By Yves Gingras
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Additional info for Physics and the Rise of Scientific Research in Canada
59 During this period he carried out a number of teaching assignments in the Petit Seminaire. He was simultaneously master of discipline, professor of language, physics, and mathematics, and assistant director of students. These duties were the lot of theology students recruited by the directors of the Seminary. Once finished his theological education, Hamel undertook further training in order to prepare himself to teach the sciences in the new university. From 1854 to 1858, he studied at the Ecole des Carmes in Paris, where he became a licentiate in science; he returned to Quebec ready to assume his new duties as university professor.
If learning the trade constitutes the first stage in the reproduction of the researcher's habitus, one must next find a position that allows one to do research. At the turn of the century, only the university brought together the necessary conditions by offering, in additon to time and money, a few instruments and sometimes an assistant, which allowed professors to undertake research. Moreover, not all these students had the same training, and so, depending on whether or not they were engineers, the range of employment offered them was more or less varied.
T. Barnes, who became associate professor in 1901 after having subsisted for five years as a research assistant, would have the time and the institutional resources to continue a research program begun in 1895 with his mentor's impetus. M. Tory, who in 1903 was professor of mathematics at McGill, devoted forty hours a week to course preparation, which left him little time for research. Tory's career as a physicist was therefore quite short, and he devoted the rest of his life to education, founding several universities across Canada.