"Gladly given for the cause": New Brunswick Teacher and Student Support for the War Effort, 1914-1918
Bibliographic record
Abstract
This article examines the efforts of New Brunswick’s public school teachers and students to support the First World War. Along with participation in the Teachers’ Machine Gun Fund, they were involved in gendered activities such as Home Efficiency Clubs, Cadet Corps, Military Drill, and the “Soldiers of the Soil” movement. Students—male and female, young and old, Anglophone and Francophone—as well as their teachers, also took part in a variety of fundraising efforts that served to reinforce discipline and inculcate patriotism, meeting the state-sponsored definition of a good citizen. By drawing on archival documents, this article highlights the ways that New Brunswick’s teachers and students were inculcated in voluntarism, patriotism, and militarism as they responded to the demands of the war and contributed “for the cause.” Resume Cet article fait le bilan des efforts des enseignants et des eleves des ecoles publiques du Nouveau-Brunswick pour appuyer l’effort de la Premiere Guerre mondiale. Grâce a la participation du Fonds de la Mitrailleuse des Enseignants, ils ont participe a des activites integrees, telles que les Clubs d’efficacite au foyer, les Corps de cadets, les Corvees de militaires et le mouvement des « Soldats de la terre ». Des eleves, garcons et filles, jeunes et moins jeunes, francophones et anglophones, ainsi que leurs enseignants, ont egalement participe a diverses campagnes de financement qui ont servi a renforcer la discipline, a inculquer le patriotisme et a promouvoir la definition d’etat de bon citoyen. En se fondant sur des documents d’archives, cet article souligne les moyens par lesquels les enseignants et les etudiants du Nouveau-Brunswick ont embrasse le benevolat, le patriotisme et le militantisme quand ils ont repondu aux besoins de l’effort de guerre et ont contribue « a la cause ».
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.020 | 0.005 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.005 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".