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Sunday, 13 February 2011

The Ninety-Two Resolutions

Since the tentative attempt in 1822 to impose a union between Upper and Lower Canada, there had been conflict between the Assembly, dominated by deputies elected by the French Canadian population and the Executive Council dominated by members of the ‘British party’. In 1828, the British Parliament appointed a ‘committee on Canada’ that made recommendations for concessions to the Canadians on a number of points especially on the colonial administration, the administration of land and the use of colonial patronage in public appointments. But on the fundamental question of parliamentary control of finance, the committee recommended ‘la recette et la dépense de tout le revenu public sous la surveillance et le contrôle de la Chambre d’assemblée’ with the exception of the civil list covering the expenses of the governor, the Executive Council and the judiciary. The removal of Governor Dalhousie, the introduction of a new electoral structures and the reduction of the civil list reduced tensions. However, this only created an uneasy equilibrium especially as effective reform was slow to materialise.

In 1832, the army intervened during an election in Montreal and three Canadians were killed. An enquiry held by a grand jury exonerated the army of all blame and the fact that Governor Aylmer accepted its conclusions led to a revival of constitutional conflict. At the end of the session, a vote of censure was passed against Aylmer as part of the tactic of harassment by the deputies on the question of subsidies and of the eligibility of members of the Legislative Council. The scene was set for an escalation of political conflict that was not only one between individuals but between social classes.

The 92 Resolutions were deposited in the Chamber of the Assembly of Lower Canada on 17 February 1834. Thomas Chapais attributed the genesis of this text to a small committee composed of Louis-Joseph Papineau, Elzéar Bédard, Augustin-Norbert Morin[1] and Louis Bourdages and stated that it spent five consecutive nights finalising its preparation.[2] More recent research, however, suggests that Papineau was the main inspiration behind the text and that Augustin-Norbert Morin acted largely as its drafter. There is some doubt today of the extent of participation by Bédard. Chapais maintained that this was limited to his presentation of the document to the Assembly largely to satisfy his vanity. In effect, it was a strategy designed to persuade the Patriote deputies in the region of Quebec who were very tempted to give in to appeals for moderation from the governor Lord Aylmer. In a letter to his wife, Papineau called Bédard the ‘père putatif’ of the 92 Resolutions. After a stormy debate that lasted five days in full committee, the 92 Resolutions were adopted on 22 February by 56 votes to 23. John Neilson, Andrew Stewart and Joseph Quesnel, Patriote deputies or ex-deputies formed part of the opposition. Once the document was adopted, Papineau prepared an address that was approved by the Chamber on 1 March. Added to a petition and with some annexes, it was entrusted to Augustin-Norbert Morin to carry to the House of Commons in London.

The primary objective of the 92 Resolutions was to draw the attention of the British government to the discontented situation that existed in Lower Canada as a result of the poor operation of a system of government that was judged to be inadequate. A list of grievances but also a political manifesto, the 92 Resolutions represented the sum of all the demands that the Parti canadien then le Parti Patriote had accumulated in the course of their battle to obtain responsible government since the Constitutional Act of 1791.

After having affirmed their loyalty and the attachment of the Canadien people to the British Crown (resolutions 1-8), the document launches into an attack on the Legislative Council, the seat of all that is wrong in the colony (resolutions 9-40). It is not only the method of nomination to the Council that is criticised but equally ways in which it operated especially its role in vetoing the legislative powers of the Assembly. Between 1822 and 1834, it had rejected 302 laws approved by the Assembly. The Resolutions demanded that the Council should be transformed into an elective body. Since the early 1830s, the Parti Patriote had changed tack and moved away from the question of subsidies as a way of attacking the Legislative Council. In the following section (resolutions 41-47), they demanded that political institutions should reflect the social state of French Canadians using the example of the American Revolution (48-50) and the problem of French Canadian rights especially their language. Yvan Lamonde argues that

Les États-Unis sont présentés comme un modèle contre les abus, comme un rappel de la différence sociale entre les Amériques et l’Europe et donc comme le paradis de l’électivité des fonctions civiques. Et il se pourrait même, de l’avis des ‘résolutionnaires’, que les colonies britanniques d’Amérique du Nord fassent un jour ce que firent les colonies du Sud en 1776. [3]

Resolutions 64-74 considered the control of public funds by the Assembly and in 79-83 it called for the same powers, privileges and immunities as the British Parliament. Among their particular grievances were: the governor Lord Aylmer (resolution 85), the secretary of the colony and the issue of the expulsions of Dominique Mondelet and Robert Christie (resolution 63). There was also the question of the weak representation of French Canadians in public office (resolution 75). Resolutions 56-72 concerned reform of the laws of tenure. Thomas Chapais estimated that

...au milieu de propositions justes et de plaintes légitimes, il s’y trouvait [dans les 92 Résolutions] des principes faux, des idées très aventureuses, des réclamations excessives... [4]

He relied on the evidence of Chauveau who regretted the substance of these proposed reformed ‘au nom des idées démocratiques et républicaines’ and that they had distinguished between the two main political positions. Chauveau thought that certain resolutions, especially 37 were poor because they suggested revolutionary tendencies and a liking for the neighbouring republic, a position likely to offend more conservative elements in society.[5] In May 1834, the Gazette de Québec of John Neilson, was not afraid to maintain that it is ‘une révolution dans toute la force du terme que les auteurs des 92 Résolutions demandent et fomentent’[6]. More recently, Fernand Ouellet judged that ‘les menaces de sécession sont moins significatives que l’extraordinaire concentration de la critique politique sur le Conseil législatif’. To him, there is no doubt that this nationalist manifesto was able to be perceived by radicals, Catholics and liberal Anglophones as a democratic manifesto.[7] Be that as it may, in addition to confirming the split between the Québec and Montréal wings of the Parti Patriote, the 92 Resolutions represented a major shift in its political agenda: the document established an ‘electoral programme’ in the great public assemblies that began in May and led to the elections in November 1834 when the party took 78 of the possible 84 deputies. The revelation of the secret orders to Gosford in 1836 and the publication of Russell’s response, the 10 Resolutions in March 1837 contributed to a process of radicalisation that ended with the decent into open rebellion.

The Canadians were excluded from the spheres of political influence and wished to change the situation. First of all, they used the democratic and peaceful means at their disposal such as the 92 Resolutions.[8] It was the recognition of its impotence that the Patriote movement was radicalised. It was only after the rejection of the 92 Resolutions by the British government that there was an upsurge of violence between the partisans of the Patriotes and the loyalist organisations. The Patriote party did not preach a priori the independence of Lower Canada.[9] The idea of secession did not take a concrete form until after the first insurrection of November 1837.


[1] Augustin Norbert Morin (1803-1865) founded La Minerve in 1828 (with Benjamin Viger) and was elected deputy for the comté de Bellechasse in 1830. After the rebellion of 1837, where he proved ineffective in his role as commander of the patriotes of Quebec, he became minister for Crown Lands in the cabinet of Baldwin-Lafontaine (1842) and a judge in the Supreme Court in 1855.

[2] Chapais, Thomas, Cours d’histoire du Canada, Vol. IV, (J.-P. Garneau), 1923, p. 17.

[3] Lamonde, Yvan, Histoire sociale des idées au Québec (1760-1896), Vol. 1, (Les Éditions Fides), 2000, p. 123.

[4] Chapais, Thomas, Cours d’histoire du Canada, Vol. VII, (J.-P. Garneau), 1933, p. 25.

[5] Chapais, Thomas, Cours d’histoire du Canada, Vol. VII, (J/-P. Garneau), 1933, p. 26

[6] Ibid, Lamonde, Yvan, Histoire sociale des idées au Québec (1760-1896), p. 125.

[7] Ibid, Ouellet, Fernand, Histoire économique et sociale du Québec, 1760-1850: structures et conjuncture, p. 357.

[8] Filteau, Gérard, Histoire des Patriotes, new edition, (Septentrion), 2003, chapter 2

[9] Canet, Raphaël, Nationalisme et société au Québec, (Athéna), 2003, p. 141.

Educating girls 1870-1914: revised version

The effect of the 1870 Education Act was to widen the gap between the educations of different classes. It marked the increasing involvement of the state in the financing and control of elementary education.[1] The age of compulsory schooling was raised from ten, to eleven and then fourteen in 1800, 1893 and 1899 respectively. However, exceptions were made for part-time working under local byelaws.[2] From 1870 to 1914 the state also increased the number of grants for certain subjects taught in elementary schools and supported scholarship schemes for entry to secondary education. Both these measures sharpened further existing sexual divisions between working-class boys and girls. The Education Department influenced the elementary curriculum through the provision of grants and for working-class girls the influence was in the expansion of domestic subjects. [3] The Education Department Code of 1878 provided for compulsory domestic education for girls in the state sector. In 1882, grants were made for the teaching of cookery and in 1890 for laundry work.[4] The textbooks used in schools made it quite clear that the ‘new’ subjects should involve the learning of useful, practical skills and character building. Such habits were, of course, to prepare working-class schoolgirls to become good women, capable of being efficient wives and mothers.[5]

Writers such as Anna Davin and Carol Dyhouse link the expansion of domestic subjects with fears about the future of the British race and the decline of the British Empire. The Report of the Inter-Departmental Committee on Physical Deterioration (1904) contained many statements by the middle-class about the low standards of living among the poor in congested urban areas and particularly the inadequacies of the working-class wife. Since children were seen as a national asset, it was believed critical to educate working-class elementary schoolgirls for wifehood and motherhood. The results were, however, not always as anticipated by government officials. Working-class women interviewed by Elizabeth Roberts about their lives in the late-nineteenth and early-twentieth century stated that school domestic science was ‘never any help’. It would appear that for many working-class girls, it was their mothers’ training at home that was valued more than the unreal situations created in schools.

The increased emphasis on the sexual division between boys and girls between 1870 and 1914 was evident also in the scholarship system whereby poor elementary pupils could be offered a free place in a fee-paying secondary school. The number of scholarships was severely limited. More were, however, offered to boys than girls and this was especially so after the Technical Instruction Act 1889 enabled counties and county boroughs to make grants to secondary schools for scholarship purposes. In addition to this handicap, working-class girls might also find themselves discriminated against both by their parents and teachers when they had scholastic ambitions for secondary schooling. In essence, working-class girls were being trained in domestic skills while a proportion of middle-class girls were offered at least a route out of that sphere.

Feminist philosophies were applied in the many new fee-paying schools rather than in the new state schools. How can we explain the development of mass education and how does it provide insights into girls’ education? First, Britain needed an educated electorate after the extension of the vote to working men in 1867. Secondly, Britain needed an educated workforce that would be able to produce goods in the competitive international market as well as for home consumption A third explanation, grounded in a Marxist analysis, argues that education was seen by the middle-classes as a means of reforming, civilising and controlling a decadent working-class. None of these explanations take into account gender divisions. While the first two explanations may be relevant to the schooling of working-class boys, they hold no relevance for working-class girls, since women did not have the right to vote and neither could they enter the range of skilled jobs which, it was believed, would bring economic prosperity. A fourth explanation does, however, consider gender differences. Feminist historians, such as Anna Davin and Carol Dyhouse, argue that mass schooling was an attempt to impose upon the working-class children a middle-class family form of a male breadwinner and an economically dependent wife and mother. Such family forms would benefit all family members and the wider society. Such a stable unit would provide a secure environment for the rearing of healthy children, the future workforce and for the care and comfort of the male wage earner.

Feminist philosophies were applied in the many new fee-paying schools rather than in the new state schools. There was some minor activity in feminist educational provision for working-class women and girls. A Working Women’s College was established in London in 1864. The only means by which women were able to influence government and working-class schooling was through membership of School Boards. In the 1870s, many women took local government office, a new avenue of political participation opened to them in 1869. Women became eligible for election to Poor Law Guardianship positions and in 1870 to School Boards.[6] Between 1892 and 1895, 128 women were elected on to English and Welsh School Boards. However, they were not dealing primarily with girls’ schooling but with the schooling of all working-class children and were often allotted to suitably ‘feminine’ committees such as the Needlework Sub-Committee.


[1] Gomersall, Meg, ‘Ideals and realities: the education of working-class girls, 1800-1870’, History of Education, Vol. 17, (1988), pp. 37-53, Horn, Pamela, ‘The education and employment of working-class girls, 1870-1914’, History of Education, Vol. 17, (1988), pp. 71-82. Ibid, Roach, John, Secondary education in England, 1870-1902: public activity and private enterprise, pp. 201-242 examines middle-class girls’ education in secondary schools.

[2] This half-time system was ended in the 1918 Education Act and fourteen became the national compulsory school leaving age.

[3] Williams, Susan, ‘Domestic science: the education of girls at home’, in Aldrich, Richard, (ed.), Public or private education?: lessons from history (Woburn), 2004, pp. 116-126, Manthorpe, Catherine, ‘Science or domestic science?: The struggle to define an appropriate science education for girls in early twentieth century England’, History of Education, Vol. 15, (1986), pp. 195-213.

[4] Turnball, A., ‘An isolated missionary: the domestic subjects teacher in England, 1870-1914’, Women’s History Review, Vol. 3, (1), (1994), pp. 81-100.

[5] For a detailed case studies, see, McDermid, Jane, The schooling of working class girls in Victorian Scotland: gender, education and identity, (Routledge), 2005, Allsopp, Anne, The education and employment of girls in Luton, 1874-1924: widening opportunities and lost freedoms, (Bedfordshire Historical Record Society), 2005. See also, Turnbull, Annmarie, ‘An isolated missionary: the domestic subjects teacher in England, 1870-1914’, Women’s History Review, Vol. 3, (1994), 81-100.

[6] Martin, Jane, ‘Entering the public arena: the female members of the London School Board, 1870-1914’, History of Education, Vol. 22, (3), (1993), pp. 225-240.