CHAPTER FOUR: HOW THE PEOPLE WERE GOVERNED Social Studies 8

THE EVOLUTION OF GOVERNMENT  General Timeline of Events: 1800 Newfoundland is governed by a naval (military) governor, who only lives here during the fishing season (spring-summer) Naval governor begins staying in Newfoundland year-round Newfoundland becomes a British Crown Colony with a civil governor and a council, but no legislature (law-making council) Newfoundland gets representative government. The civil governor makes decisions with the help of an elected House of Assemble. There is an appointed Legislative Council with the power to make laws Newfoundland gets responsible government. The leader of the political party with the highest number of seats elected becomes the premier. This is a democratic form of government.

NAVAL GOVERNORS TO CROWN COLONY  Naval Governor – a military officer appointed to rule a colony or territory  Civil Governor – a citizen or person of the community appointed to rule a colony  Colony – a group of people who settle in a distant territory but remain closely associated with the parent country  Crown Colony – a British colony that is controlled by the government in Britain

NAVAL GOVERNORS TO CROWN COLONY  In the early 19 th century, the British government viewed Newfoundland as a fishing station, not a place of settlement.  They appointed a naval governor to oversee the areas of military, politics and the law.  The naval governor resided in Britain, only spending the fishing season of spring and summer in Newfoundland.  This system proved to be increasingly inadequate as the population grew and began to require a greater level of government services.

WINTER OF THE RALS  During this 2 year period, a large number of immigrants (mostly from Ireland) arrived in Newfoundland expecting to find jobs in the fishery.  They were driven here by falling fish prices and widespread poverty in their homeland.  A series of hard winters and fires in St. John’s left many people destitute (lacking food, clothing and shelter).  This led to violence and unrest.  “Rals” was the term used to describe the starving and homeless who roamed the streets looking for food and shelter.  The British government responded by sending emergency relief money and instructed the naval governor, Sir Francis Pickmore, to stay here year-round.

WINTER OF THE RALS  Even with the naval governor living in Newfoundland year-round, criticism of this system grew stronger.  Newfoundlanders began to demand political reforms that would give them a say in their own government as other colonies had (ex. British North America)  Reaching a population of permanently settled residents in 1824, Newfoundland was made a Crown Colony.  A civil governor had an appointed local council to advise him with recommendations; however, he could not make any changes without the approval of the British government.

REPRESENTATIVE GOVERNMENT  Representative Government – a form of government in which the citizens have the authority to elect people to a legislature that would make local laws  Legislature – an officially elected group of people that is responsible for making laws  Electoral districts – a area of a given size or a part of a population that is used during elections and voting  Votes are collected from each district and then tallied.  Disenfranchised – deprived of the rights of citizenship especially the right to vote

REPRESENTATIVE GOVERNMENT  Two important figures who worked together to achieve representative government in Newfoundland were: William Carson ( ) A doctor who helped to open a civic hospital in St. John’s and worked tirelessly to promote farming, the whale fishery, town planning, relief for the poor, and improvements to the educational and judiciary systems. After succeeding in his fight for representative government in 1832, he served 3 terms in the House of Assembly. William Carson ( ) A doctor who helped to open a civic hospital in St. John’s and worked tirelessly to promote farming, the whale fishery, town planning, relief for the poor, and improvements to the educational and judiciary systems. After succeeding in his fight for representative government in 1832, he served 3 terms in the House of Assembly. Patrick Morris ( ) A merchant who owned a trading business with 5 schooners, he worked to promote Newfoundland’s potential in agriculture to reduce its dependence on the cod fishery. He was also an advocate for education, playing a large role in establishing a school in St. John’s. After representative government was granted, he held office in the House of Assembly and as Colonial Treasurer. Patrick Morris ( ) A merchant who owned a trading business with 5 schooners, he worked to promote Newfoundland’s potential in agriculture to reduce its dependence on the cod fishery. He was also an advocate for education, playing a large role in establishing a school in St. John’s. After representative government was granted, he held office in the House of Assembly and as Colonial Treasurer.

REPRESENTATIVE GOVERNMENT  Britain granted representative government to Newfoundland in  It consisted of a governor and legislative council appointed by the British government, as well as an assembly elected by the people.  The assembly had little authority and could only suggest new laws; only the governor and the council could make new laws.  Only men over the age of 21 and had been living in Newfoundland for one year could vote.  Women and the poor were disenfranchised.  Newfoundland was divided into 9 electoral districts, but did not include the French Shore or the sparsely populated regions of the southwest coast or Labrador.

REPRESENTATIVE GOVERNMENT  The system of representative government had a lot of problems, which prompted demand for change. Council Appointed by the British government Made all the laws and final decisions Mostly wealthy merchants Mainly English and belonged to the Church of England Assembly Voted in by citizens of Newfoundland Very little power or influence on law-making or decisions Represented the average poor person and fishermen Mostly Irish and were Roman Catholic or Methodist

REPRESENTATIVE GOVERNMENT  Differences between the council and the assembly caused many fights and disagreements.  The assembly of Newfoundlanders felt they should have more power and authority over their people and laws.  The British council considered Newfoundland to be only a colony which should follow their rules and Britain’s will.  Newspapers became actively involved in the demand for reform, publishing commentary and political cartoons condemning the state of Newfoundland’s government.  In one incident, Protestant newspaper editor Henry Winton was allegedly attacked by a group of Catholics who cut off his ears in retaliation for his opinions on the involvement of priests in politics.

John Doyle, “The Speaker Putting the Question,” London Illustrated Times, March 30, In 1832, a London paper offered an opinion on the members of the legislature by printing a cartoon called the “Bow Wow Parliament.” In the cartoon, the speaker of the assembly is depicted as a large Newfoundland dog in a wig. He is putting forth a motion, “As many as are of that opinion say, ‘Bow’; contrary minded say ‘Wow.’ The Bow’s have it.”

RESPONSIBLE GOVERNMENT  Responsible Government – a form of government where the government was “responsible” to the legislature  The governor would have no real power except to appoint the members of the executive council (or cabinet) from the party with the most seats in the elected assembly.  The leader of the political party with the most seats became the premier.  A legislative council worked with the House of Assembly to make laws.  This system placed real power in the hands of the people.  After years of heated debate, the British government granted Newfoundland responsible government in  Philip Francis Little became Newfoundland’s first premier.

CHALLENGES AND GOVERNMENT RESPONSES  The new responsible government faced several challenges:  Denominational Compromise  Confederation  The building of the railway  St. John’s Fire of 1892  French Shore Crisis  The 1894 Bank Crash  The Fishermen’s Protective Union

DENOMINATIONAL COMPROMISE  Compromise – settling differences between two or more parties in a manner that provides each side with fair and equal rights  Denomination – a large group of people united under a common faith. The Christian Church is divided into several denominations:

DENOMINATIONAL COMPROMISE  At first, political parties were largely based on religious faith.  The Conservatives were Protestant and the Liberals were Roman Catholic.  Religious rivalries resulted in political crisis which broke out into a riot in St. John’s in which 3 people were killed and 20 wounded.  Outrage over this event led to denominational compromise, meaning each denomination would be equally represented in the cabinet and public service jobs.

DENOMINATIONAL COMPROMISE  Separation of religious groups spread to the educational system as the government supported and funded the denominational school system (each denomination established its own school to educate the children in its congregation)  This system remained in place until 1997 when the non- denominational school system came into being, meaning children of all faiths and religions attend the same school.

CONFEDERATION  Confederation – the act of a province, territory or region formally joining a country  The Dominion of Canada was officially formed on July 1,  Newfoundland’s premier at the time, Frederic Carter, thought that joining Canada would bring many positive benefits.  He campaigned for Confederation, but lost the election in  Anti-Confederate – a person who is against Confederation, not wanting their region to join with another country  Charles Fox Bennett and the anti-Confederates won the 1869 election with a vote of 21 to 9.  The strength of this rejection would hold for 80 years until the 1940s.

THE CONFEDERATION DEBATE For The political, social and economic status of NL needs help and support. People are leaving due to lack of employment. Canada can help solve NL’s poverty issues. Unions are stronger than individuals, so joining with Canada will strengthen the province. Confederation will increase and protect the health and well-being of Newfoundlanders. Against Canada will increase taxes on NL. Canada will impose military laws for young men (ie. Conscription) Canada will exploit NL’s natural resources (fishery, mining, forestry). NL should stay true to its British heritage because Great Britain has supported NL from the beginning.

THE BUILDING OF THE RAILWAY ProsCons Increase Employment Increase access to land based resources (mining, forestry, farming) Increase access to fishing resources in other parts of NL Population can expand more easily to other parts of the island Very costly and Newfoundland was already suffering from poverty and a poor economy

THE BUILDING OF THE RAILWAY

 Construction began on Newfoundland’s first railway in  The main line and its branches follow a similar route to the TransCanada Highway which crosses the province today.  Robert Reid, a Scotsman with considerable railway knowledge, was given the contract to oversee much of the construction.  The main line was completed in  Newfoundland’s original plan was to end the line at St. George’s, not Port aux Basques. The British government vetoed the decision because they did not want the railway on the French Shore.  Though many Mi’kmaq were employed in the construction of the railway, they paid a heavy price as it gave settlers and sportsmen access to the interior caribou herds. The size of the herd declined dramatically and many Mi’kmaq starved.

ST. JOHN’S FIRE OF 1892  Most of St. John’s was constructed of wooden joined buildings, making nearly impossible to contain a fire once it broke out.  Three major fires effected the city in the 1800s.  Though only 5 lives were lost in all 3 fires, the fire of 1892 alone left people homeless and caused approximately $13 million in damages.  The government took immediate steps to help:  Built shelters for the homeless  Provided food and supplies  Arranged for ships to go to Halifax to get equipment, supplies and food to help rebuild  Set up a committee to organize other relief efforts

ST. JOHN’S FIRE OF 1892

THE FRENCH SHORE CRISIS  A treaty signed between England and France stated that French people had the right to use the west coast of Newfoundland for fishing.  The French claimed that only they had the right to fish and any settlement in that region was unlawful according to the treaty.  Many Newfoundlanders sent complaints to Britain because the population on the French Shore was increasing and there were other resources they wanted to develop in that region.  Britain refused to help because they did not want to upset France.  A crisis developed in the 1890s, when the French claimed the right to fish lobsters, but the Newfoundlanders objected since lobsters are not fish.  The crisis was finally resolved in The entente cordiale, an agreement between France and Britain, forced the French to give up their rights to the French Shore.  As a part of a much larger treaty between Britain and France, the French agreed to give up their rights to the French Shore in exchange for money and land in West Africa

 Effects of the French Shore Crisis: The existence of the French Treaty Shore had a significant impact on Newfoundland's history because: 1.The settlement and development of the Shore was delayed as a result of the French presence. 2.The route of the Newfoundland Railway was influenced by the Shore's existence. 3. The French Shore affected the decision to build the first newsprint mill at Grand Falls, and not on the west coast. 4. Nationalism: pride in one’s country.

THE 1894 BANK CRASH  December 10, 1894 is known as “Black Monday”.  On this day, two of the three banks in Newfoundland, the Commercial Bank and the Union Bank could not open because they had no money.  They were never opened again. Businesses collapsed, workers became suddenly unemployed, families lost their savings, and Newfoundland was left with no circulating currency.  Causes  Decline in the fishery – less work = less profit  Seal fishery experiencing problems and loss in profit  Low exports to other countries  Heavy imports from other countries  Poverty and sickness increasing due to a larger population experiencing work and housing shortages

THE 1894 BANK CRASH  Effects  Many businesses closed  Mass unemployment  Mob activity – looting, stealing, etc.  Solution  Premier Whiteway began talks with the Canadian government to get help, thinking that Confederation would be the solution.  These talks failed.  The Canadian banks did move in to replace the bankrupted Newfoundland banks.  From this point on, the Canadian dollar became the legal currency, and Newfoundland money began to fade away.  The last paper bills were printed in 1920 and the last coins were minted in 1947.

THE FISHERMEN’S PROTECTIVE UNION  Rural Newfoundlanders resented the political and economic dominance of St. John’s  William Ford Coaker gathered together 19 fishermen at Herring Neck in 1908 to form the Fishermen’s Protective Union (FPU).  Their goal was to give working-class people a greater share of the wealth that their labour produced.  This included reforming the truck system which Coaker believed left fishermen powerless, and reforming the government controlled by wealthy men.  By 1914, they had members.  The union’s motto was Cuique Suum, meaning “To each his own.”

THE FISHERMEN’S PROTECTIVE UNION  The FPU became a powerful threat to merchants in St. John’s and the politically powerful Roman Catholic Church, who did not want to lose their control to the “lowly” working-class.  Coaker founded the town of Port Union, where he set up a trading company to import goods needed by fishermen.  He sold these goods at cost price, leaving him little to no personal profit.  At the height of its power, the FPU had 8 elected members in the House of Assembly.