Introduction
The public schooling system in Canada began before free and compulsory, education was introduced into the education system in the stages of the 19th century. On the other hand, the introduction of free and compulsory schooling led to the development of bureaucratic and instrumental institutions of learning (Edwards & Shields, 2005, p.23).
Nevertheless, educational institutions had become establishments for interacting, classifying, and frequently separating different community groups in society. Schooling was viewed as a way of enhancing social order, as regards this; laws were passed to force skivers to attend school thereby keeping them off the corrupt influence of the streets (Tyack, 1974, p.68).
Origin of public school in 19th century Upper Canada
The British authorities set aside one part in seven equal parts of all Crown lands in Upper Canada for the funding and maintenance of a Protestant Clergy, which, in custom, meant the Church of England. This strategy, which increased the controlling influence and educational prerogatives of the national Church of England at the expense of another group of religious congregations having their own organization and a distinctive faith, was a systematic basis of disagreement during the early nineteenth century (Axelrod, 1997, p.7).
Anglicans however, had a major effect in the founding of public schools, which emphasized the teaching of Latin and Greek, and which were proposed to educate youth for future positions of occupational and social leadership in their communities.
However, during the 19th century, schooling became widely circulated among politicians, ecclesiastics and instructors and consequently forming the make-up of the modern school structure in what emerged as a certified consent.
The setting up of school structures in Upper Canada followed a comparable form and sequence due to the compound and frequent rival aspirations of both authorized instructors and parents. However, there are some distinguished variations within this comparison, related to significant social, cultural and political characteristics.
Purpose
The major comparison in the Canadian school system surfaced from the cherished desire of educational managers throughout the mid 19th century, and most parents’ eagerness, to educate their children when they could.
The steadiness of the leading educators in their objectives is not startling since they only referred to one another scripts and were constantly in communication with each other.
The distinct strong belief of the school supporters and advocates was that public education could be a successful instrument for the ingraining suitable manner of notion and conduct into young learners; notwithstanding, in their thoughts, the idea of public schooling did not entail the achievement of intellectual knowledge. Schools were structured to get rid of numerous social problems and misconduct.
These social problems were viewed to emerge due to three main reasons: the impact caused by the large and constant flow of immigrants into the country during the 19th century; the change of lifestyle caused by the shift from a rural way of life to an industrialized economic system based on private ownership of capital; and the creation of the state, hence, the application of political power by the nationals.
Mid-19th Century schooling system in Upper Canada
In mid-19th century Upper Canada, the preponderantly agricultural populace was dissatisfied with their state of economic change as compared to the development in other states, and they believed that massive immigration led to the strong desire for the creation of states and development in the administration of other towns or districts. This brought about the violent pursuit of political change.
These events led the local leaders to give considerable thought to the establishment of school systems which in turn would shape the expanding generation of nationals. One reason approved by the school promoters of Ontario was the antagonism they held towards the employment of teachers and course books from The United States. They viewed the United States as a culture born of upheaval and had to be scrutinized guardedly. Alternately, they introduced the syllabus of the Irish education system, particularly the Irish scripts that had been printed to reach a Protestant and Catholic populace. This scheme was also favorable since the Irish were the mainstream settlers in Mid-19th’century, Ontario. Revolts in Quebec were even far more significant than in Ontario, resulting in larger political apprehension in the psyche of the instructive leaders.
Considering the leadership of the Catholic Church, the structure of a learning state was delayed whereas profane and spiritual leaders argued about a commonly suitable allotment of controlling influence and duty.
In the late 19th century, the importance of the controlling influence by the ecclesiastics in educational affairs was established and subsequently, Quebec became an exemption because it had no minister of education. Undoubtedly, settlers were conspicuous as they migrated along the St Lawrence River towards the western part of Canada. Likewise, the economy of Quebec witnessed momentous change. It is specifically in Montreal that instructors debated practically on the need for schools to get rid of the concept of having to work for small wages, due to lack of education.
Late 19th Century
Late 19th century, the comparative value of migration, economic transformation and state creation to the authorized plans of building learning institutions proceeded towards reflecting provincial disparity across Canada. On the western shoreline, migration was the basic aspect in determining the establishment of public schools, though; it was carried out in a unique method different from that of the Eastern coastline of Canada.
The major difference of British Columbia was that extensive populace of Asians, specifically Chinese men who labored in the mines of the Greenland Caribou and railway line builders.
Conclusion
The aggregate of past events of schooling in Canada has influenced the expansion of official education furnished by tax funds and monitored by the state (Meisel, Rocher, Silver, & Institute for Research on Public Policy, 1999, p.77).
This development came about from the apprehension concerning educational, ethical and political conduct, from the outgrowth of a manual labor economic system, from transforming notions of youth and the family, and from the broad restructuring of the public into an organization founded and united for a specific purpose.
Consequently, there are several narrative descriptions of past events about Canadian schooling and essential distinguishing quality within the universal lines of orientation.
Reference List
Axelrod, P. (1997). The promise of schooling: education in Canada, 1800-1914. Toronto. University of Toronto Press.
Edwards, M., M. & Shields, C., M. (2005). Dialogue is not just talking: new ground for educational leadership. New York, NY: Peter Lang.
Meisel, J., Rocher, G., Silver, A. I., & Institute for Research on Public Policy. (1999). As I recall. Montreal, Quebec: IRPP.
Tyack, D. (1974). The one best system. Cambridge, MA: Harvard University Press.