The Development Of The Ontario High School

Grade level: 10, 11, 12, i, s, t.

Excerpt from The Development of the Ontario High School Among the topics that will require discussion are the evolution of the present curriculum, the financial support and various steps leading to the present division of the burden, the qualifications and training of teachers as well as the pedagogical methods, equip ment and buildings. Among the questions to be answered are How and when did grammar schools become high schools? When and under what influences did secondary schools become co educational? When was the scheme of written examinations adopted, and what has been the influence of this? When and why were collegiate institutes established? Occasional references will be made to the movements in Europe and the United States, which appear to have influenced opinion in this country. 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.

Inventing Secondary Education is the first contemporary examination of the origins of the Ontario high school, and one of the very few which focuses on the development of secondary education anywhere in Canada. The authors chart the transformation of the high school from a peripheral to a central social institution. They explore the economic and social pressures which fuelled the expansion of secondary education, the political conflicts which shaped the schools, and the shifts in curriculum as new forms of knowledge disrupted traditional pedagogical values. By the late nineteenth century the high school had acquired a secure clientele by anchoring itself firmly to the educational and professional ambitions of young people and their families. Drawn from an enormous amount of empirical data derived from school records, census manuscript material, assessment rolls, and literary and biographical sources, Inventing Secondary Education enriches our historical understanding of schooling in nineteenth-century Ontario society and illuminates some of the roots of modern educational dilemmas.