History Of Canada For Use In Public Schools

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Excerpt from History of Canada for Use in Public Schools IN compiling a school history for the use of Canadian children, the aim of the writer has been to make its readers feel that the explorers, the missionaries, the soldiers, the pioneers and the statesmen of whom its pages tell, Were real men and women. They were engaged in the work of chang ing half a, continent, inhabited by wandering tribes of savages, into a, prosperous commonwealth. That work is still going ou, and though the superstructure may not need the same kind of labor as was required for the foundation, its builders must possess no less skill, industry and wisdom. In the hope that this little book will help to fit the boys and girls, who are the hope of our country, for the duties of citizenship, it is placed in their hands. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

For Canadian teachers and school administrators.

Public School History of England and Canada by William Robertson is a detailed recollection of well-known and upstanding men and women in the Canadian provinces of Quebec and Ontario. Robertson's manual is intended to aid teachers in their enrichment of young minds and the preparation of students for life after secondary school. Excerpt: "It is useless to expect a teacher to instill into the minds of his pupils a love of historical reading and research, unless he himself appreciates and enjoys the study, and is fully alive to its educational and political value. The apathy or distaste so frequently exhibited by pupils when called upon to master the most elementary historical facts is largely due to the superficiality of the teacher's knowledge. Without a good acquaintance with the subject he can make it neither profitable nor interesting. "History is past politics."

Between the 1880s and the 1940s, children in English Canada encountered schools and school systems profoundly different from today's. In How Schools Worked, R.D. Gidney and W.P.J. Millar map the contours of that world, retrieving it from the obscurity created not only by the passage of time but by fundamental shifts in organization, pedagogical values, and beliefs about the role of public education. Moving beyond the rhetoric on school reform that marked the period, How Schools Worked focuses squarely on schooling itself. How many children went to elementary or secondary school, how often, and for how long? What was the range of their educational attainments? How were their patterns of attendance influenced by social class, gender, and where they lived? What and how were they taught? How were they assessed and promoted from grade to grade? What were their teachers' qualifications and experience? What were their school buildings like? Who paid the bills and how much did they pay? How well or badly were children and young people served by their schools? And how did answers to these questions change over time? A sympathetic yet critical analysis, How Schools Worked is a portrait of a complex enterprise at work. Gidney and Millar offer a rich understanding of the period, a reappraisal of some major debates, and insights into educational issues that perplex us still.