Editors' Note / Note de la rédaction

Abstract

In May 1925, historian George M. Wrong addressed the Canadian Historical Association on “The Two Races in Canada.” In his address, Wrong implored historians to take a greater interest in each other’s language, culture and history. He hoped that Francophone scholars might one day “discover romance” in Ontario’s folk history, and that Anglophone scholars would help “English-speaking people to understand the outlook of the French race occupying the valley of the St. Lawrence.” Wrong’s message reflected a broader concern among intellectuals about national unity in the wake the Conscription Crisis (1917-1918) and the fight for French-language education outside Quebec. They believed that scholars and academics had a crucial role to play in helping encourage cross-cultural interaction and understanding among the public.My research of this movement has brought about some reflection on my own recent engagement with the French-language teaching of history in Canada. Moreover, the current issue of the Bulletin contains a number of fascinating articles that touch on pedagogy and on the plight of the sessional professor, and I thought that I might share some of my own experiences.