Montréal and its knowledge institutions 

This year, as part of ourArchitecTours, Héritage Montréal a tour focusing on the architecture of places of learning. This is a rich and complex subject that has long been a focus of our reflections at Héritage Montréal. I wanted to share some of these reflections with you, so I spoke with Claudine Déom, a professor at the University of Montreal’s School of Architecture, head of the Master’s program in Built Heritage Conservation, and a member of our Heritage and Planning Committee. 

Places of education and knowledge are an integral part of Montréal's history and contribute significantly to the identity of the city and its neighbourhoods. These places are first and foremost very diverse, which is synonymous with a significant historical and architectural wealth. 

The major religious groups

One of the reasons for this wealth is the fact that, since the foundation of the city, religious institutions have been responsible for education. When we refer to the great religious complexes of the metropolis, we think much more about health than about education. And yet, these institutions often served more than one function, and several of them were especially dedicated to teaching. Think, for example, of the Institut des Sourdes-Muettes on Saint-Denis Street or the Monastère du Bon-Pasteur on Sherbrooke Street. For the most part, these former establishments no longer have a teaching function today, but a few schools and colleges, first founded by religious communities, continue to serve this purpose, such as Villa-Maria School or St. Lawrence College.  

Universities

Obviously, we cannot talk about a knowledge heritage in Montreal without highlighting the presence of four major university campuses. These universities are not only representative of the linguistic duality that has characterized Montréal's public institutions throughout its history, but they also contribute to the city's influence and dynamism. McGill University, founded in 1821, was the first to arrive, and its size and location at the foot of the mountain already give it undeniable importance in the Montréal landscape. In 1876, Université Laval opened a branch in the heart of the Latin Quarter. This branch gradually gained autonomy and became the Université de Montréal in 1920. In the late 1920s, architect Ernest Cormier was commissioned to design a new building on the north side of the mountain. The Université du Québec then moved to the Latin Quarter at the end of the 1960s, giving the area back its academic colours. Concordia University was finally founded in 1974, from the merger of two distinct campuses: the Sir George Williams Campus, which brings together several buildings west of downtown, and the Loyola Campus, a complex located in Notre-Dame-de-Grâce since 1916. 

Neighbourhood schools 

At the turn of the 20th century, with industrialization and the significant growth experienced by Montréal, the city acquired many neighbourhood schools. These schools participated in the development of cities and neighbourhoods in the same way as churches, although their architecture was more modest. These buildings remain strongly linked to the religious communities present on the territory. However, the 1960s were marked by major ideological upheavals in Quebec, which also contributed to a fundamental transformation of knowledge institutions and school architecture. This architecture will evolve over time, reflecting both changes in society and the evolution of thinking about education. The 1960s and 1970s saw the emergence of two unique institutions in Quebec: polyvalentes and general and vocational colleges (CÉGEPs). Designed to accommodate a large number of students and a variety of technical education facilities, many of these buildings were conceived as vast complexes. 

What are the heritage issues of places of knowledge in Montréal? 

When considering the issues and challenges involved in conserving this heritage, it is important to distinguish between large ensembles and neighbourhood schools. Indeed, as Claudine Déom points out, "The conservation of a site composed of several buildings such as the Institut des Sourdes-Muettes does not present the same challenges as that of a neighbourhood school. »

The issue surrounding the reuse of these ensembles is therefore not only related to the architectural features that once made it a place of
knowledge, but also to the integration of new functions that allow the site to continue to
function as a site and to integrate into the territory. The rehabilitation of the Good Shepherd Monastery is a good example of this.  

In the case of schools in Montreal neighbourhoods, the conservation issue is mainly related to the evolution of teaching, which leads to new space requirements. "Over time, pedagogy has changed: there are fewer students per class and specialized services have appeared. In addition, in response to changes in the social and economic structure, spaces for early childhood centres (CPEs) and daycare services are now part of schools. As a result, we can see many expansions to existing schools that no longer have the space they once had. »

School conservation is also marked by another major issue, that of air quality in buildings, a problem due to a chronic maintenance deficit in public infrastructure. "On the other hand, it should be remembered that the building maintenance deficit is not exclusive to schools. "However, the issue of the state of the premises remains a major problem that is widely criticized by parents and the media. At the same time, the actors of heritage conservation are concerned: "It is quite expected that parents will be concerned about the quality of air and water in the school their child attends on a daily basis. But the reflex of tearing everything down to stop the problem must not take over. Rather, it is necessary to develop a culture of regular maintenance of our public buildings. » 

This issue of maintenance, which is dear to Héritage Montréal see in particular our resolution 2020-03 —is indeed unavoidable. Admittedly, the structures and values of Quebec society have changed over the last century; admittedly, the places of learning that were once built are no longer perfectly suited to our vision of education. But does that mean we should aim for renovations without regard for heritage? Or worse, demolition? The question arose in the early 2010s, in the wake of what could be called a school heritage crisis, when two heritage schools were demolished—Baril School in Hochelaga-Maisonneuve and Saint-Gérard School in Villeray/Saint-Michel. 

Despite our sincere considerations for the health and quality of life of citizens and especially students, it seems to me that it is nevertheless essential and even necessary to consider and preserve the already existing one, especially in the context of the climate crisis we are currently experiencing. In order to do so, it seems to me necessary to develop new reflexes when it comes to built heritage: first of all, it is necessary to get to know it better and to get informed. It is still necessary to understand the uses for which these places were designed and to identify the changes that have contributed to the fragility of these places over time. In this regard, it would be relevant to better understand the construction methods and the fine work of the artisans. Finally, we must integrate the reflection and even the need to preserve the built heritage in the restoration, rehabilitation or requalification process, and this, upstream of the projects. There will always be demolitions, when necessary, but it might be possible in this way to better preserve and even celebrate the places and skills that are the foundation of our society. 

Interview with Claudine Déom

Claudine Déom has been a professor at the School of Architecture since 2006 and is in charge of the Conservation of Built Heritage option of the Master of Applied Sciences in Planning. A graduate in urban planning (UQAM) then in art history (M.A. UQAM), she obtained a doctorate in art history in 2003 with a thesis entitled L'architecture des édifices municipaux des villes québécoises en région, 1870-1929. She is currently pursuing research in heritage conservation, the subjects of which revolve around the question of the attribution of heritage values, particularly those of public buildings. She is responsible for research carried out in partnership with the Commission scolaire de Montréal (CSDM) on the conservation of school architecture. Claudine Déom is also interested in the history of conservation in Canada since the 1960s.

Héritage Montréal: What would be the keys to success for preserving this heritage? 

Claudine Déom: What heritage stakeholders want is for the heritage dimension to be included in the decision-making process regarding transformations to heritage. When I started working with the Montreal Service Centre (until recently the Commission scolaire de Montréal) on research on school heritage, the concern for heritage was not very present. It is now more widespread. There is a sensitivity that has been created for heritage among architects and engineers who deal with schools. I think one of the things that has also played in favour of it is information about the heritage aspects of schools. 

As for large groups like the Deaf-Mute, they cannot be rehabilitated all at once! We must understand the buildings to find compatible uses for them. I believe that knowledge of the site, particularly through the production of health records, must be integrated into the thinking process from the outset. We must also think about the phasing of the site's rehabilitation. But it especially takes recognition of the people who show leadership by wanting to transform such sites because they recognize that their positioning in the city and their extent are important not only for the collective identity, but also for the social and economic development of the city. The rehabilitation of sites is a complex operation, yes, but it is also an opportunity.   

Héritage Montréal: What challenges lie ahead in managing this heritage?  

Claudine Déom: In the very short term, we will need to address a group of secondary schools that are problematic because they are largely made up of buildings constructed in the 1960s and 1970s with similar characteristics, which have earned them the nickname "bunkers": few windows, raw concrete walls, and a large footprint similar to shopping malls. This architecture no longer corresponds to our contemporary ways of doing things, but it nevertheless marked an important era in the history of architecture in Quebec. How will we adapt them? The case of Louis-Joseph-Papineau High School, which has been the subject of many complaints from parents because of its small windows, is a good example. I am not saying that we should keep these large concrete fortresses intact, but as a first step, we need to understand them. This will enable us to find solutions to correct some of the problems that were present from the outset, in this case, the lack of natural light. An interesting example of the transformation of this type of architecture is the Decelles Pavilion of the Hautes Études Commerciales on the campus of the University of Montreal. Windows have been added to its opaque concrete facades. Now it is much more pleasant to be inside because of the natural light that enters. I believe that heritage contributes significantly to the daily well-being of the people who frequent it. These are aspects that interest us at Héritage Montréal , ultimately, are at the root of its mission. 

ArchitecTours is a project funded under the Agreement on the cultural development of Montreal between Ville de Montréal and gouvernement du Québec.