trophy (Girls)", revised January, 1963.

Quebec Association of Protestant School Board Hockey League - Senior and Intermediate - Summary of Rules, November 14, 1955.

Quebec, Department of Education, "Teachers of Physical Education, 1962-63", Quebec, 1962.

Rennie, Henry Leslie, former principal of Bedford and Granby High Schools, letter to the author from Athelston, Quebec, June 17, 1963.

St. Maurice Valley Track and Field necords, 1944-1959 inclusive, Three Rivers, Quebec, 1960. 265

St. Maurice Valley Track Meet, Order of Events, Three Rivers, Quebec, May 28, 1960.

Stanton, liev. Frank, former Montreal resident, was a pupil at and taught in Feller Institute, taught at Stanstead College; letter to the author from Beebe, Quebec, June 25, 1963.

Strathcona Trust, Quebec Protestant Local Committee, Minutes of Meetings held in Montreal from June 23, 1911 through November 10, 1961.

------, Annual Report, 1932.

Wood, Miss Winona E., and Wilkinson, Mr. R. E., "Question­ naire - Strathcona Trust Fund and Development

of Physical Education in Canada", I~cGill University, Montreal, 1960.

The Y's Men's Club, Programme for the Ninth Annual Eastern Townships Interscholastic Track Meet held at the Sherbrooke Parade Grounds, Sherbrooke, Que., 1951, 1957. 266

INTEdVIEWS

Interviews were held with the following informants:

Anderson, Mr. w., Physical Education Teacher, Granby High School 1948-, Granby, Quebec, Dec. 27, 1962, May 6, 1963.

Belanger, Mr. Yves, Director of Physical Education, Quebec City Board of Roman Catholic School Commissioners, Quebec City, Dec. 21, 1962.

Cresswell, Miss K. M., Secretary for many years, McGill School of Physical Education, Montreal (constant assistance).

Davidson, Dr. Stewart A., Supervisor of Physical Education, Protestant School Board of Greater Montreal, 1958-, Montreal, Oct. 23, 1962.

Hodge, 1~. Stewart L., former Principal of Thetford Mines High School, Montreal, June 13, 1963.

Lang, Mr. John G., Supervisor of Physical Education Protestant School Board of Greater Montreal, 1930-1958, Montreal, Nov. 13, 1962.

Morrison, Lt. Col. H. D., Secretary of Protestant Local Committee of Strathcona Trust (Quebec), Ste. Anne de Bellevue, Quebec, January, 1963. 267

Munroe, Mr. D., former Principal of Ormstown High School, former Secretary of Protestant Local Committee of Strathcona Trust (Quebec), Director Institute of Education, McGill University, Ste. Anne de Bellevue, March 5, 1963.

Nichol, Miss Dorothy A., Director of Women's Athletics, Macdonald College, Lecturer, Institute of Education, McGill University, Ste. Anne de Bellevue, Quebec, May 29, 1963.

Owen, D~E., Director of Curriculum, Protestant Division, Department of Education, Quebec, Dec. 19-21, 1962.

Penton, Dr. D. S., Headmaster, Lower Canada College, MOntreal, March 14, 1963.

Smith, l~ss Ruby, Physical Education Teacher, Montreal High School for Girls, Montreal, June 19, 1963.

Urquhart, Mr. Fred., Greater Montreal Interscholastic Athletic Association, Secretary-Treasurer and Co-Ordinator of Athletics, Nov. 6, 1962.

Van Wagner, Mr. F. M., former Lecturer, Instructor and Coach, McGill Men's Department of Athletics, Montreal, May 28, 1963. 268

Wilkinson, Mrs. RobertE., Physical Education Teacher, School for Teachers, Macdonald College, 1946- 1950, Valois, Quebec, March 12, 1963.

Wilkinson, Mr. RobertE., Associate Professor of Physical Education, Institute of Education, McGill University {several interviews).

Wood, Püss Winona E., Chairman, Physical Education Division, Institute of Education, McGill University (several interviews). APPENDICES APPENDIX A

BIOGRAPHICAL SKETCHES DR. AnTHUR STANLEY LAMB

Dr. Lamb, often referred to as the Father or Dean of Physical Education in Canada, was born in Ballarat, Victoria, Australia, September 16, 1868. While studying at state and technical schools in Ballarat he participated in long distance running, bicycle racing, soccer, wrestling, swimming and water polo. Between 1902 and 1907 he studied for the Bachelor of Physical Education degree at Springfield, Massachusetts, U.S.A. While at Springfield he won the Co11ege swimming championship three years in succession, and served as Senior Student Director in Swimming, Life Saving, Soccer, Lacrosse and Gymnastics. He also played as a member of the Co1lege's senior soccer and lacrosse teams. In June 1907 Dr. Lamb came to Canada to take the position of Physica1 Director of the Y.M.C.A. in Vancouver, British Columbia. During his stay in Vancouver between 1907 and 1909 he not only taught and directed physica1 activity programmes, but participated in long distance running, handball, wrestling, swimming and water polo, and won city and provincial championships on many occasions. Also at that time he introduced the "crawl" stroke in swimming into Canada. In 1912, Dr. Lamb came east to study medicine and accepted an appointment as Physica1 Director at 272

McGill University. While studying he was elected to the highest office of the student body, President of the Students' Society. He graduated with Aggregate Honours in medicine and was awarded the Medical Society Prize in his senior year. After graduation Dr. Lamb left McGill to serve {February 1917 to September 1919) with the No. 3 Canadian General Hospital and the 8th Canadian Field Ambulance in France and Belgium as Captain of the C.A.M.C. After the War he returned to McGill as Director of the Department of Physical Education, and Medical Officer of the McGill Contingent of c.o.T.C. where he remained until his retirement. In 1920 he organized the first Student Health Service in Canada and a little later was responsible for introducing a regulation which required all students to have annual chest x-rays for the detection of tuberculosis. Also immediately after the War he was for some months in charge of Physiotherapy at the Veterans' Hospital at Ste. Anne de Bellevue, Quebec. When he retired in 1949, Dr. Lamb was a Professor of Physical Education, the Director of the Department of Athletics, Physical Education and Hecreation, and Director of the School of Physical Education at McGill. During his stay at McGill he was responsible for extending the McGill School of Physical Education from a short term Diploma Course to one of four years for which the degree 273 of B.Sc.(P.E.) was granted. He was responsible also for a great number of short term courses for those who wished to improve their qualifications as recreation leaders in Boy Scouts, Girl Guides, and Social Service Agencies. McGill recognized his great service by appointing him Emeritus Professor of Physical Education in 1950. He lectured widely, spoke over the air and wrote for newspapers, magazines and journals. In 1923 he organized the Quebec Association of Physical Education and was its President for many years. In 1933 he organized the Canadian Association of Health, Physical Education and Recreation, and was elected its President for five years. In 1939 he was made National Honorary President. He was Canada's representative to the Inter­ national Congress on Athletics and Physical Education in 1924, 1925, 1928 and 1932. He was a member of the Canadian Medical Association, the Canadian Inter-Collegiate Athletic Union, the Canadian Public Health Association, the MOntreal Parks and Playgrounds, the Amateur Athletic Union of Canada, the Canadian Olympie Committee, the Quebec Track and Field Association, and a great many other service and professional groups. He was made a Fellow of the AAHPER, held executive positions in and was given honours by academie and professional groups tao numerous to even list here. In June 1912 Dr. Lamb married Viola Bennett of 274

Australia. They had two sons. Living in Ste. Anne de Bellevue, Quebec, Dr. Lamb participated actively in curling, golf, and fish and game clubs until his death on September 4, 1958. Dr. Lamb was a campaigner, a pathfinder and a pioneer in the promotion of comprehensive programmes of activity for young people. A member of national and international organizations concerned with health, physical education and recreation, Dr. Lamb was, however, constantly involved with local problems in community services and social welfare. In memory of his significant contributions toward social betterment, his friends and students estab- lished the Dr. A. S. Lamb Scholarship for Physical 1 Education students at McGill.

JOHN GILBERT LANG

John Gilbert Lang, or "Jack Lang" as he is best known, was born May 21, 1898 at St. Thomas, Ontario. He attended St. Thomas Col1egiate Institute and graduated with a Senior I~triculation in 1917 after which he served as a pilot in the Koya1 Air Force during the latter years of World War I. When the War was over he returned to Canada to act as Assistant Physical Director of the Y.M.C.A.

lMiss K. M. Cresswell, biographical data concerning Dr. A. s. Lamb, May 3, 1951. 275 in Halifax until 1920. From 1920 until 1924 he attended Springfield College, Massachusetts from which he graduated with a Bachelor of Physical Education degree. He taught physical education at Chestnut Street Junior High School, Springfield, Massachusetts from the time of his graduation until accepting the position of Director of Physical Education at the University of Western Ontario in 1926. While there he served as a Captain of the C 0 T C. In 1930 he was appointed Supervisor of Physical Education of the Montreal Protestant Board of School Commissioners (later changed to the Protestant School Board of Greater Montreal), the position he held until his retirement in 1958. During the Second World War he served as Squadron Leader at the head of the Montreal Protestant School Board No. à Wing of Air Cadets. From 1933 until his retirement he was a guest lecturer at School of Physical Education of McGill University. Since his retirement he has continued to assist the School as a Supervisor of Practice Teaching. As well as his work as a Supervisor of Physical Education in Montreal Mr. Lang served his profession in his community, in the Province and on the national scene. He spoke at conferences, over the air and on the public platform. He was intimately connected with Home and School Associations and was frequently asked to address their groups. He has contributed numerous articles to the 276

Journal of the Canadian Association for Health, Physical Education and Recreation; to the School Board, the official organ of the Provincial Association of School Boards, and to The Educational Record of the Province of Quebec. In 1933 he organized the Montreal Protestant Men Teachers' Association of which he was President until 1935. In 1938 he organized the Montreal and District Secondary Schools Athletic Association bringing boys from English and French schools together into organized, friendly, athletic competition. From 1940 to 1941 he was President of the Quebec Association for Health, Physical Education and Recreation and from 1942 to 1944 he was further distinguished as National President of the Canadian Association of Health, Physical Education and liecreation. From 1946 to 1953 he was President of the Province of Quebec Branch of the National Association of Approved Basketball Officials. He was an examiner of the Royal Life Saving Society, a member of the Board of Directors of Montreal Parks and Playgrounds Association, a member of the Montreal Track and Field Association and a Canadian Representative to the Representative Assembly of the American Association for Health, Physical Education and Recreation. Mr. Lang was a member of a great number of societies and received honorary awards from severa!. Among these were: the Honour Award from CAHPER in 1950; 277

Order of Scholastic Merit, awarded by the Council of Education, Province of Quebec 1951; Queen Elizabeth Coronation Medal 1953; Badge of Merit by the G.M.I.A.A., 1954; Honour Award, Quebec Branch, Amateur Athletic Union of Canada 1954, and in 1954 he was made a Fel1ow of the American Association of Health, Physical Education and Recreation. He has also been one of the most popular and sought after "Gallers" for Square Dancing. Mr. Lang's contribution to the development of the physical education profession at the local, provincial and national level cannot be easily estimated. The many executive positions and special honours which he has been given are evidence of the high regard in which he is held by his professional col1eagues. But on1y those who know him personally can realize the extent of the great service and dynamic leadership which he has given.2

DR. W. P. PERCIVAL

Dr. Percival studied as an under-graduate at McGill University and as a post-graduate at Columbia University for which he received his Ph.D. MCGill awarded

2nr. A. s. Lamb, "Biography Sheets for AAHPER Awards", McGill University, 1957; and Mrs. L. Hickey, letter to the author containing "Honour Award Citation" Vancouver Convention of CAHPER, June 1951. 278 him an honorary doctorate some years later. He served as principal or Cowansville High School, Cowansville, Quebec for seven years, and instructed in mathematics at Macdonald College for six years before joining the staff at State Teachers' College, Indiana in 1926 as Professor of Edu­ cation. In 1930 he returned to Quebec to be appointed Director of Protestant Education, the position he held until his retirement in 1955· As head man in the Quebec Protestant edùcation system Dr. Percival was very influential in all fields of education. Most relevant to health, physical education and recreation was his work toward school consolidation, provision for school nurses, school lunch rooms, gymnasia and playgrounds, film and library services, and an improved course of study. He was a member or Protestant Local Committee of the Strathcona Trust for twenty-five years where he showed his great concern for the improvement of the standards of physical education in the schools, and a deep interest in the cadet movement. He wrote voluminously and spoke widely, often referring to the importance of proper physical education. He helped to bury the old concept of p.t. and popularize the idea of physical education. He spoke with knowledge and understanding on topics directly related to physical education to lay as well as professional groups. In an attempt to bring physical education into closer harmony 279 with the rest of education, in 1933 he spoke to the Quebec Physical Education Association on how physical education should fit in with the rest of the school curriculum. He proposed an arrangement with the Department of I~litia whereby physical education be made compulsory in all schools, and in 1953 was instrumental in replacing the 1933 Syllabus of Physical Training by a section on physical education in the Handbook for Teachers. This was followed by a more complete elementary school syllabus two years later. In 1955 Dr. Percival retired, having contributed more to the development of physical education in Quebec than he or anyone else probably realized.

LORD STRATHCONA

Coming to Canada from Scotland at an early age Donald A. Smith entered the service of the Hudson's Bay Company to work his way up to the position of chief executive officer in 1$6$. Continued success in business and his interest in the construction of the Canadian Pacifie tiailroad earned his a knighthood, the title of Lord Strathcona and Mount Royal, and an estate reputed to be in excess of eighty million dollars. As Lord Strathcona advanced in age he gave of 280 his wealth generously and thoughtfully to the promotion of a strong Canada and the welfare of its citizens. Along with grants for a mounted regiment, a million dollars to build and equip the Royal Victoria Hospital in Montreal; upwards of a million dollars to McGill University, $150,000 for Y.M.C.A. buildings and other gifts to public agencies, was the sum of $500,000 to the Canadian Govern­ ment in 1910 for the promotion of physical education. No record has been found of him having any particular interest in athletics in his youth. However, he did recognize their value, and when older participated in some of the less vigorous of these activities.3

3Frank W. Kennedy, "History of Physical Education and hecreation in Canada: A History of Professional Preparation", Columbia University, 1955, pp. 54-56. APPENDIX B

STRATHCONA TRUST STRATHCONA TRUST Number of Cadet Corps and Instructors who received grants from the Quebec Protestant Local Committee of the Strathcona Trust, and the number of schools awarded book prizes for "excellence in physical training" through the Local Committee from the Strathcona Trust Fund or the Quebec Government.

Cadet Corps Schools Awarded Year Army Air Instructors Book Prizes Junior Senior Paid Rural City 1910-11 8 11-12 10 12-13 14 50 13-14 ? 14-15 ? 15-16 14 ? 16-17 ? 17-là 7 ? là-19 ? 19-20 9 ? 20-21 8 ?. 21-22 13 ? 22-23 6 12 ? Provincial grant began 23-24 10 16 ? 24-25 10 16 39 25-26 13 là ? 26-27 11 là 42 27-2à 11 21 38 2à-29 12 20 39 29-30 11 19 33

30-31 12 là 40 31-32 13 18 33 32-33 12 20 35 33-34 6 17 28 34-35 17 14 28 35-36 16 13 28 36-37 16 13 28 2 37-38 12 12 24 2 38-39 10 10 24 2 39-40 12 12 24 2 40-41 24 up to 2/3 2 41-42 23 of the ~~ 2 42-43 21 12 grant to 24 2 43-44 21 13 any cadet 21 2 44-45 25 11 corps could 24 2 go to the 45-46 27 5 instructor 24 2 46-47 22 3 20 2 47-48 14 3 24 2 48-49 10 2 24 2 49-50 10 2 24 2 50-51 10 2 21 2 51-52 10 2 24 2 52-53 11 2 15 2 53-54 12 2 16 2 54-55 16 2 10 2 55-56 16 2 12 2 56-57 13 2 12 2 57-58 13 2 12 2 58-59 9 2 12 2 59-60 9 2 60-61 9 1 12 2

? - "the prizes were distributed as usual", but no indication is l\.) ()J. given as to the exact number awarded. l\.) Data obtained from minutes of meetings of the Protestant Local Committee of Strathcona Trust. 284

INSTITUTE OF EDUCATION (DIV. VI: PHYSICAL EDUCA'IION - MACDONALD COLLEGE - MeGILL UNIVERSITY Outline of Course of study for the Baehelor of Education P~sieal Education and the Two Year Diplo~ course in Physieal Education. 19o2-1963 l.st ten 2nd term lst tenD! 2nd term lst term 2nd term let term! 2nd term YEAR I Lee Lab Lee ILab. YEAR II Lee Lab. Lee Lab. YEAR III Lee Lab. Lee Lab. YEAR IV Lee Lab. Lee Lab. English lOO, 101 3 - 3 - English 227 & lOOB 2 2 Physiology 201 (emphasis on 2 Options 6 6 Biolo~ 120 (Bot.& Zool.) 3 2 3 2 Anatomy 100 3 3 role of exercise) 2 2 2 2 1 Continuation 3 3 Maths.llO or Latin lOO 3 - 3 - 1 Option 3 3 Psychology 21 or 33 3 3 Educ.400 (Philosophy) 3 3 2 Options 3 - 3 - 1 Ctlntinuation course 3 3 1 Option 3 3 Edue.l05 (Ednl.Psyeh.) 3 - 3 - Educ.200 (History of Educ.) 3 3 Educ.ll2B (Elem.Classroom) Educ.207 (Individual Child Methode ) 3 - 3 study in P .E. ) 1 2 1 2 - Educ.ll2c (H.S.Methods) 3 3 Educ.115 (P.E.) 1 4 1 4 Educ .215 (P .E.) 2 4 2 4 Educ.315 (P.E.) Men 4 6 5 4 Educ.415 (P.E.) Men 6 4 7 3 Total Weekly Load: Men 2 2 Total Weekly Load: Men 24 women ..-3~!:-!.7---i---:::3~...:6:... women 6 4 7 3 Total Weekly Load: Men 22 22 women 2~ 2 Women 24 Total Weekzy Load: Men 23 22 Women 23 22 women 22 22 Educ.4J.5 tP.E.ror Sr.H.S. raa' s) Educ .ll5 (P.E.for Elem. Grade 1) Educ.215 (P.E.for Jr.H.S.) Educ.315 (P.E.for Sr.H.S.Gr ,) Women Men and Women ( except whe re no ed) Men and Women Men and Women Men and ot P.E. 2 2 Lectures 1 - 1 Lectures: Conduct of P.E. ) 2 2 Hi st ory of P.E. 2 Administration - Health Educ.Methods) Methode & Obs.of P.E. 1 1 Principles of P.E. 2 Prim.Grade Activities - 1 - 2 - Tennis 1 Health Educat i .on - Curriculum Planning Gymnastic Activities 2 - 2 2 - 1 Badminton 1 Fund.Gymnastics - 2 Comm. Recreation 2 Rhythm. Activities - - - Injuries 1 1 Track and Field - - 1 Volleyball 1 Fol k Dance - 2 Athletic - Basketball 1 Men Indiv.Games (Badminton Field Games & Games of Handball) 2 Low Organization 1 Rhythmic Gymnastics 1 Athletic Probl ems 2 Squash, - - 1 Adv.Hockey 1 1 Men Folk,Square,Social nances 2 Creative Movemt.& Dance(Women) - 2 Adv.Basketball 1 1 Adv.Wrestling Wrestling (Men) 1 Adv .swimming 1 1 Adv.Apparatus 2 Ice Hockey (Men) 1 women women Mo'dërn Dance 2 2 Adv.Apparatus 2 Adv.Volley & Basketball 2 Rhythmical Gymnastics 2 Ad v. Swimming 2

All students In addition to the above: In addition to the above: 1. Basketball Officials' course: Summer field Work. Following Yrs.II and must complete a 15 hr.Referees• course NOTE: The Two Year Diploma Course and 1. Camp Course. 6 day course in camping earll the first two years of the Degr ee course in September. A 4 day canoe trip fonns III students are required to do a minimum before the end of 2nd Year. of 4 weeks approved field work in 1 course: are identical, except that Diploma part of this course. 2. Canadian Red Cross Instructors Education. All eligible students must complete a 36 hr students take fewer academie subjects, 2. Ski School. A 6 day course in instruction Physical i.e. Eng.lOO, 101; Biol.l20; plus one in the Laurentians in January. course before the end of 2nd Year. ion in outdoor activities in May SWimming Course: All students not eligible option. In order to qualify for entrance 3. Outdoor School. A 3 week course of instru 3. ~his period there is intensive instruction for the Red Cross Instructors' Course must into third year of the B.Ed.(P.E. ) Cou rse , following sessional examinations. During . course given by a Diploma student must make up two in the following: take an equivalent 36 hr , Softball, Tennis, Track and Field. the Physical Education Staff. sub.1ects. Women: Archery, Field Hockey, Golf, socce Men: Archery, Football, Golf, tacrosse, ;occer, Tennis, Track and Field. Educ.325 (Practice Teaching) 2 weeks. Educ.425 (Practice Teaching) 6 weeks. Educ.l25 (Practice Teaching) 3 weeks . Educ.225 (Practice Teaching~ 4 weeks. any level (September) (September) 2 weeks P.E. in H.S. or Elem.Grades (Sept.) 2 weeks P.E. grade 1 week observation in P.E. (January) 2 weeks Classroom {Elem.Grades) 1 week P.E.Observation (January) 1 week Classroom (Elem.Grades (May) 2 weeks P.E.(Elem.& Jr.H.S.) (May) 3 weeks P.E. any grade level (May) 1 week P.E.in Elea~ Grades (May) GYMNASIUM - HIGH SCHOOL OF MONTrtEAL - 1892 PEEL SThEET

(Taken from High School of Montreal Prospectus Session 1900-1901)