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Forced Segregation of Black Students in Canada West Public Schools and Myths of British Egalitarianism
— — — — — — — — — — — — — — — — — — — — — — — — — — “We had no desire to be set apart”: Forced Segregation of Black Students in Canada West Public Schools and Myths of British Egalitarianism KRISTIN McLAREN* The practice of school segregation in mid-nineteenth-century Canada West defied popular images of the province as a guardian of British moral and egalitarian ideals. African Canadians in Canada West found themselves excluded from public education or forced into segregation, practices that were against the spirit if not the letter of British and Canadian law. Education laws were changed to accommodate racism, while guardians of the education system tolerated illegal discriminatory practices. A number of historians have described the emergence of segregated racial schools in Canada West as a response to requests by black people to be sepa- rate; however, historical evidence contradicts this assertion. African Canadians in the mid-nineteenth century fought against segregation and refused to be set apart. Numerous petitions to the Education Department complained of exclusion from common schools and expressed desires for integration, not segregation. When black people did open their own schools, children of all ethnic backgrounds were welcome in these institutions. La politique de ségrégation scolaire que l’on pratiquait dans l’Ouest canadien du milieu du XIXe siècle contredit l’image populaire de gardienne des idéaux moraux et égalitaires britanniques que l’on se faisait de la province. Les Afro-Canadiens de l’Ouest canadien étaient privés d’enseignement public ou ségrégués, des pratiques qui allaient à l’encontre de l’esprit sinon de la lettre du droit britannique et cana- dien. Les lois sur l’enseignement ont été modifiées pour laisser place au racisme, tandis que les gardiens du système d’éducation toléraient des pratiques discrimina- toires illicites. -
Uot History Freidland.Pdf
Notes for The University of Toronto A History Martin L. Friedland UNIVERSITY OF TORONTO PRESS Toronto Buffalo London © University of Toronto Press Incorporated 2002 Toronto Buffalo London Printed in Canada ISBN 0-8020-8526-1 National Library of Canada Cataloguing in Publication Data Friedland, M.L. (Martin Lawrence), 1932– Notes for The University of Toronto : a history ISBN 0-8020-8526-1 1. University of Toronto – History – Bibliography. I. Title. LE3.T52F75 2002 Suppl. 378.7139’541 C2002-900419-5 University of Toronto Press acknowledges the financial assistance to its publishing program of the Canada Council for the Arts and the Ontario Arts Council. This book has been published with the help of a grant from the Humanities and Social Sciences Federation of Canada, using funds provided by the Social Sciences and Humanities Research Council of Canada. University of Toronto Press acknowledges the finacial support for its publishing activities of the Government of Canada, through the Book Publishing Industry Development Program (BPIDP). Contents CHAPTER 1 – 1826 – A CHARTER FOR KING’S COLLEGE ..... ............................................. 7 CHAPTER 2 – 1842 – LAYING THE CORNERSTONE ..... ..................................................... 13 CHAPTER 3 – 1849 – THE CREATION OF THE UNIVERSITY OF TORONTO AND TRINITY COLLEGE ............................................................................................... 19 CHAPTER 4 – 1850 – STARTING OVER ..... .......................................................................... -
Proquest Dissertations
A STUDY OP THE RYEESON-CHAEBOMEL CONTROVERSY AND ITS BACKGROUND by Joseph Jean-Guy Lajoie Thesis presented to the Department of Religious Studies of the Faculty of Arts of the University of Ottawa as partial fulfillment of the requirements for the degree of Master of Arts tttltitf . LIBRARIIS » Ottawa, Canada, 1971 UMI Number: EC56186 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. UMI UMI Microform EC56186 Copyright 2011 by ProQuest LLC All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 ACKNOWLEDGMENTS This thesis was prepared under the supervision of Professor R. Choquette, B.A. (Pol. Sc), B.Th., M.Th., S.T.L., M.A. (Chicago), of the Department of Religious Studies of the Faculty of Arts of the University of Ottawa. CURRICULUM STUDIORUM Joseph Jean-Guy Lajoie was born February 8, 1942, in Timmins, Ontario, Canada. He received his B.A. from the University of Western Ontario, London, Ontario, in 1964. TABLE OF CONTENTS Chapter page INTRODUCTION vi I.- REVIEW OF THE LITERATURE 1 Contemporary Literature 1 Subsequent Literature 9 IT.- HISTORICAL BACKGROUND 21 Development of Education in Upper Canada, 1797-1840 21 Development of Religion in Upper Canada, 1797-1849 24 Development of Education in Upper Canada, 1841-1849 36 III.- THE RYERSON CHARBONNEL CONTROVERSY 47 SUMMARY AND CONCLUSIONS 64 BIBLIOGRAPHY 66 Appendix 1. -
A Brief History of Canadian Education. Toronto : Mcgraw-Hill, 1968
F . .H. JoHNSON. - A Brief History of Canadian Education. Toronto : McGraw-Hill, 1968. viii, 216 pp. HOWARD ADAMS. - The Education of Canadians, 1800-1867 : The Roots of Separatism. Montreal: Harvest House, 1968. xii, 145 pp. Canadian educational history has not received the same serious scholarly attenti0n which has been accorded to the other aspects of our national devel opment. Canadian historians have tended to adopt an arms' length approach to this field of enquiry, viewing it in a somewhat disdainful manner. Educa tional history has either been regarded by the historical profession as irrelevant to a comprehensive discussion of the main themes of Canada's political and constitutional evolution (especially within the framework of the traditional Whiggish interpretation), or else it is relegated to the position of a subject of minor status suitable only for teacher-training institutions which; again, have not generally been recognized as being a part of the scholarly community. As a result, most of the published work on Canadian educational history has consisted of articles and monographs concerned primarily with the achievements of certain prominent educational leaders or with the history of a limited number of notable sehools and universities. In recent years there have also appeared a number of histories of various provincial educatiOnal systems, notably British Columbia, Alberta, New Brunswick and Newfoundland. Generally speaking, these monographs have been works of sound scholarship; b°'t the authors have not always portrayed their stories in wider national tones. Until recently this type of literary production has been largely mediocre in quality and uninspiring in the treatment of its themes. -
Finding Aid 3141 Fonds 3141 John George Hodgins Fonds
FINDING AID 3141 FONDS 3141 JOHN GEORGE HODGINS FONDS Accession Number 1986.150C Prepared by Margaret Wyman and Linda Morita, August 1983 Updated by Mark Van Stempvoort, 1985 Revised by Amanda Tomé, December 2017 John George Hodgins fonds 2 JOHN GEORGE HODGINS FONDS. – 1842-1910. – 94 cm of textual records. John George Hodgins (1821-1912) was a civil servant in the Ontario Department of Education, a close associate of Egerton Ryerson, and a historiographer of education in Ontario. Born in Dublin, Ireland, he studied at the Upper Canada Academy, Victoria College (M.A.), and the University of Toronto (law). He served in the Ontario Department of Education as an administrator from 1844; Deputy to Chief Superintendent, 1855-1876; Deputy Minister, 1876-1889. He worked with Egerton Ryerson to establish and develop the public school system. After retirement, he was the librarian and chief historian of the Department. Fonds consists of correspondence, 1842-1910, addresses, articles and documents re Egerton Ryerson, 1844-1902; and the history of education in Ontario, 1845-1883; drafts of Egerton Ryerson's The Story of My Life, n.d.; proofs of Documentary History of Education in Upper Canada by J.G. Hodgins. Acc. Box-File Title Date(s) 86.150C 1-1 Biographical Information 1-2 Correspondence 1842 1-3 ---. 1843-1844 1-4 ---. 1845-1847 1-5 ---. 1848-1849 1-6 ---. 1850-1851 1-7 ---. 1853 1-8 ---. 1854 1-9 ---. 1855 1-10 ---. 1856 1-11 ---. 1859 1-12 ---. 1860 1-13 ---. 1831 1-14 ---. 1862 1-15 ---. 1863 1-16 ---. 1864 1-17 ---. -
SIR EDMUND WALKER, SERVANT of CANADA By
SIR EDMUND WALKER, SERVANT OF CANADA by Barbara' Ruth Marshall B.A., York University, 1969- A Thesis Submitted in Partial Fulfilment of The Requirements for the Degree of Master of Arts in the Department of History We accept this thesis as conforming to the required standard The University of British Columbia June, 1971 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the Head of my Department or by his representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Depa rtment The University of British Columbia Vancouver 8, Canada i ABSTRACT In the laissez-faire system of the late nineteenth century, Sir Edmund Walker, Canadian businessman, saw his life in terms not of his personal gain, but of his service to his country. His Victorian curiosity and ethic of service prompted him to work for Canada in many varied areas from banking, to the arts, to planning a new imperial structure in the Round Table. By World War I, however, this Victorian ethic could no longer survive in the modern world which had evolved. Government also ended laissez-faire by entering fields which business philanthropy had neglected. While most Canadians seemed to recognize Sir Edmund's achievements, after the war they scoffed at his outdated views of service. -
Questions Regarding the Origins of Separate Schools in Canada West
CCHA, Historical Studies, 68 (2002), 85-104 What did Michael Power Really Want? Questions Regarding the Origins of Catholic Separate Schools in Canada West Mark G. MCGOWAN There once was a time in Ontario when uttering the words “separate schools” would guarantee, in the least, an argument, or at worst, a fistfight. Political parties, communities, neighbourhoods, and families became seriously divided over the perceived right, or even the necessity, to allow the province’s Catholics to establish and maintain publicly-financed separate schools. The controversy and debate over these schools has also been evident in scholarly discussions of education nationwide. Since the late nineteenth century there have been two conflicting historical perspectives arguing the constitutionality, moral validity, and existence of publicly-financed Catholic schools. One issue upon which neither of these two historical schools has been able to agree is whether or not Michael Power, the first Bishop of Toronto, believed in, and was prepared to advance, the idea of a Catholic school system, sustained by the public purse. The question of Michael Power’s commitment to Catholic separate schools is critical for several reasons, not the least of which was the fact that his new diocese contained the fastest growing region in British North America, providing a haven for tens of thousands of European migrants annually. His diocesan territory extended from Oshawa in the east to Sandwich in the west and, then, from Lakes Ontario and Erie as far north as the Lakehead and the watersheds of Lakes Huron and Superior. Furthermore, for some historians to suggest Power’s lack of interest in separate schools could imply that not all colonial Catholic leaders desired publicly funded denominational schools and, in fact, such ideas were essentially thrust on the Catholic community, and by implication on the Province, by the “foreign” ultramontane bishops who succeeded Power. -
Wesleyan Methodist Church (Great Britain)
Wesleyan Methodist Church (Great Britain) Foreign Missions: America The British Dominions in North America Correspondence 1791 - 1893 Finding Aid Compiled by - Rev. D.A. Bacon. - 1973 4 Volumes Wesleyan Methodist Church (Great Britain) Foreign Missions: America The British Dominions in North America In 1769, two Methodist ministers, Richard Boardman and Joseph Pilmoor, travelled from London to New York, Carrying with them the blessing of John Wesley and a grant of L50 from the Methodist Conference, these two men constituted the first missionary enterprise formally sponsored by the Methodist Conference of Great Britain. In subsequent years the mission to North America expanded, and in 1785, Thomas Coke and Francis Asbury were appointed joint Superintendents of Methodist work in America. A committee to assist Thomas Coke in his work ،in 180 ؛'was set up by Conference, first in 1795, then more ,,authoritatively Although Thomas Coke and Thomas Parker had proposed to Conference in 1784 a "Plan of the Society for the Establishment of Missions among the Heathen", it was not until 1790 that evident concern for missions was manifested. In that year a "Committee for the Management of our West Indian Affairs" was formed by the Conference. The first Methodist Missionary Society, however, did not begin to function until 1813, the year in which the "Methodist Missionary Society of Leeds District" was constituted. The rules of this organization provided for the creation of "Auxiliary Missionary Societies" or Branch Societies in every circuit of the District. Other Districts followed suit. In 1815, Jabez Bunting proposed a "New Constitution" for the management of missionary affairs, and with the cause becoming an increasing priority in the minds of the Wesleyans, a society encompassing the whole of the English Conference was founded in 1817 with a full code of "Laws and Regulations", under the title, the "General Wesleyan Methodist Missionary Society". -
A Positive Experiment in Aboriginal Education: the Methodist Ojibwa Day Schools in Upper Canada, 1824-1833
A POSITIVE EXPERIMENT IN ABORIGINAL EDUCATION: THE METHODIST OJIBWA DAY SCHOOLS IN UPPER CANADA, 1824-1833 Hope Maclean Box 104 Wakefield, Quebec Canada, JOX 3GO E-mail: [email protected] Abstract I Resume The history of Aboriginal schooling in Canada is marred by accounts of abuse and incompetence, especially in residential schools. But was it always so? In fact, during the 1820s and 1830s in Upper Canada (later Ontario), Methodist missionaries and Ojibwa cooperated to develop a day school system which could have provided a far better model for Aboriginal schools. For example, the schools offered bilingual instruc tion, Native teachers and pedagogy based on the Pestalozzi system. The tragedy is that this productive and cooperative model of schooling was smothered and quickly forgotten by educators. L'histoire de I'education autochtone est defiguere par des rapports d'abus et d'incompetence. Mais est-ce que I'education etait toujours ainsi? En realite pendant les anees des 1820s et 1830s, en Ie Haut-Canada (plus tard la province d'Ontario), les missionaires Methodistes et les Ojibwa ont cooperes pour creer une systeme d'education excellente. Par exemple, les ecoles offraient instruction bilingue, des professeurs autochtones et Ie systeme pedagogique de Pestalozzi. Mais cette systeme cooperative etait suffoquee et oubliee plus tard. The Canadian Journal of Native Studies XXII, 1(2002):23-63. 24 Hope MacLean Introduction The recent revelations of abuse and incompetence in residential schools make the early history of Aboriginal education seem like an un mitigated experience of horror. But was it always so? In fact, there was a brief period when it seems that Aboriginal education could have gone another way, towards harmony and cooperation rather than coercion. -
The Founding of the Ryerson Institute of Technology 1
ESSAY | ESSAI A JANUS IN THE CoLD War: THE FOUNDING of THE RYerSON INSTITUTE of TeCHNOLOGY 1 MARYBETH MCTEAGUE is an architect and >MARY B E T H architectural historian. She teaches in the MCTEA G UE Department of Architectural Science, Ryerson University, and works with Heritage Preservation Services at the city of Toronto. uilt between 1959 and 1964, Ryerson BUniversity’s Kerr Hall (fig. 1) is the architectural embodiment of the ideals informing a new education system’s attempts to respond to pressing social needs in Canada in the wake of World War II. In its attempts to address the sweeping political, social, and techno- logical change of the time, the system looks forward in anticipation of the future. As well, perhaps in the face of uncertainty and in the wake of global devastation and suffering, it takes direc- tion from the past. The characteristics of this past are demonstrated to be rooted in the specific local of Toronto as it had evolved culturally and urbanistically over the prior one hundred and fifty years, but also in a concept of shared values which are rooted in the democracy of ancient Greece. Under the direction of Howard Killen Kerr, the founder of the original Ryerson Institute of Technology in 1948, and the man for whom Kerr Hall is rightly named, education was seen as an import- ant tool in the preservation and evolution of both technology and democracy. Like the Roman god Janus, both the educa- tional system and the building are per- sistent in expressed integration of past and future. -
The First Canadian Journal of Education: an Historical Review
F. Henry Johnson The First Canadian Journal of Education: an Historical Review The first French language newspaper in Canada, Le Cana dien, announced on its mast-head the slogan, "Nos institutions, notre langue et nos loix." Had Egerton Ryerson cared to para phrase this text and express it in English, our first Journal 0/ Education might very fittingly have announced that it stood for "Our schools, their institutions and their laws." The first issue of the Journal of Education For Upper Ca·n ada appeared in January 1848. The title page announced that it was "Edited by the Reverend Egerton Ryerson D.D. (The Superintendent of Education for Upper Canada) assisted by Mr. John George Hodgins." The subscription price was "five shillings per annum in advance." For thirty years this journal appeared regularly each month as the voice of the Department of Education, devoted, as the Prospectus in the first issue announced, ta the exposition of every part of our school system; ta the publica tion of official papers on the subject of schools; ta the discussion of the various means of promoting the efficiency of schools and the duties of aIl classes of persons in respect ta them; to accounts of systems of public instruction in other countries, both European and American; and to the diffusion of information on the great work of Popular Education generally.l editors ryerson and hodgins Initially, the major portion of the editorial work was borne by Ryerson himself but after a few years, as the burdens of his office piled up, he had to rely upon his faithful and in defatigable deputy, John George Hodgins, to assume the edi- 170 F. -
Presidential Report on the Legacy of Egerton Ryerson
VICTORIA UNIVERSITY PRESIDENTIAL REPORT ON THE LEGACY OF EGERTON RYERSON William Robins President Victoria University June 2021 VICTORIA UNIVERSITY PRESIDENTIAL REPORT ON THE LEGACY OF EGERTON RYERSON Contents Background Reconsidering the Legacy of Egerton Ryerson Historical Considerations Recognition of Egerton Ryerson at Victoria University Indigenous Students at Upper Canada Academy The Research Panel’s Findings Response Recommendation to the Board of Regents Other Steps Background In June, 2019, the Executive Committee of the Board of Regents of Victoria University charged me with providing a report on the legacy of Egerton Ryerson. They asked that the report consider historical and current contexts for understanding Ryerson’s involvement with and impact upon Indigenous communities, and that it make recommendations regarding the honorific use of Ryerson’s name on the Victoria University campus. The Board’s request arose at a time of growing concern about Ryerson’s role in the history of residential schools for Indigenous peoples. I committed to examining Ryerson’s intersections with Indigenous communities in light of the Truth and Reconciliation Commission of Canada’s direction that “History plays an important role in reconciliation; to build for the future, Canadians must look to, and learn from, the past.”1 It was also clear that the use of Ryerson’s name on campus should be considered not as a single issue, but in the wider context of commitments and actions on Indigenous issues that Victoria University has taken and can take in the future. In considering this matter I consulted with Victoria University’s senior administrators, student leaders, Special Advisor on Indigenous Issues, and Indigenous Advisory Circle.