Education in New France

George G. Ambury is an associate professor of adult education at
Queen’s University.

Magnuson provides a straightforward descriptive history of education
during the period of French rule in Canada. What is refreshing is his
moving beyond schooling to look at learning from a broader perspective
than most. Having begun with a description of schooling in France, the
author goes on to tell of the early missionary endeavors of the
Récollets and Jesuits to convert those who already lived in what was to
become New France. Education was to be one of the strategies for
civilizing (domesticating) them and assuring that they would not
backslide from whatever Christianity they might have assimilated.
However, by the end of the 17th century, attempts by various men’s and
women’s orders to educate aboriginal boys and girls had been largely
abandoned; thereafter, resources were devoted principally to working
with children of European ancestry. In 1635 the Jesuits opened the first
elementary school in Canada, a petite école that was to provide
candidates for a proposed college in Quebec.

The beginning of the 18th century saw a great deal of activity in both
elementary- and vocational-education ventures by various groups,
especially the Jesuits and the Charon Brothers, with boys, and the
Ursulines and the Congregation of Notre Dame, with girls.

As the century progressed, participation rates in the elementary
schools continued to dwindle, especially for boys. Higher education was
limited to a seminary in Quebec. No formal training was available for
physicians or surgeons. Alarmed at most practitioners’ general
ignorance of legal matters, two successive attorneys general provided
lectures in French law to those who were interested.

But why did formal education of aboriginals in the 17th century and
whites in the 18th century decline so precipitously? Magnuson speculates
that the aboriginal nations were sufficiently confident of the
superiority of their culture and religion that the French offerings held
little appeal. When settlers were largely newcomers from France,
schooling seemed important, but for those born in New France, it proved
of little use for farming, hunting, and laboring jobs.

This thoroughly researched and well-written book makes a useful
contribution to the literature.