A History of Physical Education in the Protestant Schools of Quebec

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 • • • •

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