Land Rich, Cash Poor: The Settler-Colonial Beginnings of the University of New Brunswick, 1785-1829
Bibliographic record
Abstract
Abstract: Cet article examine les débuts des établissements qui ont précédé l'Université du Nouveau-Brunswick – la Fredericton Academy et le College of New Brunswick – et l'incidence qu'a eue le développement de l'éducation collégiale sur celui de l'État colonisateur. Il fait valoir que les élites coloniales qui cherchaient à construire une école pour leurs enfants non seulement le firent sur les terres non cédées des Wolastoqey, mais de plus assurèrent son financement et son fonctionnement par l'appropriation indue d'autres fonds et en contravention du droit britannique en vigueur. Les actions de l'exécutif de la colonie concernant l'école collégiale construite à Fredericton permirent à la Chambre d'assemblée d'accroître son autonomie politique et son pouvoir de contribuer à façonner l'avenir de la province. Abstract: This article investigates the early history of the predecessor institutions of the University of New Brunswick – the Fredericton Academy and the College of New Brunswick – and considers how the development of collegiate education influenced that of the settler state. It argues that colonial elites who sought to build a school for their children not only did so on unceded Wolastoqey lands, but also supported and operated their school through the misappropriation of other funds and in opposition to established British law. The actions of the colony's executive regarding the collegiate school built in Fredericton allowed the House of Assembly to gain greater political autonomy and power to help shape the province's future.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
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 teacher head, 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".