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University?
Mark Paschal
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the US through the enlightened exercise of authority. A conservative reaction to student strife (which shook Princeton and
William & Mary [10] in particular), and a period marked by a
loosening of student discipline in the colleges at the advent of
the nineteenth century, led to cutbacks in support from
denominations and the arrival of several seminaries in which
the old Puritan knowledge could be reanimated. At the same
time, Republicans and the nascent industrialists of the midAtlantic states were seeking new modes of education that
would break with these older ideals.
Meanwhile, in New France (the French colonies of
Canada) higher education was established not as a settler
initiative to found a new society, but rather to extend French
Catholic influence. The Jesuit Collge de Qubec, founded in
1635, instructed advanced students in the humanities, though
it was essentially a secondary school; the Sminaire de
Qubec (now Universit Laval), founded in 1663, provided an
aristocratic education for a local elite. Following the imposition
of British rule, French Canadian higher education had to ward
off both secularizationwhich would have separated the
ecclesiastical authority of the Church from its civic functionand the imposition of Protestant Anglicization. Lord
Durham, charged with investigating education in the mid-nineteenth century, argued that, The English havethe decided
superiority of intelligence on their side.It will be an advantage to the French Canadians to acquire an English character.The first object ought to be that of making it an English
province and that with this end in view, the ascendancy should
never again be placed in any hands but those of an English
population. [11] While Irish National Education, an English
attempt to crush the resistance in Ireland, was instituted in
elementary and secondary education, an uneasy trucethe
outcome of political strife between Anglicans, other Protestant
denominations, Canadian Irish Catholics and French Catholicsallowed for the continuation of French Catholic centres in
Quebec. It is important to note, though, that these were
modeled on older forms that were at the time being relegated
and supplanted in both Prussia and the US.
In the British colonies of Upper Canada, it would
take until 1787 for the establishment of an institution of higher
education, Kings College in Halifax. Following an insistent
petition by the Catholic Vicar General Father Burke, in 1802
Nova Scotia was finally granted a seminary, from which Saint
Marys College originated. Both of these moves were in part a
reaction to the US Revolution; it was assumed the danger and
allure of Republican education could best be thwarted through
higher education. Support from the English Crown followed,
though adherence to the Anglican Churchs Thirty-Nine Articles
of Faith was necessary. The mission of Kings was, as education historian K.F.C. MacNaughton writes, that in exact
proportion to the influence of the established religion will be
the immovable loyalty of the inhabitants of the province. [12]
[10] William & Mary was
founded after a delegation from
Virginia petitioned the British
Crow for an institution to train
clergy and civil leaders. The
Attorney General responded,
Souls! Damn your colonial
souls! Raise tobacco! John
Thelin writes that, after the
Virginia colony did in fact raise
a tremendous amount of
tobacco, King William and
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PROMISCUOUS INFRASTRUCTURES
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Our University?
The purpose of universities is to conserve and
propagate the economic, political and social conditions that
called their particular form into being. While the conservative
right has set about to dismantle this state of affairs, the left
has found itself having to defend the bloated corpse of its
industrial enemy. Global economic crisis, crumbling urban
infrastructure and the staggering inability of post-industrial
economies to provide employment and basic services, however, call for the formation of new institutions rather than the
maintenance and expansion of existing ones. The millions of
empty buildings that litter North American cities, the vacant
plots that mock potential community gardens and the emergence of digital commodities all point to the need for an
education system antagonistic to the regime of private
property that provides the legal, juridical and normative basis
for capitalist exploitation. And as history shows, this will not
come from existing universities but must arise from external
entities. Though it makes for an unwieldy slogan, to the
question of Whose University? we should answer The
Capitalist Classes, but not for long!
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