of the Department of Education. After the opening of the Vancouver
Normal School in 1901, the Annual Report included copies only of
school-leaving, Grade XI.
16. Annual Report (hereafter AR), 1896-7, p. cxi.
17. AR, 1896-7, p. cxxxix.
18. Cf. W.H. Fraser, B.A., Associate Professor Italian and Spanish
(!), University of Toronto, et / and J. Squair, B.A., Associate Professor
of French, University College, Toronto, High School French
Grammar and Reader (Toronto: Copp Clark, 1900), 3e éd., 1ére en
1893.
19. Loc. cit., p. iii: “Pour ne pas induire le lecteur en erreur par de
trop minutieux détails, nous n’avons pas indiqué les voyelles ‘semi-
longues’ et la méme régle s’applique en général dans le cas de voyelles
des syllables accentuées optionnellement longues ou courtes.” Ceci
donne une bonne indications quant au travail de Fraser et Squair. /
“In order not to confuse the reader with too minute distinctions,
‘half-long’ vowels have not been indicated, and the same rule has
been observed for the most part with regard to such vowels in the
stressed syllable as are optionally long or short.” This gives a strong
clue to the flavour of Fraser and Squair.
20. Fraser and Squair, op cit., p. 350. Lire aussi / See also J. Squair,
' The Autobiography of a Teacher of French (Toronto: University of
Toronto Press, 1928); et comparer avec / and compare the contem-
porary.readers and chrestomathies in use in Vancouver: J.H. Cameron,
Elements of French Composition (New York: Holt, 1901) (Cameron
a Toronto teacher); et / and L. Enault, edited by Sykes and McIntyre,
Le chien du capitaine (Toronto: Copp, Clark, 1895).
21. Cf / See M. Mackay and A.G. Thomson, eds., Dominion French
Readers (Toronto: Macmillan, 1938), vols I and II. Mackay and
Thomson étaient des enseignants de Victoria écrivant pour un marché
qui venait d’étre crée par la reforme en C.B. / Mackay and Thomson
were Victoria teachers, writing for the market just then being created
by curriculum “reform” in British Columbia.
22. Sur la pédagogie formaliste au Canada lire / On formalist
pedagogy in Canada, see C.E. Phillips, Te Development of Education
in Canada (Toronto: Gage, 1957), et surtout les chapitres sur /
chapters dealing with pedagogy in 18th, 19th and 20th century
Canada.
23. Neil Sutherland, “The Triumph of Formalism,” unpublished
paper, University of British Columbia, Vancouver, Canada, 1982.
24. J.H. Putman and G.M. Weir, Survey of the School System of
British Columbia (Victoria: Queen’s Printer, 1925), p. 112.
25. Les écoles de Vancouver demeuraient fascinées par la préparation
des éléves aux examens y compris les tests standardisés américains
pour le “rendement” —taux de réussite—en latin en en frangais. /
Far from reform, Vancouver schools continued to be fascinated
with preparing pupils for examinations, including American stan-
dardized tests of Latin and French “achievement”: see AR, 1923-24,
p. M-24; 1924-5, p. T-35. Cf / See also the new Junior Secondary
Curriculum Guides, 1927-8 (Victoria: Queen’s Printer, 1928), pp.
79ff. for an outline of the French course.
26. British Columbia, Department of Education. Programme of
Studies, bulletin 1: Senior High School (Victoria: King’s Printer,
1937), pp. 384-406. Cf G.A.V. Thomson, Survey of Academic

Le chronographe Volume III no. 1-2, Printemps-Eté 1986

TEACHING AND LEARNING FRENCH...

Programmes and Requirements Prescribed for the Secondary Schools
of British Columbia, 1976-1972 (Victoria: Queen’s Printer, 1973)
[Government Publications Division, Library, University of British
Columbia, microfilm, AW5 B7 23535}.

27. K.F. Brain, “Can French Become a Practical Subject?” The
B.C. Teacher, vol. 17 (November 1937): 110-120.

28. Cf / See R. Harris, A History of Higher Education in Canada,
1660-1960 (Toronto: University of Toronto Press, 1976) on the
impact of veterans; D.M. Hayne, e¢ a/., “L’enseignement de la
littérature canadienne-frangaise au Canada,” Culture, 24 (1963):
325-342.

29. British Columbia, Department of Education, Division of
Curriculum, Programme and guide for French in the Elementary
School: First Course (Victoria: Department of Education, 1961).
30. S.N.F. Chant e¢ a/., Royal Commission on Education in British
Columbia (Victoria: Queen’s Printer, 1960); J.B. MacDonald, High
Education in British Columbia and a Plan for the Future (Vancouver:
University of British Columbia, 1962), dont les propositions donnérent
lieu a la formation de deux nouvelles universités— Simon Fraser et
Puniversité de Victoria—et de nombreux colléges communautaires.
/ whose proposals resulted in the formation of two new universities —
Simon Fraser University and the University of Victoria—and of
numerous community colleges.

31. Vancouver School Board, Annual Report (Vancouver: VSB,
1985).

32. S. Shapson, et al., B.C. French Study (Burnaby: Simon Fraser
University, 1978); et / also, AR, 1980-1981. Voir aussi / See
further S. Shapson and D. Kaufman, “A Study of Elementary French
Programmes in British Columbia,” Interchange, 12, 4 (1982-1982):
211ff.; Shapson and Kaufman, “French: a Western Perspective,”
Clanadian] S{ociety for the| S{tudy of| E[ducation| Yearbook
(Edmonton: CSSE, 1976); and F. Genesee, “French Immersion
Programmes,” in S. Shapson, e¢ al., Bilingualism and Multicultur-
alism, op. cit.

33. Consulter a ce propos la bibliographie publiée entre 1950 et
1970 dans / A bibliography of all such research appeared in the
Annual Reports of the University of British Columbia between 1950
and 1970. Et depuis 1970 / For the period since 1970, the quarterly
bibliography published in B.C. Studies is extremely helpful in locating
UBC faculty members’ published research on French language and
culture in Vancouver and in British Columbia.

34. Cf / See P. Rexin, “Sacrificing Intellectual Excellence to
Administrative Convenience: the Revival of Departmental Examin-
ations in British Columbia,” M.A. thesis, Department of Social and
Educational Studies, University of British Columbia, 1985.

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