ERIC Number: ED208720
Record Type: RIE
Publication Date: 1981-Jun
Reference Count: 0
H. M. Tory and the Secular University.
Henry Marshall Tory's role in influencing the establishment of provincial universities in Western Canada is traced. The following periods are discussed: Tory and McGill University in the 1890's, the University of Toronto Act in 1906, Tory and University of Alberta from 1906, and Tory in Ottawa in 1928 and 1938. In following the development of Tory's mind, there is a slow shift to a position where faith and knowledge have become distinct and a sense of pastoral mission has been replaced by a more diffuse humanistic concern. During the course of two decades while he was at Alberta University, the aim of the classical curriculum (the training of mental and moral faculties) was pushed more and more into the background by diverse scholarly and professional goals. Scientific method, whether by laboratory experiment or by empirical technique, came into prominence. What made the Canadian experience unique was its uniformity: starting from a few small institutions with practical goals, the course of secularization was determined by utilitarian and manpower requirements. The new aims did not exclude intellectual pursuits, but they discouraged broadly-based education for personal development (i.e., the liberal arts ideal). It is suggested that the religious but practical origins of English Canadian universities and the relative rapidity of their secularization combined to give rise to a homogeneous idea of what a university should be and do. One reinforcement was the need to justify public funding (or elicit generous private support at McGill University and Dalhousie University). A bibliography and enrollment and financial data from 1870 to 1970 are appended. (SW)
Publication Type: Speeches/Meeting Papers; Historical Materials
Education Level: N/A
Authoring Institution: N/A
Identifiers: Canada; McGill University (Canada); Tory (Henry Marshall); University of Alberta (Canada); University of Toronto (Canada)
Note: Paper presented to the Canadian Society for the Study of Higher Education at the Conference of Learned Societies (Dalhousie University, Halifax, Nova Scotia, June 1981).