smc313 separate schools

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University of Toronto St. George
St. Michael's College Courses
Patrick Mc Gowan

Smc313 The Ontario separate school environment  In 1944, OECTA became an organization to protect the rights of its members and contributing to preserving and expanding the RC(roman catholic) separate school system in Ontario  The role of the separate school in catholic and state edu o Canon law says: the bishop is responsible for the catholic edu of his ppl and for the religious edu in the catholic school o 1 separate school clause 1 appeared in the legislation in 1841 and it enable any number of inhabitants of and township or parish professing a religious faith different t form that of the majority of the inhabitants to dissent from the common school arrangements, elect trustees and establish their own common school  The bishop urged the formation of RC separate schools  Such schools would be partners with the home and the church in the education of the child  In these schools there would be mass, eucharist, confessions and integration of secular and religious curriculum. o Trustees would hire teachers with pastoral references  The teacher was to lead by example the principles of piety, justice, love of their country humanity etc  In 1843 the wide open gate for separate schools was narrowed down to 2 ways; #1. RC and Protestant and #2. The right for RC to separate schools arose only where the teacher in the local common schools was a protestant and vice versa o The link between the right of RC to establish separate schools and the faith of the teacher in the common school persisted until 1855 when the tache act was passed conferring permanence of existence on RC separate schools boards. Therefore, it didn’t matter if any, or all of the staff at the public school were catholic; the separate school would continue to exist. (however the rule for protestants still remained).  Tache act o Gave separate school trustees the power of qualifying their teachers  Ryerson and Separate schools o Agreed that edu should be centered on the whole person and Christianity o He thought separate schools were unnecessary, and inferior to common schools o He claimed the separate schools were “godless” and “the ruin of our minority” o Ryerson and charbonnel were against each other on their views: ryerson would have preferred one state- supported universal, non-denomination common school system  Charbonnel would rather have state supported catholic schools free from Ryerson  The compromise then resulted in two branches of the public school system, public and separate bother under the governance of the minister of edu and both with considerable trustee and teacher autonomy in the execution of those aims  Day act; made the provision of common schools mandatory o Each township was to be divided into school sections mall enough to contain a school within walking distance for the children resident in the section o A schoolhouse was to be erected o Commissioners were to be elected to manage and raise money for schools, teachers and courses o Government could appoint a board of examiners to administrate the common schools o Section 44 of the day act allowed for the first time the right to establish a separate school  Any # of inhabitants resident anywhere in the township and professing any religious faith diff from majority of the township’s inhabitants could
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