Grade by Grade
B. Canada, 1914–1929 · Canada, 1914–1929

A Country Divided: The Conscription Crisis and Wartime Politics

B2.3 B1.4 B2.4 B3.1 A1.5 A1.6About 75 minutes
Learning goals
  • I can explain why the government introduced conscription in 1917 and how different groups responded.
  • I can describe the Military Voters Act, the Wartime Elections Act and the Union government, and assess their fairness.
  • I can explain the Ontario Schools Question (Regulation 17) and Henri Bourassa's French-Canadian nationalism versus imperialist views.
  • I can analyse the consequences of the conscription crisis for French-English relations.

Words to know

conscription
Compulsory military service: the government requires people to serve in the armed forces.
Military Service Act (1917)
The law that brought in conscription for men aged 20 to 45, with some exemptions.
Union government
The coalition of Conservatives and pro-conscription Liberals formed by Borden in October 1917.
Military Voters Act (1917)
A law giving the vote to all members of the armed forces, including nursing sisters.
Wartime Elections Act (1917)
A law giving the vote to women relatives of soldiers and taking it away from conscientious objectors and from immigrants from enemy countries naturalized after 1902.
conscientious objector
A person who refuses to fight for reasons of conscience or religion.
French-Canadian nationalism
The movement to protect French Canadians' language, faith, culture and rights; its best-known leader in this period was Henri Bourassa.
Regulation 17
A 1912 Ontario rule that sharply limited French as a language of instruction in schools after the first two years.

The question that split the country

In January 1916, Prime Minister Robert Borden promised 500 000 soldiers. By 1917 that goal looked impossible. Casualties at the Somme, Vimy, Hill 70 and Passchendaele were high, and the number of new volunteers had fallen sharply. Borden visited soldiers in hospitals in Europe and returned convinced that Canada must send reinforcements. In May 1917 he announced conscription. Few decisions in Canadian history have divided the country so deeply.

Two visions of Canada

To understand the crisis, you need to understand perspectives that existed long before 1917.

Imperialists, mostly English Canadians, saw Canada as part of a great British family. Helping Britain was a duty. Many had relatives in the war, and they felt French Canadians were not doing their share.

Henri Bourassa, founder of the Montreal newspaper Le Devoir (1910), argued for a Canada that was independent of British imperial interests and bicultural, with French and English as equal partners. He wanted Canada to defend Canada, not fight for the Empire. He also asked a sharp question: how could Canada fight for freedom in Europe while Ontario was taking away French-language rights at home?

The Ontario Schools Question (Regulation 17)

In 1912, Ontario issued Regulation 17, which limited French as a language of teaching to the first two years of school (you met it in Grade 8). Franco-Ontarians resisted. The Association canadienne-française d'éducation d'Ontario, with Senator Napoléon Belcourt, challenged the rule in court; in 1916 the courts upheld it. In Ottawa, teachers kept teaching in French, and parents (many of them mothers) guarded schools such as École Guigues to keep officials out. Quebec newspapers and politicians supported the Franco-Ontarians. For many French Canadians, Regulation 17 proved that English Canada did not respect them, which made them even less willing to fight overseas. The rule was relaxed in 1927 and finally removed in 1944.

A debate in public: in 1916, Captain Talbot Papineau, a bilingual officer from a well-known Quebec family and a relative of Bourassa, wrote an open letter urging French Canadians to support the war. Bourassa replied that French Canadians owed their loyalty first to Canada. Papineau was killed at Passchendaele in 1917. Their exchange is a primary source showing that French Canadians themselves disagreed.

How conscription happened

  • Military Service Act (August 1917): men aged 20 to 45 could be called up. Men could apply for exemptions (for example, essential work, farming, health, religious objection), and most did.
  • Military Voters Act (September 1917): every member of the forces could vote, including nursing sisters and soldiers under 21. Soldiers who did not name a riding could have their votes assigned by the government, which helped the government's candidates.
  • Wartime Elections Act (September 1917): gave the vote to the wives, mothers, sisters and daughters of soldiers, who were likely to support conscription, and took the vote away from conscientious objectors and from immigrants born in enemy countries who had been naturalized after 1902.
  • Union government (October 1917): Borden formed a coalition with pro-conscription Liberals. Laurier refused to join and led the anti-conscription Liberals.
  • Election of 17 December 1917: the Unionists won 153 seats, but only 3 in Quebec. Laurier's Liberals won 82 seats, 62 of them in Quebec.
The 1917 federal election: seats wonUnionists: all153 seatsLaurier Liberals: all82 seatsUnionists: Quebec3 seatsLaurier Liberals: Quebec62 seatsSource: The Canadian Encyclopedia, "Election of 1917". Bar lengths to scale.
The election result showed a country split along language lines: Quebec voted overwhelmingly against the government that brought in conscription.

Consequences

  • In December 1917, a motion was placed before the Quebec legislature saying Quebec would accept leaving Confederation if the rest of Canada felt it was an obstacle. It was debated in January 1918 and withdrawn without a vote, but it showed how deep the anger ran.
  • In Quebec City, over the Easter weekend of 1918 (28 March to 1 April), protests against the arrest of a man without his exemption papers turned into riots. Troops were sent in; on 1 April soldiers fired on a crowd and four civilians were killed.
  • In April 1918, after a major German offensive, the government cancelled exemptions for farmers' sons. Farmers felt betrayed, and thousands protested in Ottawa in May. This anger helped create new farmers' political parties after the war.
  • In January 1918, Status First Nations men were exempted from overseas combat service after many First Nations protested that, as treaty allies who could not vote, they should not be conscripted.
  • Results: about 125 000 men were conscripted and about 24 000 reached the front before the war ended. The political cost was enormous. The Conservative Party was weak in Quebec for decades, and French-English trust was badly damaged.
1916–1917Volunteers fall;heavy lossesAug 1917Military ServiceActSept–Oct 1917New voting laws;UniongovernmentDec 1917Election: Bordenwins; Quebec votesfor Laurier1918Easter riots;farm exemptionscancelled
The road to the crisis, step by step: each decision led to the next.
Mostly supported conscriptionMostly opposed conscriptionBorden and the Union governmentMany English CanadiansMany soldiers' familiesMany veterans' groupsMost French Canadians (Bourassa)Many farmers (after 1918)Many labour unionsPacifist religious groupsMany First Nations leadersThese are broad patterns, not rules: there were French Canadians whosupported conscription and English Canadians who opposed it.
Broad patterns of support and opposition. Historical perspective means understanding why each group felt as it did.
Worked example

Modelled example: Was the Wartime Elections Act fair?

Judge the Wartime Elections Act (1917) using historical perspective and evidence.

  1. What it did: gave the vote to women relatives of soldiers; removed it from conscientious objectors and from immigrants from enemy countries naturalized after 1902.
  2. The government's perspective (1917): it said soldiers' families had earned a voice, and people from enemy countries might be disloyal.
  3. Critics' perspective (1917): Laurier and others called it a scheme to win the election: it added voters likely to support conscription and removed voters likely to oppose it. Naturalized citizens had been promised equal rights.
  4. Evidence of effect: the Union government won a large majority outside Quebec.
  5. Today's standards vs. then: removing votes from citizens based on birthplace is clearly unfair by today's Charter standards; but even in 1917, many Canadians saw it as unfair, so this is not just presentism.

Judgement: the Act was unfair: it used voting rules to shape the result. It did, however, give some women the federal vote for the first time, an unintended step toward women's suffrage. A strong answer considers both the purpose and the consequences.

Thinking skill: avoid presentism

Presentism means judging the past only by today's values. To avoid it, ask: What did people at the time think? If many people in 1917 also called something unfair, your criticism rests on evidence from the period, not just on today's views.

Hands-on activity

Family tribunal role-play

You need: two or three family members, index cards, and 20 minutes.

  1. Under the Military Service Act, local tribunals decided who could be exempted. Write four cards, each describing a man called up in 1917 (invent details, for example: an Ontario farmer's only son at harvest time; a Mennonite from Waterloo County; a Montreal factory worker who supports his widowed mother; a recent graduate with no dependants).
  2. One person reads a card and argues for exemption; another argues against; a third person acts as the tribunal and decides.
  3. After each case, discuss: What values guided the decision? Would people in Quebec, on the Prairies and in Toronto have decided the same way?

Look for: arguments that use the context of 1917, and recognition that people judged these cases very differently.

Your turn

1

Why did Borden introduce conscription in 1917?

2

What did the Military Service Act do?

3

How did the Wartime Elections Act change who could vote?

4

What was the Union government?

5

Who was Henri Bourassa, and what did he believe?

6

What was Regulation 17, and how did Franco-Ontarians respond?

7

What happened in Quebec City at Easter 1918?

More practice: warm-up

1

In what year did conscription begin in Canada?

2

Who led the Liberals against conscription in the 1917 election?

3

How many Quebec seats did the Unionists win in 1917?

4

Which newspaper did Henri Bourassa found?

5

About how many conscripts reached the front?

More practice: on your own

1

Explain how Regulation 17 made the conscription crisis worse.

2

Why did farmers turn against the Union government in 1918?

3

Why were Status First Nations men exempted from overseas combat service in 1918?

4

How did the Military Voters Act help the government?

5

What does the exchange between Talbot Papineau and Henri Bourassa show historians?

Challenge

1

"Conscription was necessary to win the war." Evaluate this claim using evidence.

2

Use the seat data to explain why the 1917 election was a turning point in French-English relations.

3

Write a thesis statement for an essay: "To what extent did the First World War unite Canadians?"

Check your understanding

Quiz

1.

What was the main reason Borden introduced conscription in 1917?

2.

The Wartime Elections Act (1917):

3.

Which leader most strongly opposed conscription and argued for a Canada independent of British imperial interests?

4.

What did the 1917 election results show?

5.

Which event happened in Quebec City in 1918?

6.

Why did Regulation 17 matter to the conscription crisis?

7.

About how many conscripts reached the front before the war ended?

For parents and teachers

Big idea: This lesson covers B2.3 (social and political conflict: conscription, the Ontario Schools Question and Regulation 17, Bourassa vs. imperialists), the wartime political measures in B1.4 (Union government, Military Voters Act, Wartime Elections Act) and individuals in B3.1 (Borden, Bourassa, Belcourt).

How to help: The tribunal role-play works well with siblings or grandparents. Ask your teen to explain the 1917 election map in words: Why did Quebec vote so differently? If your family is Franco-Ontarian or from Quebec, family memories of language rights can bring this lesson to life.

Common difficulties: Thinking all French Canadians opposed the war (many served, especially in the 22nd Battalion) or that all English Canadians supported conscription (many farmers and workers did not). Mixing up the Military Voters Act and the Wartime Elections Act.