Running Head: CANADIAN EDUCATION ORIGINS AND REFORMATION 1

Canadian Education Origins and Reformation

Alyssa Fortin
University of Lethbridge
EDUC 3603 Social Context of Schooling
Professor Aaron Stout
CANADIAN EDUCATION ORIGINS AND REFORMATION

Brief History

The concept of proper education began in Greece during the

Hellenic Period. From a time of classical humanism, came a widespread

ideology on how education should be used to create a greater people.

It is from this time that we see the start of a structured education

system and its development. For example, it is during this time that

the idea that students should be separated by age became a leading

figure. Preschool was to be carried out at home by a governess or

tutor, if available. Elementary school, for ages 7 to 14, was provided by

the city and consisted of teaching children how to read, speak, write

and count, with the addition of physical education being an important

part of the curriculum. A secondary level was offered to students, aged

14 to 18, if their economic status allowed it. Higher studies such as the

art of public speaking, mathematics, philosophy, and medicine were

offered for this age group. Ephebos, between adolescence and

adulthood, acted as an alternative to those who could not afford to go

to a secondary institution, and instead engaged in military service

consisting of athletic development and civic training (Audet, 1970).

This concept spread widely throughout the Mediterranean, into other

European countries, and progressively settled in what would eventually

be called Canada.

During the Middle Ages in Europe, the Church became aware of

the importance of its teaching role (Audet, 1970). Many religions

CANADIAN EDUCATION ORIGINS AND REFORMATION

came to believe that it was their responsibility to educate the public.

Through schools developed under the Catholic Church, a curriculum

coming from the arts became the most influential during this time

(grammar, rhetoric, dialectics, arithmetic, geometry, astronomy, and

music) (Audet, 1970). In addition to this curriculum, a belief that any

other form of schooling, that was not Catholic, was seen as being

inadequate in providing principles and morality to children (Lawr &

Gidney, 1973). It was not until the Renaissance that people started to

realize how restricting this education system was. Any other belief

system or faith was supressed and considered inferior.

Change in Perspective

Through reformation, the Renaissance brought back ancient

educational processes and a revival of classicism that inspired the

whole of western Christendom (Audet, 1970, p. 8). Following the

thirteenth century is when new philosophies of teaching, methods, and

institutions took place (Audet, 1970). Writers and philosophers Francois

Rabelais and Michel de Montaigne were some of the first to realize

what was wrong with this education system. They claimed it was too

bookish and treated children poorly. Children were not allowed to

develop their own doctrines, or read what they wanted; everything was

regulated and put in place for them by the Church. Rabelais and

Montaigne were strong advocates of two things: they believed that

CANADIAN EDUCATION ORIGINS AND REFORMATION

children should be decent, sober, frugal, have strong character, and

that they should study the seven liberal arts; and that education

should concentrate on the real world in order to develop men of the

world (Audet, 1970). Many of the views that we have today about

education were seen in their writings and views, and in the original

creation of the system in Greece. School should act as a place to help

children develop individually and collectively (Manzer, 1994), and

should educate them on how to function in the real world.

As time went on, people started to notice too much control

coming from the Church. The state and the Church came in conflict

with each other over who should control the education system. Around

the 1830s, not only was there a reform in education at this time in the

Canadas, but also in the social, economic, and political parts of the

government (Burke & Milewski, 2012). Seeing as there was a rise in

differing ideologies on what the education system should provide, it

was then that the state tried to separate from the Church as a way to

meet the demands of the public. The majority of new settlements

coming into the country contained several religious groups (Lawr &

Gidney, 1973). The poverty and small population of these groups made

it difficult for schools to be established. Since Canada is known for its

strong diversity, creating a place where children of varying religions

and cultures could attend became a new goal for the state. As Manzer
CANADIAN EDUCATION ORIGINS AND REFORMATION

(1994) states in his book about public school and politics, public

problems derive from human needs.

Modern Awareness

Educations original intention was to make good, proper citizens

who could function and participate in society. Development in literacy,

numeracy, language, and physical health were the leading factors in

creating a successful society. Though slightly altered, this is still the

case in modern-day educational practices. Even as the curriculum

provides opportunities for educators to fit good life lessons in their

teaching, there are still quite a few areas that lack this and we have to

integrate it ourselves. It takes a lot of work to do this effectively and

efficiently. I think what needs to be made more aware to modern day

educators is the struggle that the education system has gone through

to get to where it is today, and the constant return to a basic

structure, with the need to start over again. The education system

never has been, and remains to be imperfect. Seeing people complain

about how it is structured and run goes to show the changes

throughout time that has contributed to its development. The forever

changing views of the Canadian public will always play a large role in

the education system.

References
CANADIAN EDUCATION ORIGINS AND REFORMATION

Burke, S.Z. & Milewski, P. (2012). Schooling in Transition: Readings in

Canadian History of Education. Toronto: University of Toronto Press.

Lawr, D.A. & Gidney, R.D. (1973). Educating Canadians: A

Documentary History ofPublic Education. Toronto: Van Nostrand

Reinhold Ltd.

Manzer, R. (1994). Public Schools and Political Ideas: Canadian

Educational Policy in Historical Perspective. Toronto: University of

Toronto Press.

Wilson, J.D., Stamp, R.M., & Audet, L.P. (1970). Canadian Education: A

History. Scarborough: Prentice-Hall of Canada Ltd.

Extra Sources:

https://www.oise.utoronto.ca/cidec/UserFiles/File/Research/UNICEF_Stud

y/UNICEF_chap3.pdf