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To Serve Canada

A History of the Royal Military College of Canada

Richard A. Preston

Publication Year: 1991

During the four decades following the Second World War, the Royal Military College of Canada has adapted to the need to produce professional career officers by evolving into an academic centre of excellence and one of the country's leading universities. Along the way, it has responded to the challenges of service integration and unification, bilingualism, the emergence of Collège militaire royal and Royal Roads Military College, the employment of women in non-traditional roles, Canada's changing cultural make-up, and the rapid pace of technological change. In a society in which the precepts of military service are increasingly remote, the continued competition for entrance into RMC speaks of its resilience as a centre of learning and leadership.

Published by: University of Ottawa Press

Title Page, Copyright

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pp. iii


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pp. v-vi

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pp. vii-viii

A former Dean of Arts at RMC, Professor George Stanley, in his book Canada's Soldiers, chronicles what he calls "the military history of an unmilitary people." Yet the history of Canada since Confederation has been one rich in the military achievements of Canadians in five wars, two of them World Wars. In...

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pp. ix-xiii

The promotion of military professionalism is a more complex problem than professional development in other fields. It includes two elements - training and education — that are somewhat incompatible. Military training must develop an attitude of mind in addition to practical expertise: soldiers, sailors, and fliers must subordinate themselves to the service of the state as formulated by...

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pp. xv-xvi

A number of individuals contributed to the preparation of this book by providing encouragement, support, and help. Major-General John A. Stewart, Major-General Frank Norman, Brigadier-General Walter Niemy, and Commodore Edward Murray, who were the RMC commandants while it was in preparation, all regarded a book on the history of the college since the Second World War to be essential...

Abbreviations and Acronyms

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pp. xvii-xviii

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Introduction: Tradition and Change in Military Education

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pp. 1-12

Every country faces similar problems in training officers, and each responds to these problems in ways that are appropriate to its national history and situation. How, then, have other countries coped with the challenges that faced the Royal Military College of Canada? How...

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Chapter 1. The Old RMC and the New Canadian Services Colleges

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pp. 13-28

Military academies strive to promote military skills and knowledge, corporate sentiment, and motivation — the essential elements of military professionalism. In all countries, methods of pre-commissioning education and training vary according to the perceived role of the military, the social and political conditions, and the...

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Chapter 2. Winds of Change:The Regular Officer Training Plan and College Militaire Royal

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pp. 29-40

After the Second World War Canada's Armed Forces, pared to a skeleton and settling down to peacetime soldiering, were left with inadequate means to maintain the military prowess they had displayed in Europe.1 Three broad objectives officially defined their tasks: the defence of North America in...

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Chapter 3. A Two-Year Military Training Course or a Degree?

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pp. 41-58

In 1951 the RCN was short of senior officers and did not want to take its turn commanding RMC. It therefore recommended that Brigadier Donald R. Agnew should continue as commandant, taking over the navy's turn. When Agnew resigned in 1954...

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Chapter 4. Under the Director of the Regular Officer Training Plan

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pp. 59-74

The creation of the Directorate of the Regular Officer Training Plan (DROTP) in Ottawa on 30 January 1958 was of greater long-term significance than either RMC'S acquisition of degree-granting power in 1959 or the physical improvements that had begun at RMC in 1957. Something must be said of those improvements, however, because they were necessary to the success of both military and academic aspects of the college program. By 1959...

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Chapter 5. Manpower and Integration Problems

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pp. 75-89

The long-standing concern in the services about wastage in the Regular Officer Training Plan (ROTP), including the Canadian Services Colleges (CSC), was linked with general manpower problems. These were becoming more serious. The shortage of officers...

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Chapter 6. Unification, the Officer Development Board, and Professionalism

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pp. 91-103

In December 1966 Defence Minister Paul Hellyer introduced legislation to move from the integration of Defence Headquarters to a complete unification of the Canadian Forces in a single service. There was an immediate storm of protest. Several senior officers,...

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Chapter 7. The Canadian Defence Educational Establishments and Canadian Military Professionalism in RMC

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pp. 105-122

On 1 January 1970, while Commodore W.P. Hayes was still commandant, the Department of National Defence transformed the ad hoc Officer Development Board into a permanent agency, the Canadian Defence Educational Establishments. CDEE was expected to carry out General Rowley's proposal to centralize in the Ottawa-Hull area all officer education, including...

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Chapter 8. The Directorate of Professional Education and Development and the Rationalization of the Canadian Military Colleges

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pp. 123-141

In 1973 Defence Headquarters was still in the throes of a structural reorganization recommended in a report by J.B. Pennefather, a Montreal business executive. The Canadian Defence Educational Establishment office had already been quietly disbanded during the preceding year. A Directorate of Professional Education...

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Chapter 9. Serving Personnel at RMC

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pp. 143-156

The 1970s had brought a surfeit of bureaucratic and academic dissections of organization and methods in RMC, all of them attempting to ensure the professionalism that the Canadian Forces wanted in their young officers. At the same time the college introduced bilingualism, in support of national unity, and..

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Chapter 10. Francophone Representation and Bilingualism

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pp. 157-168

By 1973, when the Directorate of Professional Education and Development absorbed the defunct Canadian Defence Educational Establishments, the postwar RMC had attained a certain degree of stability and confidence. Some of its long-standing problems were being solved. In the previous decade, definition...

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Chapter 11. Institutional Bilingualism

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pp. 169-179

It was easier to secure approval for bilingualism at RMC in principle than to introduce it in practice. Dr Dacey, commenting to the Faculty Council on a report on second-language training issued on 12 April 1973 by a study group in the Division of Education in DND'S Directorate of Language Training, said that...

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Chapter 12. Lady Cadets

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pp. 181-189

When the Royal Commission on the Status of Women in Canada reported in 1970, it recommended that the government should give women the same support for a university education as it gave men through the Regular Officer Training Plan (ROTP). It also proposed that all trades in the Canadian Forces should be open to women and that women...

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Chapter 13. University for the Canadian Forces

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pp. 191-206

At a General Council meeting in November 1981, RMC broached the question whether the name Canadian Military Colleges should be changed to Canadian Military Universities, but the proposal was quickly dropped.1 At the next meeting of the council, Brigadier-General J.A. Stewart, the RMC commandant, explained the rationale behind the suggestion and...


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pp. 207-226


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pp. 227-234

Name Index

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pp. 235-239

Subject Index

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pp. 241-248

E-ISBN-13: 9780776617329
E-ISBN-10: 077661732X
Print-ISBN-13: 9780776603278
Print-ISBN-10: 0776603272

Page Count: 270
Publication Year: 1991