[{"data":1,"prerenderedAt":2896},["ShallowReactive",2],{"book-table-of-contents":3,"book-pager-\u002Fbook\u002Ftable-of-contents":2822,"book-first-page":2831},{"id":4,"title":5,"body":6,"description":2811,"extension":2814,"meta":2815,"navigation":2816,"oldPath":2817,"path":2818,"seo":2819,"stem":2820,"__hash__":2821},"book\u002Fbook\u002F06.table-of-contents.md","Table of Contents",{"type":7,"value":8,"toc":2810},"minimark",[9],[10,11,14,25,26,31,57,65,188,194,318,324,431,437,857,863,1013,1019,1320,1326,1621,1627,1630,1781,1784,1978,1981,2099,2105,2469,2475,2801],"div",{"className":12},[13],"book-page",[15,16,19],"span",{"className":17},[18],"page-number",[20,21,24],"a",{"href":22,"id":23},"\u002Ffiles\u002FMacN1947.pdf#page=10","pvii","vii","\n \n",[27,28,30],"h1",{"id":29},"table-of-contents","TABLE OF CONTENTS",[32,33,34,35,34,43,34,50],"ul",{},"\n\t",[36,37,38,39],"li",{},"Foreword..............",[20,40,42],{"href":41},"\u002Fbook\u002Fforeword#pi"," p. i",[36,44,45,46],{},"Introduction..........",[20,47,49],{"href":48},"\u002Fbook\u002Fintroduction#piii"," p. iii",[36,51,52,53],{},"Preface...............",[20,54,56],{"href":55},"\u002Fbook\u002Fpreface#pv"," p. v",[58,59,60,61,64],"p",{},"CHAPTER 1",[62,63],"br",{},"\nThe British Background",[32,66,34,67,34,75,34,80,34,85,34,92,34,99,34,106,34,111,34,118,34,123,34,128,34,133,34,140,34,147,34,152,34,159,34,164,34,169,34,174,34,181],{},[36,68,69,70,74],{},"The logical beginning,",[20,71,73],{"href":72},"\u002Fbook\u002Fchapter-1#p1"," p. 1",";",[36,76,77,78,74],{},"The rise of the Whig Oligarchy,",[20,79,73],{"href":72},[36,81,82,83,74],{},"The aristocratic view of society and government,",[20,84,73],{"href":72},[36,86,87,88,74],{},"Domestic policies of the Oligarchy,",[20,89,91],{"href":90},"\u002Fbook\u002Fchapter-1#p2"," p. 2",[36,93,94,95,74],{},"Mercantile and colonial policies,",[20,96,98],{"href":97},"\u002Fbook\u002Fchapter-1#p3"," p. 3",[36,100,101,102,74],{},"When state and church are allied",[20,103,105],{"href":104},"\u002Fbook\u002Fchapter-1#p4"," p. 4",[36,107,108,109,74],{},"The Church of England a privileged body,",[20,110,105],{"href":104},[36,112,113,114,74],{},"Its conception of schools as missionary agencies,",[20,115,117],{"href":116},"\u002Fbook\u002Fchapter-1#p5"," p. 5",[36,119,120,121,74],{},"The slow response in education to the changing industrial life,",[20,122,117],{"href":116},[36,124,125,126,74],{},"Education and the English \"national\" genius,",[20,127,117],{"href":116},[36,129,130,131,74],{},"The aristocratic view of education, ",[20,132,117],{"href":116},[36,134,135,136,74],{},"Education as \"the handmaid of religion\",",[20,137,139],{"href":138},"\u002Fbook\u002Fchapter-1#p6"," p. 6",[36,141,142,143,74],{},"The real purpose of philanthropic educational programmes,",[20,144,146],{"href":145},"\u002Fbook\u002Fchapter-1#p7"," p. 7",[36,148,149,150,74],{},"A brief description of the English \"system\"of education,",[20,151,146],{"href":145},[36,153,154,155,74],{},"The call of Locke and Montaigne for better pedagogical methods ignored,",[20,156,158],{"href":157},"\u002Fbook\u002Fchapter-1#p10"," p. 10",[36,160,161,162,74],{},"Education not \"child\" centred,",[20,163,158],{"href":157},[36,165,166,167,74],{},"Rousseau's protest,",[20,168,158],{"href":157},[36,170,171,172,74],{},"Reasons why Emile and the plans of liberal French thinkers were not heeded,",[20,173,158],{"href":157},[36,175,176,177,74],{},"The English reluctance to abandon eighteenth-century philosophies of education, ",[20,178,180],{"href":179},"\u002Fbook\u002Fchapter-1#p11","p. 11",[36,182,183,184,187],{},"The loyalists of New Brunswick British, but also American,",[20,185,186],{"href":179}," p. 11",".;",[58,189,190,191,193],{},"CHAPTER 2",[62,192],{},"\nThe American Background",[32,195,34,196,34,203,34,208,34,215,34,220,34,227,34,234,34,241,34,248,34,255,34,260,34,265,34,272,34,277,34,284,34,291,34,298,34,304,34,311],{},[36,197,198,199,74],{},"Dual tendencies in American education,",[20,200,202],{"href":201},"\u002Fbook\u002Fchapter-2#p12"," p. 12",[36,204,205,206,74],{},"The colonial heritage of class distinctions,",[20,207,202],{"href":201},[36,209,210,211,74],{},"The Massachusetts theocracy,",[20,212,214],{"href":213},"\u002Fbook\u002Fchapter-2#p13"," p. 13",[36,216,217,218,74],{},"Old world tradition and practice in colonial education,",[20,219,214],{"href":213},[36,221,222,223,74],{},"The harmony with tradition even in Massachusetts,",[20,224,226],{"href":225},"\u002Fbook\u002Fchapter-2#p14"," p. 14",[36,228,229,230,74],{},"Early Colonial schooling,",[20,231,233],{"href":232},"\u002Fbook\u002Fchapter-2#p15"," p. 15",[36,235,236,237,74],{},"Influences and circumstances which fostered a new spirit,",[20,238,240],{"href":239},"\u002Fbook\u002Fchapter-2#p16"," p. 16",[36,242,243,244,74],{},"Intellectual and educational aspects of this spirit, ",[20,245,247],{"href":246},"\u002Fbook\u002Fchapter-2#p18","p. 18",[36,249,250,251,74],{},"The new tradition of public education in Massachusetts,",[20,252,254],{"href":253},"\u002Fbook\u002Fchapter-2#p19"," p. 19",[36,256,257,258,74],{},"Tributes to the New England spirit of local responsibility,",[20,259,254],{"href":253},[36,261,262,263,74],{},"New trends in colonial secondary education,",[20,264,254],{"href":253},[36,266,267,268,74],{},"The struggle in America between democracy and privilege,",[20,269,271],{"href":270},"\u002Fbook\u002Fchapter-2#p20"," p. 20",[36,273,274,275,74],{},"The American revolution as a social upheaval,",[20,276,271],{"href":270},[36,278,279,280,74],{},"The Tory philosophy,",[20,281,283],{"href":282},"\u002Fbook\u002Fchapter-2#p21"," p. 21",[36,285,286,287,74],{},"The choice before the Loyalists,",[20,288,290],{"href":289},"\u002Fbook\u002Fchapter-2#p22"," p. 22",[36,292,293,294,74],{},"Able men but reactionaries,",[20,295,297],{"href":296},"\u002Fbook\u002Fchapter-2#p23"," p. 23",[36,299,300,301,74],{},"The Loyalist-Tory view of society, government, and education, ",[20,302,303],{"href":296},"p. 23",[36,305,306,307,74],{},"Their hatred of anything American,",[20,308,310],{"href":309},"\u002Fbook\u002Fchapter-2#p24"," p. 24",[36,312,313,314,74],{},"The significance of their new environment,",[20,315,317],{"href":316},"\u002Fbook\u002Fchapter-2#p25"," p. 25",[58,319,320,321,323],{},"CHAPTER 3",[62,322],{},"\nThe Nova Scotian Background",[32,325,34,326,34,333,34,351,34,357,34,364,34,369,34,376,34,383,34,388,34,395,34,402,34,408,34,413,34,419,34,426],{},[36,327,328,329,74],{},"The Loyalists are greeted by a \"wilderness\",",[20,330,332],{"href":331},"\u002Fbook\u002Fchapter-3#p26"," p. 26",[36,334,335,336,34,344,346,347,74],{},"Why things were as they\n\t",[15,337,339],{"className":338},[18],[20,340,343],{"href":341,"id":342},"\u002Ffiles\u002FMacN1947.pdf#page=11","pviii","viii",[62,345],{},"\n\twere, ",[20,348,350],{"href":349},"\u002Fbook\u002Fchapter-3#p27","p. 27",[36,352,353,354,74],{},"Acadia, scene of alternate neglect and unwelcome attention,",[20,355,356],{"href":349}," p. 27",[36,358,359,360,74],{},"Education during the French occupancy,",[20,361,363],{"href":362},"\u002Fbook\u002Fchapter-3#p29"," p. 29",[36,365,366,367,74],{},"The beginnings of English settlement,",[20,368,363],{"href":362},[36,370,371,372,74],{},"The early English settlements north of the Bay of Fundy,",[20,373,375],{"href":374},"\u002Fbook\u002Fchapter-3#p30"," p. 30",[36,377,378,379,74],{},"Life in these pre-Loyalist settlements,",[20,380,382],{"href":381},"\u002Fbook\u002Fchapter-3#p31"," p. 31",[36,384,385,386,74],{},"Slight provision for education,",[20,387,382],{"href":381},[36,389,390,391,74],{},"The \"fourteenth\" colony and the American Revolution,",[20,392,394],{"href":393},"\u002Fbook\u002Fchapter-3#p32"," p. 32",[36,396,397,398,74],{},"Attitude of the Loyalists to the \"old inhabitants\", ",[20,399,401],{"href":400},"\u002Fbook\u002Fchapter-3#p33","p. 33",[36,403,404,405,74],{},"Nova Scotia—isolated and disunited,",[20,406,407],{"href":400}," p. 33",[36,409,410,411,74],{},"A clear field for Loyalist endeavor, ",[20,412,407],{"href":400},[36,414,415,416,74],{},"But the price is high, ",[20,417,418],{"href":400}," p.33",[36,420,421,422,74],{},"The pull between geography and sentiment,",[20,423,425],{"href":424},"\u002Fbook\u002Fchapter-3#p34"," p. 34",[36,427,428,429,74],{},"A challenge seen and accepted,",[20,430,425],{"href":424},[58,432,433,434,436],{},"CHAPTER 4",[62,435],{},"\nThe Loyalist Pattern",[32,438,34,439,34,446,34,451,34,456,34,461,34,468,34,473,34,480,34,485,34,490,34,497,34,504,34,511,34,516,34,521,34,528,34,535,34,540,34,547,34,554,34,561,34,568,34,573,34,578,34,585,34,592,34,599,34,604,34,609,34,616,34,623,34,628,34,635,34,640,34,647,34,652,34,659,34,666,34,673,34,678,34,685,34,692,34,699,34,704,34,709,34,716,34,721,34,728,34,733,34,740,34,756,34,763,34,768,34,775,34,780,34,787,34,792,34,797,34,804,34,811,34,816,34,823,34,828,34,831,34,838,34,845,34,850],{},[36,440,441,442,74],{},"Reactionary years in New Brunswick,",[20,443,445],{"href":444},"\u002Fbook\u002Fchapter-4#p35"," p. 35",[36,447,448,449,74],{},"And in Britain,",[20,450,445],{"href":444},[36,452,453,454,74],{},"The indifference of English Toryism toward advances in education in France and Prussia, ",[20,455,445],{"href":444},[36,457,458,459,74],{},"The beginnings in Prussia of state-supported education,",[20,460,445],{"href":444},[36,462,463,464,74],{},"Prussian enthusiasm for Pestalozzi,",[20,465,467],{"href":466},"\u002Fbook\u002Fchapter-4#p36"," p. 36",[36,469,470,471,74],{},"Whitbread and Brougham, voices crying in the wilderness,",[20,472,467],{"href":466},[36,474,475,476,74],{},"Britain's colonial policies of the period,",[20,477,479],{"href":478},"\u002Fbook\u002Fchapter-4#p37"," p. 37",[36,481,482,483,74],{},"Factors in the formation of New Brunswick as a separate province,",[20,484,479],{"href":478},[36,486,487,488,74],{},"The New Republic and New Brunswick—a contrast in beginnings,",[20,489,479],{"href":478},[36,491,492,493,74],{},"The narrow political views of the Governor and Council,",[20,494,496],{"href":495},"\u002Fbook\u002Fchapter-4#p38"," p. 38",[36,498,499,500,74],{},"A fettered Assembly,",[20,501,503],{"href":502},"\u002Fbook\u002Fchapter-4#p39"," p. 39",[36,505,506,507,74],{},"Hardy and Glenie, exponents of liberal principles,",[20,508,510],{"href":509},"\u002Fbook\u002Fchapter-4#p40"," p. 40",[36,512,513,514,74],{},"Political clashes retard school legislation,",[20,515,510],{"href":509},[36,517,518,519,74],{},"Evidences of class distinctions,",[20,520,510],{"href":509},[36,522,523,524,74],{},"The significance of tradition and class consciousness for the incipient school system,",[20,525,527],{"href":526},"\u002Fbook\u002Fchapter-4#p41"," p. 41",[36,529,530,531,74],{},"Parish schools for the unprivileged,",[20,532,534],{"href":533},"\u002Fbook\u002Fchapter-4#p42"," p. 42",[36,536,537,538,74],{},"Grammar schools f or the upper ranks,",[20,539,534],{"href":533},[36,541,542,543,74],{},"A wide field for private endeavor,",[20,544,546],{"href":545},"\u002Fbook\u002Fchapter-4#p43"," p. 43",[36,548,549,550,74],{},"Schools of the S.P.G.,",[20,551,553],{"href":552},"\u002Fbook\u002Fchapter-4#p44"," p. 44",[36,555,556,557,74],{},"Anglican activity and influence in the educational field,",[20,558,560],{"href":559},"\u002Fbook\u002Fchapter-4#p45"," p. 45",[36,562,563,564,74],{},"Dissenters and education,",[20,565,567],{"href":566},"\u002Fbook\u002Fchapter-4#p46"," p. 46",[36,569,570,571,74],{},"The service rendered elementary education in New Brunswick by the S.P.G.,",[20,572,567],{"href":566},[36,574,575,576,74],{},"Teachers and teaching conditions in the schools of the S.P.G.,",[20,577,567],{"href":566},[36,579,580,581,74],{},"The Society for the Propagation of the Gospel in New England and its endeavors to educate the Indians,",[20,582,584],{"href":583},"\u002Fbook\u002Fchapter-4#p47"," p. 47",[36,586,587,588,74],{},"Obstacles to the educational aims of the society,",[20,589,591],{"href":590},"\u002Fbook\u002Fchapter-4#p48"," p. 48",[36,593,594,595,74],{},"Diversion of the Society's bounty,",[20,596,598],{"href":597},"\u002Fbook\u002Fchapter-4#p49"," p. 49",[36,600,601,602,74],{},"Sir Howard Douglas criticizes the school at Sussex Vale,",[20,603,598],{"href":597},[36,605,606,607,74],{},"The failure of the Society's scheme,",[20,608,598],{"href":597},[36,610,611,612,74],{},"The early years of the Fredericton Academy,",[20,613,615],{"href":614},"\u002Fbook\u002Fchapter-4#p50"," p. 50",[36,617,618,619,74],{},"It becomes the College of New Brunswick,",[20,620,622],{"href":621},"\u002Fbook\u002Fchapter-4#p52"," p. 52",[36,624,625,626,74],{},"The Fredericton Collegiate School, ",[20,627,622],{"href":621},[36,629,630,631,74],{},"Snobbery in the school,",[20,632,634],{"href":633},"\u002Fbook\u002Fchapter-4#p53"," p. 53",[36,636,637,638,74],{},"Transportation, trade, and industry in New Brunswick at the turn of the century,",[20,639,634],{"href":633},[36,641,642,643,74],{},"Exodus from the province,",[20,644,646],{"href":645},"\u002Fbook\u002Fchapter-4#p55"," p. 55",[36,648,649,650,74],{},"Conditions not such as to inspire \"adventures in intelligence\",",[20,651,646],{"href":645},[36,653,654,655,74],{},"The Parish School Act of 1802,",[20,656,658],{"href":657},"\u002Fbook\u002Fchapter-4#p56"," p. 56",[36,660,661,662,74],{},"The Act of 1805 for \"encouraging and extending literature\",",[20,663,665],{"href":664},"\u002Fbook\u002Fchapter-4#p58"," p. 58",[36,667,668,669,74],{},"The \"moving\" school in New Brunswick,",[20,670,672],{"href":671},"\u002Fbook\u002Fchapter-4#p59"," p. 59",[36,674,675,676,74],{},"The administration between 1805 and 1816,",[20,677,672],{"href":671},[36,679,680,681,74],{},"Trade with the United States during this period,",[20,682,684],{"href":683},"\u002Fbook\u002Fchapter-4#p60"," p. 60",[36,686,687,688,74],{},"A boom in trade with Britain,",[20,689,691],{"href":690},"\u002Fbook\u002Fchapter-4#p61"," p. 61",[36,693,694,695,74],{},"Increased attention to education in 1816,",[20,696,698],{"href":697},"\u002Fbook\u002Fchapter-4#p62"," p. 62",[36,700,701,702,74],{},"The Grammar School at St. Andrews,",[20,703,698],{"href":697},[36,705,706,707,74],{},"The Grammar School Act of 1816,",[20,708,698],{"href":697},[36,710,711,712,74],{},"The imitative element in New Brunswick school legislation,",[20,713,715],{"href":714},"\u002Fbook\u002Fchapter-4#p63"," p. 63",[36,717,718,719,74],{},"The Parish School Act of 1816,",[20,720,715],{"href":714},[36,722,723,724,74],{},"The premature introduction of the assessment principle,",[20,725,727],{"href":726},"\u002Fbook\u002Fchapter-4#p64"," p. 64",[36,729,730,731,74],{},"Popular indifference to education,",[20,732,727],{"href":726},[36,734,735,736,74],{},"Increase in the number of illiterates,",[20,737,739],{"href":738},"\u002Fbook\u002Fchapter-4#p65"," p. 65",[36,741,742,743,34,751,753,754,74],{},"The story of Madras\n\t",[15,744,746],{"className":745},[18],[20,747,750],{"href":748,"id":749},"\u002Ffiles\u002FMacN1947.pdf#page=12","pix","ix",[62,752],{},"\n\tschools in New Brunswick,",[20,755,739],{"href":738},[36,757,758,759,74],{},"The school legislation of 1823,",[20,760,762],{"href":761},"\u002Fbook\u002Fchapter-4#p70"," p. 70",[36,764,765,766,74],{},"The Grammar School Act of 1829,",[20,767,762],{"href":761},[36,769,770,771,74],{},"The assault on the privileges of the Church of England,",[20,772,774],{"href":773},"\u002Fbook\u002Fchapter-4#p71"," p. 71",[36,776,777,778,74],{},"The Act of 1833 with especial reference to female teachers,",[20,779,774],{"href":773},[36,781,782,783,74],{},"Reform in educational policy long overdue,",[20,784,786],{"href":785},"\u002Fbook\u002Fchapter-4#p72"," p. 72",[36,788,789,790,74],{},"New forces make a new pattern,",[20,791,786],{"href":785},[36,793,794,795,74],{},"Repercussions from the lumber trade, especially on agriculture, ",[20,796,786],{"href":785},[36,798,799,800,74],{},"On society and habits,",[20,801,803],{"href":802},"\u002Fbook\u002Fchapter-4#p73"," p. 73",[36,805,806,807,74],{},"On international relations,",[20,808,810],{"href":809},"\u002Fbook\u002Fchapter-4#p74"," p. 74",[36,812,813,814,74],{},"Immigration and the problems it created,",[20,815,810],{"href":809},[36,817,818,819,74],{},"The Acadians of the early nineteenth century,",[20,820,822],{"href":821},"\u002Fbook\u002Fchapter-4#p75"," p. 75",[36,824,825,826,74],{},"Frontier society and social considerations,",[20,827,822],{"href":821},[36,829,830],{},"The exploiter abroad in the land, p. 75;",[36,832,833,834,74],{},"Obstacles in the way of an energetic educational policy,",[20,835,837],{"href":836},"\u002Fbook\u002Fchapter-4#p76"," p. 76",[36,839,840,841,74],{},"Everywhere political change in the air,",[20,842,844],{"href":843},"\u002Fbook\u002Fchapter-4#p77"," p. 77",[36,846,847,848,74],{},"\"A Manchester Turn-Out\" berates Tory rule and Tory institutions,",[20,849,844],{"href":843},[36,851,852,853,74],{},"Time and circumstances alter the Loyalist pattern of society, ",[20,854,856],{"href":855},"\u002Fbook\u002Fchapter-4#p78","p. 78.",[58,858,859,860,862],{},"CHAPTER 5",[62,861],{},"\nProvincial Society in Transition",[32,864,34,865,34,872,34,877,34,882,34,887,34,894,34,899,34,904,34,909,34,916,34,921,34,928,34,933,34,940,34,945,34,952,34,957,34,964,34,969,34,974,34,979,34,984,34,989,34,996,34,1001,34,1008],{},[36,866,867,868,74],{},"The persistence of certain frontier characteristics,",[20,869,871],{"href":870},"\u002Fbook\u002Fchapter-5#p79"," p. 79",[36,873,874,875,74],{},"A variety of misfortunes, ",[20,876,871],{"href":870},[36,878,879,880,74],{},"Greater attention to agriculture urged by Governor Harvey,",[20,881,871],{"href":870},[36,883,884,885,74],{},"By Governor Colebrooke,",[20,886,871],{"href":870},[36,888,889,890,74],{},"By Rev. W. T. Wishart,",[20,891,893],{"href":892},"\u002Fbook\u002Fchapter-5#p80"," p. 80",[36,895,896,897,74],{},"The New Brunswick Courier suggests the introduction of the science of agriculture into the schools,",[20,898,893],{"href":892},[36,900,901,902,74],{},"J. F. W. Johnston's report on the agricultural capabilities of the province,",[20,903,893],{"href":892},[36,905,906,907,74],{},"The vexing question of the Maine boundary,",[20,908,893],{"href":892},[36,910,911,912,74],{},"The end of the old colonial system,",[20,913,915],{"href":914},"\u002Fbook\u002Fchapter-5#p81"," p. 81",[36,917,918,919,74],{},"Varied reactions to the abandonment of the lumber preference,",[20,920,915],{"href":914},[36,922,923,924,74],{},"Responsible Government—stirring question,",[20,925,927],{"href":926},"\u002Fbook\u002Fchapter-5#p82"," p. 82",[36,929,930,931,74],{},"Commercial optimism,",[20,932,927],{"href":926},[36,934,935,936,74],{},"The hampering effects of limitations in capital and industry,",[20,937,939],{"href":938},"\u002Fbook\u002Fchapter-5#p83"," p. 83",[36,941,942,943,74],{},"Provincial horizons widen,",[20,944,939],{"href":938},[36,946,947,948,74],{},"But in education indifference is general,",[20,949,951],{"href":950},"\u002Fbook\u002Fchapter-5#p84"," p. 84",[36,953,954,955,74],{},"Ferment the motif of the period (1833-1854),",[20,956,951],{"href":950},[36,958,959,960,74],{},"The empirical strain in the temper of the province,",[20,961,963],{"href":962},"\u002Fbook\u002Fchapter-5#p85"," p. 85",[36,965,966,967,74],{},"Comments on this trait by A. G. Bailey,",[20,968,963],{"href":962},[36,970,971,972,74],{},"By Hannay,",[20,973,963],{"href":962},[36,975,976,977,74],{},"By Chester Martin, ",[20,978,963],{"href":962},[36,980,981,982,74],{},"By William Smith,",[20,983,963],{"href":962},[36,985,986,987,74],{},"Political questions overshadow educational problems ",[20,988,963],{"href":962},[36,990,991,992,74],{},"An inefficient way of voting money,",[20,993,995],{"href":994},"\u002Fbook\u002Fchapter-5#p86"," p. 86",[36,997,998,999,74],{},"S. L. Tilley scores the mode of making appropriations,",[20,1000,995],{"href":994},[36,1002,1003,1004,74],{},"Lack of clear policy retards reform,",[20,1005,1007],{"href":1006},"\u002Fbook\u002Fchapter-5#p87"," p. 87",[36,1009,1010,1011,74],{},"The New Brunswick temperament suspicious of the unconstitutional and the hasty,",[20,1012,1007],{"href":1006},[58,1014,1015,1016,1018],{},"CHAPTER 6",[62,1017],{},"\nEducational Developments (1833-1847)",[32,1020,34,1021,34,1028,34,1033,34,1040,34,1045,34,1052,34,1059,34,1066,34,1073,34,1079,34,1084,34,1089,34,1103,34,1110,34,1117,34,1122,34,1127,34,1132,34,1139,34,1144,34,1149,34,1154,34,1161,34,1167,34,1174,34,1179,34,1186,34,1193,34,1198,34,1203,34,1210,34,1217,34,1222,34,1229,34,1234,34,1241,34,1246,34,1251,34,1258,34,1263,34,1270,34,1277,34,1284,34,1289,34,1296,34,1301,34,1308,34,1313],{},[36,1022,1023,1024,74],{},"Little administrative machinery in education in 1833,",[20,1025,1027],{"href":1026},"\u002Fbook\u002Fchapter-6#p89"," p. 89",[36,1029,1030,1031,74],{},"The Act of 1837 in reference to female teachers,",[20,1032,1027],{"href":1026},[36,1034,1035,1036,74],{},"The creation of County Boards of Education by the Act of 1837,",[20,1037,1039],{"href":1038},"\u002Fbook\u002Fchapter-6#p90"," p. 90",[36,1041,1042,1043,74],{},"Difficulty in obtaining suitably loyal school texts,",[20,1044,1039],{"href":1038},[36,1046,1047,1048,74],{},"Various reports on the shocking textbook situation,",[20,1049,1051],{"href":1050},"\u002Fbook\u002Fchapter-6#p91"," p. 91",[36,1053,1054,1055,74],{},"Sir William Colebrooke's early efforts to establish a training school,",[20,1056,1058],{"href":1057},"\u002Fbook\u002Fchapter-6#p92"," p. 92",[36,1060,1061,1062,74],{},"A variety of reports on education before the Assembly of 1842,",[20,1063,1065],{"href":1064},"\u002Fbook\u002Fchapter-6#p95"," p. 95",[36,1067,1068,1069,74],{},"All publicly Supported schools to be inspected, ",[20,1070,1072],{"href":1071},"\u002Fbook\u002Fchapter-6#p97","p. 97",[36,1074,1075,1076,74],{},"The report of the Inspectors presented, in 1845,",[20,1077,1078],{"href":1071}," p. 97",[36,1080,1081,1082,74],{},"£ 12000 a year to the Parish Schools,",[20,1083,1078],{"href":1071},[36,1085,1086,1087,74],{},"But the returns not satisfactory,",[20,1088,1078],{"href":1071},[36,1090,1091,1092,1094,1095,34],{},"The appalling state of school buildings,",[20,1093,1078],{"href":1071},";\n\t",[15,1096,1098],{"className":1097},[18],[20,1099,1102],{"href":1100,"id":1101},"\u002Ffiles\u002FMacN1947.pdf#page=13","px","x",[36,1104,1105,1106,74],{},"Ignorance and incompetence of many teachers.",[20,1107,1109],{"href":1108},"\u002Fbook\u002Fchapter-6#p98"," p. 98",[36,1111,1112,1113,74],{},"The textbook situation,",[20,1114,1116],{"href":1115},"\u002Fbook\u002Fchapter-6#p99"," p. 99",[36,1118,1119,1120,74],{},"Reasons for the poor state of the Parish Schools,",[20,1121,1116],{"href":1115},[36,1123,1124,1125,74],{},"Suggested remedies,",[20,1126,1116],{"href":1115},[36,1128,1129,1130,74],{},"The report on the Fredericton Infant School,",[20,1131,1116],{"href":1115},[36,1133,1134,1135,74],{},"On the Madras Schools,",[20,1136,1138],{"href":1137},"\u002Fbook\u002Fchapter-6#p100"," p. 100",[36,1140,1141,1142,74],{},"On Sackville Academy,",[20,1143,1138],{"href":1137},[36,1145,1146,1147,74],{},"On the Baptist Seminary, ",[20,1148,1138],{"href":1137},[36,1150,1151,1152,74],{},"The Baptists fight to obtain a grant for the Seminary,",[20,1153,1138],{"href":1137},[36,1155,1156,1157,74],{},"Provincial subsidies to denominational schools,",[20,1158,1160],{"href":1159},"\u002Fbook\u002Fchapter-6#p101"," p. 101",[36,1162,1163,1164,74],{},"An unfavorable report on the Grammar Schools, ",[20,1165,1166],{"href":1159},"p. 101",[36,1168,1169,1170,74],{},"The depressed state of education an indication of cultural poverty,",[20,1171,1173],{"href":1172},"\u002Fbook\u002Fchapter-6#p102"," p. 102",[36,1175,1176,1177,74],{},"James Robb of King's College,",[20,1178,1173],{"href":1172},[36,1180,1181,1182,74],{},"Intellectual life on the Miramichi in the heyday of the lumber industry,",[20,1183,1185],{"href":1184},"\u002Fbook\u002Fchapter-6#p103"," p. 103",[36,1187,1188,1189,74],{},"Why the Mechanics, Institute developed,",[20,1190,1192],{"href":1191},"\u002Fbook\u002Fchapter-6#p104"," p. 104",[36,1194,1195,1196,74],{},"The history of this institution in Britain,",[20,1197,1192],{"href":1191},[36,1199,1200,1201,74],{},"In New Brunswick,",[20,1202,1192],{"href":1191},[36,1204,1205,1206,74],{},"Mrs. Beavan describes life in rural New Brunswick a century ago,",[20,1207,1209],{"href":1208},"\u002Fbook\u002Fchapter-6#p106"," p. 106",[36,1211,1212,1213,74],{},"A little leaven in the lump,",[20,1214,1216],{"href":1215},"\u002Fbook\u002Fchapter-6#p107"," p. 107",[36,1218,1219,1220,74],{},"Reform of the Grammar Schools comes first,",[20,1221,1216],{"href":1215},[36,1223,1224,1225,74],{},"The character of the legislature of 1847,",[20,1226,1228],{"href":1227},"\u002Fbook\u002Fchapter-6#p109"," p. 109",[36,1230,1231,1232,74],{},"Provision at last for a Training School,",[20,1233,1228],{"href":1227},[36,1235,1236,1237,74],{},"Teacher training before the time of Pestalozzi,",[20,1238,1240],{"href":1239},"\u002Fbook\u002Fchapter-6#p110"," p. 110",[36,1242,1243,1244,74],{},"Advances in Prussia in popular education, teacher training, and central supervision,",[20,1245,1240],{"href":1239},[36,1247,1248,1249,74],{},"Post-Revolutionary developments in education in France,",[20,1250,1240],{"href":1239},[36,1252,1253,1254,74],{},"Two distinctive features of the French and Prussian systems,",[20,1255,1257],{"href":1256},"\u002Fbook\u002Fchapter-6#p111"," p. 111",[36,1259,1260,1261,74],{},"Progress in England toward state control and teacher-training hindered by strongly entrenched religious and educational societies, ",[20,1262,1257],{"href":1256},[36,1264,1265,1266,74],{},"But the Imperial authorities approve the idea of a training school for New Brunswick,",[20,1267,1269],{"href":1268},"\u002Fbook\u002Fchapter-6#p112"," p. 112",[36,1271,1272,1273,74],{},"Progress in New England under Mann and Barnard toward free education and normal schools,",[20,1274,1276],{"href":1275},"\u002Fbook\u002Fchapter-6#p113"," p. 113",[36,1278,1279,1280,74],{},"Distinctive features of American education in 1850,",[20,1281,1283],{"href":1282},"\u002Fbook\u002Fchapter-6#p114"," p. 114",[36,1285,1286,1287,74],{},"Similarities between early education in Upper Canada and New Brunswick,",[20,1288,1283],{"href":1282},[36,1290,1291,1292,74],{},"Achievements under Egerton Ryerson,",[20,1293,1295],{"href":1294},"\u002Fbook\u002Fchapter-6#p115"," p. 115",[36,1297,1298,1299,74],{},"A comparison between the educational developments of Nova Scotia and New Brunswick,",[20,1300,1295],{"href":1294},[36,1302,1303,1304,74],{},"Much in New Brunswick's system of education is eclectic,",[20,1305,1307],{"href":1306},"\u002Fbook\u002Fchapter-6#p117"," p. 117",[36,1309,1310,1311,74],{},"Provisions of the Act of 1847 with respect to a Board of Education, a Training School, and the licensing and classification of teachers,",[20,1312,1307],{"href":1306},[36,1314,1315,1316,74],{},"The \"National\" school texts, Ireland's gift to New Brunswick education,",[20,1317,1319],{"href":1318},"\u002Fbook\u002Fchapter-6#p119"," p. 119",[58,1321,1322,1323,1325],{},"CHAPTER 7",[62,1324],{},"\nPlans, Personalities, and Policies",[32,1327,34,1328,34,1335,34,1340,34,1347,34,1352,34,1357,34,1362,34,1369,34,1374,34,1381,34,1388,34,1395,34,1400,34,1407,34,1412,34,1417,34,1422,34,1429,34,1436,34,1443,34,1459,34,1466,34,1471,34,1478,34,1484,34,1489,34,1496,34,1503,34,1509,34,1516,34,1521,34,1528,34,1533,34,1540,34,1547,34,1554,34,1561,34,1566,34,1573,34,1578,34,1585,34,1590,34,1597,34,1602,34,1607,34,1614],{},[36,1329,1330,1331,74],{},"Negotiations with Marshall d'Avray,",[20,1332,1334],{"href":1333},"\u002Fbook\u002Fchapter-7#p121"," p. 121",[36,1336,1337,1338,74],{},"A contrast in expenditure,",[20,1339,1334],{"href":1333},[36,1341,1342,1343,74],{},"d'Avray's amazing father,",[20,1344,1346],{"href":1345},"\u002Fbook\u002Fchapter-7#p122"," p. 122",[36,1348,1349,1350,74],{},"His youth,",[20,1351,1346],{"href":1345},[36,1353,1354,1355,74],{},"His connection with education in the Mauritius,",[20,1356,1346],{"href":1345},[36,1358,1359,1360,74],{},"The circumstances which brought him to New Brunswick, ",[20,1361,1346],{"href":1345},[36,1363,1364,1365,74],{},"The significance of his views on education,",[20,1366,1368],{"href":1367},"\u002Fbook\u002Fchapter-7#p123"," p. 123",[36,1370,1371,1372,74],{},"His first lecture on the subject,",[20,1373,1368],{"href":1367},[36,1375,1376,1377,74],{},"His scheme for \"fostering superior talent\",",[20,1378,1380],{"href":1379},"\u002Fbook\u002Fchapter-7#p125"," p. 125",[36,1382,1383,1384,74],{},"His most comprehensive lecture on education,",[20,1385,1387],{"href":1386},"\u002Fbook\u002Fchapter-7#p126"," p. 126",[36,1389,1390,1391,74],{},"His call for a system which would pay practical, social, and civic dividends,",[20,1392,1394],{"href":1393},"\u002Fbook\u002Fchapter-7#p127"," p. 127",[36,1396,1397,1398,74],{},"His proposals for the formation of an Agricultural School and Model Farm,",[20,1399,1394],{"href":1393},[36,1401,1402,1403,74],{},"His praise of the Fredericton Collegiate School,",[20,1404,1406],{"href":1405},"\u002Fbook\u002Fchapter-7#p128"," p. 128",[36,1408,1409,1410,74],{},"His advice to Parish teachers,",[20,1411,1406],{"href":1405},[36,1413,1414,1415,74],{},"His practical suggestions ignored,",[20,1416,1406],{"href":1405},[36,1418,1419,1420,74],{},"His attitude toward classical education, ",[20,1421,1406],{"href":1405},[36,1423,1424,1425,74],{},"The quarrel between d'Avray and John Gregory,",[20,1426,1428],{"href":1427},"\u002Fbook\u002Fchapter-7#p129"," p. 129",[36,1430,1431,1432,74],{},"Gregory accuses d'Avray of holding illiberal views in education,",[20,1433,1435],{"href":1434},"\u002Fbook\u002Fchapter-7#p130"," p. 130",[36,1437,1438,1439,74],{},"Various aspects of the controversy,",[20,1440,1442],{"href":1441},"\u002Fbook\u002Fchapter-7#p131"," p. 131",[36,1444,1445,1446,34,1454,1456,1457,74],{},"d'Avray, in 1854, advocates a\n\t",[15,1447,1449],{"className":1448},[18],[20,1450,1453],{"href":1451,"id":1452},"\u002Ffiles\u002FMacN1947.pdf#page=14","pxi","xi",[62,1455],{},"\n\trestricted course for the Parish Schools,",[20,1458,1442],{"href":1441},[36,1460,1461,1462,74],{},"The d'Avray-Gregory feud intertwined with the quarrel between Gregory and George Roberts,",[20,1463,1465],{"href":1464},"\u002Fbook\u002Fchapter-7#p133"," p. 133",[36,1467,1468,1469,74],{},"The story of the latter quarrel,",[20,1470,1465],{"href":1464},[36,1472,1473,1474,74],{},"A re-examination of d'Avray's views,",[20,1475,1477],{"href":1476},"\u002Fbook\u002Fchapter-7#p134"," p.134",[36,1479,1480,1481,74],{},"Many of his ideas ignored,",[20,1482,1483],{"href":1476}," p. 134",[36,1485,1486,1487,74],{},"The significance of certain regulations in the Act of 1852 relating to the curriculum of Parish Schools,",[20,1488,1483],{"href":1476},[36,1490,1491,1492,74],{},"Difficulties surrounding the operation of the first Normal School,",[20,1493,1495],{"href":1494},"\u002Fbook\u002Fchapter-7#p135"," p. 135",[36,1497,1498,1499,74],{},"The first Model School—matter of trial and error,",[20,1500,1502],{"href":1501},"\u002Fbook\u002Fchapter-7#p137"," p. 137",[36,1504,1505,1506,74],{},"Female teachers untrained at first, ",[20,1507,1508],{"href":1501}," p.137",[36,1510,1511,1512,74],{},"The question of subsidiary training schools,",[20,1513,1515],{"href":1514},"\u002Fbook\u002Fchapter-7#p138"," p. 138",[36,1517,1518,1519,74],{},"d'Avray urges a number of improvements,",[20,1520,1515],{"href":1514},[36,1522,1523,1524,74],{},"On the destruction of the Normal School he continues as a professor at King's College,",[20,1525,1527],{"href":1526},"\u002Fbook\u002Fchapter-7#p139"," p. 139",[36,1529,1530,1531,74],{},"The Normal School at Saint John, and its head, Edmund Hillyer Duval,",[20,1532,1527],{"href":1526},[36,1534,1535,1536,74],{},"Martha Hamm Lewis makes history by enrolling at the Normal School,",[20,1537,1539],{"href":1538},"\u002Fbook\u002Fchapter-7#p140"," p. 140",[36,1541,1542,1543,74],{},"The dual function of the Normal School,",[20,1544,1546],{"href":1545},"\u002Fbook\u002Fchapter-7#p141"," p. 141",[36,1548,1549,1550,74],{},"A growing issue—to assess or not to assess,",[20,1551,1553],{"href":1552},"\u002Fbook\u002Fchapter-7#p143"," p. 143",[36,1555,1556,1557,74],{},"An unwilling legislature,",[20,1558,1560],{"href":1559},"\u002Fbook\u002Fchapter-7#p144"," p. 144",[36,1562,1563,1564,74],{},"The debate on the School Bill of 1852,",[20,1565,1560],{"href":1559},[36,1567,1568,1569,74],{},"Provisions of the Bill relating to Inspectors and a Chief Superintendent of Education,",[20,1570,1572],{"href":1571},"\u002Fbook\u002Fchapter-7#p148"," p. 148",[36,1574,1575,1576,74],{},"Assessment for schools again made permissive,",[20,1577,1572],{"href":1571},[36,1579,1580,1581,74],{},"Other provisions of the Bill of 1852,",[20,1582,1584],{"href":1583},"\u002Fbook\u002Fchapter-7#p149"," p. 149",[36,1586,1587,1588,74],{},"Serious omissions in the Bill,",[20,1589,1584],{"href":1583},[36,1591,1592,1593,74],{},"James Porter, the first Chief Superintendent of Education,",[20,1594,1596],{"href":1595},"\u002Fbook\u002Fchapter-7#p150"," p. 150",[36,1598,1599,1600,74],{},"d'Avray succeeds him,",[20,1601,1596],{"href":1595},[36,1603,1604,1605,74],{},"Interesting light from the official reports on the state of education,",[20,1606,1596],{"href":1595},[36,1608,1609,1610,74],{},"The Commission of 1854 on King's College,",[20,1611,1613],{"href":1612},"\u002Fbook\u002Fchapter-7#p152"," p. 152",[36,1615,1616,1617,74],{},"Important events and great expectations,",[20,1618,1620],{"href":1619},"\u002Fbook\u002Fchapter-7#p153"," p. 153",[58,1622,1623,1624,1626],{},"CHAPTER 8",[62,1625],{},"\nThe Achievement of a Free School System",[58,1628,1629],{},"(A) Conflict in Politics and Compromise in Education.",[32,1631,34,1632,34,1639,34,1644,34,1651,34,1658,34,1665,34,1670,34,1677,34,1682,34,1687,34,1694,34,1701,34,1706,34,1713,34,1718,34,1725,34,1732,34,1737,34,1744,34,1751,34,1758,34,1764,34,1769,34,1776],{},[36,1633,1634,1635,74],{},"Effective school legislation takes second place,",[20,1636,1638],{"href":1637},"\u002Fbook\u002Fchapter-8#p155"," p. 155",[36,1640,1641,1642,74],{},"The prohibitory liquor law of 1855 makes the political pot boil,",[20,1643,1638],{"href":1637},[36,1645,1646,1647,74],{},"The New Brunswick Courier emphasizes the social aspects of the political controversy,",[20,1648,1650],{"href":1649},"\u002Fbook\u002Fchapter-8#p156"," p. 156",[36,1652,1653,1654,74],{},"Criticism of the Tory immigration policy,",[20,1655,1657],{"href":1656},"\u002Fbook\u002Fchapter-8#p158"," p. 158",[36,1659,1660,1661,74],{},"The administration is blamed for the \"deplorable backward condition of New Brunswick\", ",[20,1662,1664],{"href":1663},"\u002Fbook\u002Fchapter-8#p159","p. 159",[36,1666,1667,1668,74],{},"The provincial economy suffers from changes beyond the provincial control, ",[20,1669,1664],{"href":1663},[36,1671,1672,1673,74],{},"A Liberal administration,",[20,1674,1676],{"href":1675},"\u002Fbook\u002Fchapter-8#p160"," p. 160",[36,1678,1679,1680,74],{},"But the times are unpropitious for sweeping educational reforms,",[20,1681,1676],{"href":1675},[36,1683,1684,1685,74],{},"School officials urge the adoption of the assessment principle,",[20,1686,1676],{"href":1675},[36,1688,1689,1690,74],{},"d'Avray on the vocational and civic importance of education,",[20,1691,1693],{"href":1692},"\u002Fbook\u002Fchapter-8#p161"," p. 161",[36,1695,1696,1697,74],{},"Robb's proposed history of New Brunswick,",[20,1698,1700],{"href":1699},"\u002Fbook\u002Fchapter-8#p162"," p. 162",[36,1702,1703,1704,74],{},"Officials continue to call for reforms,",[20,1705,1700],{"href":1699},[36,1707,1708,1709,74],{},"A plague of teachers, petitions,",[20,1710,1712],{"href":1711},"\u002Fbook\u002Fchapter-8#p163"," p. 163",[36,1714,1715,1716,74],{},"Special grants to \"superior\" schools,",[20,1717,1712],{"href":1711},[36,1719,1720,1721,74],{},"A new problem—the question of religious instruction in schools, ",[20,1722,1724],{"href":1723},"\u002Fbook\u002Fchapter-8#p164","p. 164",[36,1726,1727,1728,74],{},"Clauses of the Act of 1858 relating to the Chief Superintendent and Inspectors, ",[20,1729,1731],{"href":1730},"\u002Fbook\u002Fchapter-8#p165"," p. 165",[36,1733,1734,1735,74],{},"The question of local responsibility,",[20,1736,1731],{"href":1730},[36,1738,1739,1740,74],{},"Civic backwardness in New Brunswick,",[20,1741,1743],{"href":1742},"\u002Fbook\u002Fchapter-8#p166"," p. 166",[36,1745,1746,1747,74],{},"The Act of 1858 on local school management,",[20,1748,1750],{"href":1749},"\u002Fbook\u002Fchapter-8#p167"," p. 167",[36,1752,1753,1754,74],{},"Regulations dealing with the establishment of Superior Schools,",[20,1755,1757],{"href":1756},"\u002Fbook\u002Fchapter-8#p168"," p. 168",[36,1759,1760,1761,74],{},"With school libraries, ",[20,1762,1763],{"href":1756}," p.168",[36,1765,1766,1767,74],{},"Inadequate provision for assessment,",[20,1768,1757],{"href":1756},[36,1770,1771,1772,74],{},"Provisions for religious and moral teaching,",[20,1773,1775],{"href":1774},"\u002Fbook\u002Fchapter-8#p169"," p. 169",[36,1777,1778,1779,74],{},"Other provisions of the Act of 1858,",[20,1780,1775],{"href":1774},[58,1782,1783],{},"(B) Interim 1858-1871",[32,1785,34,1786,34,1793,34,1811,34,1818,34,1823,34,1830,34,1835,34,1840,34,1847,34,1852,34,1857,34,1864,34,1869,34,1874,34,1881,34,1888,34,1895,34,1902,34,1907,34,1914,34,1921,34,1926,34,1933,34,1939,34,1946,34,1953,34,1959,34,1964,34,1971],{},[36,1787,1788,1789,74],{},"The Act of 1858 disappoints many people,",[20,1790,1792],{"href":1791},"\u002Fbook\u002Fchapter-8#p170"," p. 170",[36,1794,1795,1796,34,1804,1806,1807,74],{},"The political and economic developments of the sixties retard educational\n\t",[15,1797,1799],{"className":1798},[18],[20,1800,1803],{"href":1801,"id":1802},"\u002Ffiles\u002FMacN1947.pdf#page=15","pxii","xii",[62,1805],{},"\n\treform,",[20,1808,1810],{"href":1809},"\u002Fbook\u002Fchapter-8#p171"," p. 171",[36,1812,1813,1814,74],{},"This period the most \"written up\" period of New Brunswick history,",[20,1815,1817],{"href":1816},"\u002Fbook\u002Fchapter-8#p172"," p. 172",[36,1819,1820,1821,74],{},"d'Avray retired as Chief Superintendent,",[20,1822,1817],{"href":1816},[36,1824,1825,1826,74],{},"The \"spoils\" system,",[20,1827,1829],{"href":1828},"\u002Fbook\u002Fchapter-8#p173"," p. 173",[36,1831,1832,1833,74],{},"The views of Henry Fisher, a short-lived Chief Superintendent,",[20,1834,1829],{"href":1828},[36,1836,1837,1838,74],{},"Fisher succeeded by John Bennet,",[20,1839,1829],{"href":1828},[36,1841,1842,1843,74],{},"William Mills succeeds Duval as training master,",[20,1844,1846],{"href":1845},"\u002Fbook\u002Fchapter-8#p174"," p. 174",[36,1848,1849,1850,74],{},"The unsatisfactory state of the Normal School premises in Saint John,",[20,1851,1846],{"href":1845},[36,1853,1854,1855,74],{},"William Crocket's Training School at Chatham,",[20,1856,1846],{"href":1845},[36,1858,1859,1860,74],{},"A single Normal School re-established at Fredericton,",[20,1861,1863],{"href":1862},"\u002Fbook\u002Fchapter-8#p175"," p. 175",[36,1865,1866,1867,74],{},"Information from the official reports on the Training School and the status of teachers,",[20,1868,1863],{"href":1862},[36,1870,1871,1872,74],{},"Two classes of untrained teachers,",[20,1873,1863],{"href":1862},[36,1875,1876,1877,74],{},"Moral and professional misdemeanors on the part of teachers,",[20,1878,1880],{"href":1879},"\u002Fbook\u002Fchapter-8#p176"," p. 176",[36,1882,1883,1884,74],{},"Governor Gordon takes a gloomy view of the economy and society of pre-confederation New Brunswick,",[20,1885,1887],{"href":1886},"\u002Fbook\u002Fchapter-8#p177"," p. 177",[36,1889,1890,1891,74],{},"And of her politicians,",[20,1892,1894],{"href":1893},"\u002Fbook\u002Fchapter-8#p178"," p. 178",[36,1896,1897,1898,74],{},"The education of the time harmonizes with its background,",[20,1899,1901],{"href":1900},"\u002Fbook\u002Fchapter-8#p179"," p. 179",[36,1903,1904,1905,74],{},"Some improvement in the Grammar Schools, ",[20,1906,1901],{"href":1900},[36,1908,1909,1910,74],{},"Competitive Examinations,",[20,1911,1913],{"href":1912},"\u002Fbook\u002Fchapter-8#p180"," p. 180",[36,1915,1916,1917,74],{},"Teachers, Institutes,",[20,1918,1920],{"href":1919},"\u002Fbook\u002Fchapter-8#p181"," p. 181",[36,1922,1923,1924,74],{},"Supt. Bennet advocates a pension fund for teachers,",[20,1925,1920],{"href":1919},[36,1927,1928,1929,74],{},"Improvements in equipment and texts, ",[20,1930,1932],{"href":1931},"\u002Fbook\u002Fchapter-8#p182","p. 182",[36,1934,1935,1936,74],{},"Inspector Morrison on the subject of French texts and French teachers,",[20,1937,1938],{"href":1931}," p. 182",[36,1940,1941,1942,74],{},"The evils of a multiplicity of small school districts,",[20,1943,1945],{"href":1944},"\u002Fbook\u002Fchapter-8#p183"," p. 183",[36,1947,1948,1949,74],{},"Supt. Bennet on the importance of educating girls,",[20,1950,1952],{"href":1951},"\u002Fbook\u002Fchapter-8#p184"," p. 184",[36,1954,1955,1956,74],{},"Progress retarded by public indifference, ",[20,1957,1958],{"href":1951},"p. 184",[36,1960,1961,1962,74],{},"The Chief Superintendent and the Inspectors urge the adoption of a compulsory attendance law,",[20,1963,1952],{"href":1951},[36,1965,1966,1967,74],{},"George Parkin speaks out on the same subject,",[20,1968,1970],{"href":1969},"\u002Fbook\u002Fchapter-8#p185"," p. 185",[36,1972,1973,1974,74],{},"The times are ripe for change,",[20,1975,1977],{"href":1976},"\u002Fbook\u002Fchapter-8#p186"," p. 186",[58,1979,1980],{},"(C) The Act of 1871.",[32,1982,34,1983,34,1990,34,1997,34,2002,34,2009,34,2016,34,2021,34,2028,34,2033,34,2038,34,2045,34,2052,34,2059,34,2066,34,2073,34,2080,34,2085,34,2092],{},[36,1984,1985,1986,74],{},"The Government serves notice of impending action,",[20,1987,1989],{"href":1988},"\u002Fbook\u002Fchapter-8#p187"," p. 187",[36,1991,1992,1993,74],{},"The Saint John Telegraph is agreeably surprised,",[20,1994,1996],{"href":1995},"\u002Fbook\u002Fchapter-8#p188"," p. 188",[36,1998,1999,2000,74],{},"The Hatheway-King coalition, ",[20,2001,1996],{"href":1995},[36,2003,2004,2005,74],{},"The question of the personnel of a Board of Education,",[20,2006,2008],{"href":2007},"\u002Fbook\u002Fchapter-8#p189"," p. 189",[36,2010,2011,2012,74],{},"Local control in education,",[20,2013,2015],{"href":2014},"\u002Fbook\u002Fchapter-8#p190"," p. 190",[36,2017,2018,2019,74],{},"Napier ridicules the Fourth Book of Lessons,",[20,2020,2015],{"href":2014},[36,2022,2023,2024,74],{},"The Freeman declares the school system has been deliberately maligned,",[20,2025,2027],{"href":2026},"\u002Fbook\u002Fchapter-8#p191"," p. 191",[36,2029,2030,2031,74],{},"The Telegraph hints at lively scenes in the Assembly,",[20,2032,2027],{"href":2026},[36,2034,2035,2036,74],{},"Petitions for and against separate Schools,",[20,2037,2027],{"href":2026},[36,2039,2040,2041,74],{},"The position of sectarianism in the educational systems of other countries",[20,2042,2044],{"href":2043},"\u002Fbook\u002Fchapter-8#p192"," p. 192",[36,2046,2047,2048,74],{},"D'Arcy McGee on the separate school question in 1863,",[20,2049,2051],{"href":2050},"\u002Fbook\u002Fchapter-8#p193"," p. 193",[36,2053,2054,2055,74],{},"The New Brunswick press campaigns vigorously for and against non-sectarian schools, ",[20,2056,2058],{"href":2057},"\u002Fbook\u002Fchapter-8#p194","p. 194",[36,2060,2061,2062,74],{},"The vote in the Legislature on the School Bill,",[20,2063,2065],{"href":2064},"\u002Fbook\u002Fchapter-8#p195"," p. 195",[36,2067,2068,2069,74],{},"Lt.-Governor Wilmot becomes the target of The Freeman's scorn,",[20,2070,2072],{"href":2071},"\u002Fbook\u002Fchapter-8#p196"," p. 196",[36,2074,2075,2076,74],{},"Preparing for the operation of the new measure,",[20,2077,2079],{"href":2078},"\u002Fbook\u002Fchapter-8#p197"," p. 197",[36,2081,2082,2083,74],{},"The clauses of the Common Schools Act of 1871,",[20,2084,2079],{"href":2078},[36,2086,2087,2088,74],{},"The most revolutionary features of the Act,",[20,2089,2091],{"href":2090},"\u002Fbook\u002Fchapter-8#p198"," p. 198",[36,2093,2094,2095,74],{},"Problems which the Act either created or could not solve at once,",[20,2096,2098],{"href":2097},"\u002Fbook\u002Fchapter-8#p199"," p. 199",[58,2100,2101,2102,2104],{},"CHAPTER 9",[62,2103],{},"\nCommon Schools and Sectarian Conflict",[32,2106,34,2107,34,2114,34,2121,34,2128,34,2134,34,2141,34,2146,34,2153,34,2169,34,2176,34,2181,34,2188,34,2193,34,2200,34,2207,34,2212,34,2218,34,2221,34,2228,34,2233,34,2238,34,2245,34,2252,34,2257,34,2262,34,2269,34,2274,34,2279,34,2286,34,2293,34,2300,34,2306,34,2313,34,2318,34,2325,34,2330,34,2337,34,2344,34,2351,34,2356,34,2363,34,2368,34,2373,34,2380,34,2385,34,2390,34,2397,34,2404,34,2409,34,2414,34,2421,34,2426,34,2433,34,2440,34,2445,34,2450,34,2457,34,2462],{},[36,2108,2109,2110,74],{},"The Act of 1871 arouses local controversy and meets with opposition,",[20,2111,2113],{"href":2112},"\u002Fbook\u002Fchapter-9#p200"," p. 200",[36,2115,2116,2117,74],{},"It becomes a topic of discussion in the Canadian House of Commons,",[20,2118,2120],{"href":2119},"\u002Fbook\u002Fchapter-9#p201"," p. 201",[36,2122,2123,2124,74],{},"The Costigan resolutions of 1872,",[20,2125,2127],{"href":2126},"\u002Fbook\u002Fchapter-9#p203"," p. 203",[36,2129,2130,2131,74],{},"Parliamentary debate on these resolutions, ",[20,2132,2133],{"href":2126},"p.203",[36,2135,2136,2137,74],{},"The outcome of the debate,",[20,2138,2140],{"href":2139},"\u002Fbook\u002Fchapter-9#p205"," p. 205",[36,2142,2143,2144,74],{},"The New Brunswick Government protests against the action of the Dominion House,",[20,2145,2140],{"href":2139},[36,2147,2148,2149,74],{},"Costigan's second attempt to secure federal intervention.",[20,2150,2152],{"href":2151},"\u002Fbook\u002Fchapter-9#p206"," p. 206",[36,2154,2155,2156,34,2164,2166,2167,74],{},"The federal debate of\n\t",[15,2157,2159],{"className":2158},[18],[20,2160,2163],{"href":2161,"id":2162},"\u002Ffiles\u002FMacN1947.pdf#page=16","pxiii","xiii",[62,2165],{},"\n\t1873,",[20,2168,2152],{"href":2151},[36,2170,2171,2172,74],{},"The House of Commons adopts Costigan's resolution and votes money for litigation,",[20,2173,2175],{"href":2174},"\u002Fbook\u002Fchapter-9#p207"," p. 207",[36,2177,2178,2179,74],{},"Correspondence between the Governor General and the British Secretary of State on the subject of the New Brunswick School Law,",[20,2180,2175],{"href":2174},[36,2182,2183,2184,74],{},"An attempt to arrive at a settlement in the City of Saint John,",[20,2185,2187],{"href":2186},"\u002Fbook\u002Fchapter-9#p208"," p. 208",[36,2189,2190,2191,74],{},"Negotiations between Bishop Sweeney and the Executive Council of New Brunswick,",[20,2192,2187],{"href":2186},[36,2194,2195,2196,74],{},"Wedderburn's resolution in the Legislature of 1874,",[20,2197,2199],{"href":2198},"\u002Fbook\u002Fchapter-9#p209"," p. 209",[36,2201,2202,2203,74],{},"Nowlan's counter-resolution,",[20,2204,2206],{"href":2205},"\u002Fbook\u002Fchapter-9#p210"," p. 210",[36,2208,2209,2210,74],{},"Blunt debate, featuring Premier George E. King,",[20,2211,2206],{"href":2205},[36,2213,2136,2214,74],{},[20,2215,2217],{"href":2216},"\u002Fbook\u002Fchapter-9#p211"," p. 211",[36,2219,2220],{},"Costigan's motion for an address to the Queen, p, 211;",[36,2222,2223,2224,74],{},"The electors of New Brunswick uphold the School Act.",[20,2225,2227],{"href":2226},"\u002Fbook\u002Fchapter-9#p212"," p. 212",[36,2229,2230,2231,74],{},"The Judicial Committee of the Privy Council affirms the constitutionality of the Act,",[20,2232,2227],{"href":2226},[36,2234,2235,2236,74],{},"The riot at Caraquet,",[20,2237,2227],{"href":2226},[36,2239,2240,2241,74],{},"Various versions of the cause and course of the disturbance,",[20,2242,2244],{"href":2243},"\u002Fbook\u002Fchapter-9#p213"," p. 213",[36,2246,2247,2248,74],{},"The trial of the rioters,",[20,2249,2251],{"href":2250},"\u002Fbook\u002Fchapter-9#p215"," p. 215",[36,2253,2254,2255,74],{},"The case goes to the Supreme Court of New Brunswick,",[20,2256,2251],{"href":2250},[36,2258,2259,2260,74],{},"The accused are set free,",[20,2261,2251],{"href":2250},[36,2263,2264,2265,74],{},"The question of a lock-up at Caraquet,",[20,2266,2268],{"href":2267},"\u002Fbook\u002Fchapter-9#p216"," p. 216",[36,2270,2271,2272,74],{},"The Costigan resolutions of 1875,",[20,2273,2268],{"href":2267},[36,2275,2276,2277,74],{},"Long and heated debate on the question,",[20,2278,2268],{"href":2267},[36,2280,2281,2282,74],{},"Cross currents among the Roman Catholics,",[20,2283,2285],{"href":2284},"\u002Fbook\u002Fchapter-9#p219"," p. 219",[36,2287,2288,2289,74],{},"Settlement of the question in the Compromise of 1875,",[20,2290,2292],{"href":2291},"\u002Fbook\u002Fchapter-9#p220"," p. 220",[36,2294,2295,2296,74],{},"Separate license examinations for Sisters of Charity, ",[20,2297,2299],{"href":2298},"\u002Fbook\u002Fchapter-9#p221","p. 221",[36,2301,2302,2303,74],{},"Local opposition to the Act dies down,",[20,2304,2305],{"href":2298}," p. 221",[36,2307,2308,2309,74],{},"Religious feeling flares again in the 1890's,",[20,2310,2312],{"href":2311},"\u002Fbook\u002Fchapter-9#p222"," p. 222",[36,2314,2315,2316,74],{},"The circumstances surrounding the Bathurst Schools Case,",[20,2317,2312],{"href":2311},[36,2319,2320,2321,74],{},"The case referred to Judge J. J. Fraser of the Supreme Court,",[20,2322,2324],{"href":2323},"\u002Fbook\u002Fchapter-9#p223"," p. 223",[36,2326,2327,2328,74],{},"The whole province aroused,",[20,2329,2324],{"href":2323},[36,2331,2332,2333,74],{},"Judge Fraser's report,",[20,2334,2336],{"href":2335},"\u002Fbook\u002Fchapter-9#p224"," p. 224",[36,2338,2339,2340,74],{},"His findings sustained by Judge Barker,",[20,2341,2343],{"href":2342},"\u002Fbook\u002Fchapter-9#p225"," p. 225",[36,2345,2346,2347,74],{},"Pitts criticizes Judge Fraser's report,",[20,2348,2350],{"href":2349},"\u002Fbook\u002Fchapter-9#p226"," p. 226",[36,2352,2353,2354,74],{},"His pertinacity in the legislature on the subject,",[20,2355,2350],{"href":2349},[36,2357,2358,2359,74],{},"A clarification of certain regulations relating to religious instruction and the use of school buildings,",[20,2360,2362],{"href":2361},"\u002Fbook\u002Fchapter-9#p227"," p. 227",[36,2364,2365,2366,74],{},"The controversy directs attention to the school manuals and the regulations of the Board,",[20,2367,2362],{"href":2361},[36,2369,2370,2371,74],{},"The question of nationality becomes involved in the controversy,",[20,2372,2362],{"href":2361},[36,2374,2375,2376,74],{},"The dual nature of New Brunswick' population,",[20,2377,2379],{"href":2378},"\u002Fbook\u002Fchapter-9#p228"," p. 228",[36,2381,2382,2383,74],{},"The French begin to press for official recognition of their language,",[20,2384,2379],{"href":2378},[36,2386,2387,2388,74],{},"A degree of harmony in the Assembly,",[20,2389,2379],{"href":2378},[36,2391,2392,2393,74],{},"Acadian Schools previous to 1871,",[20,2394,2396],{"href":2395},"\u002Fbook\u002Fchapter-9#p229"," p. 229",[36,2398,2399,2400,74],{},"The B.N.A. Act and the status of the French language,",[20,2401,2403],{"href":2402},"\u002Fbook\u002Fchapter-9#p231"," p. 231",[36,2405,2406,2407,74],{},"The Act of 1871 and Acadian Schools,",[20,2408,2403],{"href":2402},[36,2410,2411,2412,74],{},"The authorization of French texts,",[20,2413,2403],{"href":2402},[36,2415,2416,2417,74],{},"The so-called French schools are bilingual,",[20,2418,2420],{"href":2419},"\u002Fbook\u002Fchapter-9#p232"," p. 232",[36,2422,2423,2424,74],{},"The training of French teachers,",[20,2425,2420],{"href":2419},[36,2427,2428,2429,74],{},"Conditions under which teachers trained in the French Department of the Normal School might be employed,",[20,2430,2432],{"href":2431},"\u002Fbook\u002Fchapter-9#p233"," p. 233",[36,2434,2435,2436,74],{},"The meagre attendance at this department,",[20,2437,2439],{"href":2438},"\u002Fbook\u002Fchapter-9#p234"," p. 234",[36,2441,2442,2443,74],{},"Educational backwardness in Acadian districts,",[20,2444,2439],{"href":2438},[36,2446,2447,2448,74],{},"The question of a bilingual inspector,",[20,2449,2439],{"href":2438},[36,2451,2452,2453,74],{},"The bilingual schools of Ontario",[20,2454,2456],{"href":2455},"\u002Fbook\u002Fchapter-9#p235"," p. 235",[36,2458,2459,2460,74],{},"Inspector Philip Cox points to the difficulties peculiar to the Acadian Schools,",[20,2461,2456],{"href":2455},[36,2463,2464,2465,74],{},"Unanswered questions of great significance,",[20,2466,2468],{"href":2467},"\u002Fbook\u002Fchapter-9#p236"," p. 236",[58,2470,2471,2472,2474],{},"CHAPTER 10",[62,2473],{},"\nEducation in the Age of Science and Democracy",[32,2476,34,2477,34,2484,34,2489,34,2496,34,2501,34,2519,34,2524,34,2531,34,2536,34,2543,34,2550,34,2555,34,2562,34,2567,34,2572,34,2579,34,2584,34,2589,34,2596,34,2603,34,2608,34,2613,34,2620,34,2627,34,2634,34,2640,34,2647,34,2652,34,2657,34,2664,34,2671,34,2678,34,2683,34,2690,34,2695,34,2702,34,2707,34,2712,34,2715,34,2722,34,2727,34,2734,34,2739,34,2744,34,2751,34,2757,34,2762,34,2767,34,2774,34,2779,34,2786,34,2791,34,2796],{},[36,2478,2479,2480,74],{},"The Act of 1871 significant but not completely comprehensive,",[20,2481,2483],{"href":2482},"\u002Fbook\u002Fchapter-10#p237"," p. 237",[36,2485,2486,2487,74],{},"Obstacles in the way of further forward movements",[20,2488,2483],{"href":2482},[36,2490,2491,2492,74],{},"The province moves slowly in the field of teachers' pensions,",[20,2493,2495],{"href":2494},"\u002Fbook\u002Fchapter-10#p238"," p. 238",[36,2497,2498,2499,74],{},"And in the field of manual training,",[20,2500,2495],{"href":2494},[36,2502,2503,2504,34,2512,2514,2515,74],{},"Correlation between educational developments and\n\t",[15,2505,2507],{"className":2506},[18],[20,2508,2511],{"href":2509,"id":2510},"\u002Ffiles\u002FMacN1947.pdf#page=17","pxiv","xiv",[62,2513],{},"\n\tthe economic life of the province,",[20,2516,2518],{"href":2517},"\u002Fbook\u002Fchapter-10#p239"," p. 239",[36,2520,2521,2522,74],{},"A note of optimism during the Golden Age,",[20,2523,2518],{"href":2517},[36,2525,2526,2527,74],{},"At long last a new Normal School,",[20,2528,2530],{"href":2529},"\u002Fbook\u002Fchapter-10#p240"," p. 240",[36,2532,2533,2534,74],{},"The ranking system,",[20,2535,2530],{"href":2529},[36,2537,2538,2539,74],{},"Rand's Educational Circular,",[20,2540,2542],{"href":2541},"\u002Fbook\u002Fchapter-10#p241"," p. 241",[36,2544,2545,2546,74],{},"Rand calls for improvements in secondary education,",[20,2547,2549],{"href":2548},"\u002Fbook\u002Fchapter-10#p242"," p. 242",[36,2551,2552,2553,74],{},"Depression begins,",[20,2554,2549],{"href":2548},[36,2556,2557,2558,74],{},"The Educational Circular is discontinued,",[20,2559,2561],{"href":2560},"\u002Fbook\u002Fchapter-10#p243"," p. 243",[36,2563,2564,2565,74],{},"\"Cheap\" teachers are popular,",[20,2566,2561],{"href":2560},[36,2568,2569,2570,74],{},"The ranking system abolished,",[20,2571,2561],{"href":2560},[36,2573,2574,2575,74],{},"Pitiful irregularities reflecting the pinched times,",[20,2576,2578],{"href":2577},"\u002Fbook\u002Fchapter-10#p244"," p. 244",[36,2580,2581,2582,74],{},"Efforts to secure permanency in the teaching profession,",[20,2583,2578],{"href":2577},[36,2585,2586,2587,74],{},"The emphasis on economy in education,",[20,2588,2578],{"href":2577},[36,2590,2591,2592,74],{},"New Brunswick shares in the national prosperity of the declining century,",[20,2593,2595],{"href":2594},"\u002Fbook\u002Fchapter-10#p245"," p. 245",[36,2597,2598,2599,74],{},"The effect on education of the optimistic spirit of the times,",[20,2600,2602],{"href":2601},"\u002Fbook\u002Fchapter-10#p246"," p. 246",[36,2604,2605,2606,74],{},"The age of science,",[20,2607,2602],{"href":2601},[36,2609,2610,2611,74],{},"Loring Woart Bailey, a man of science,",[20,2612,2602],{"href":2601},[36,2614,2615,2616,74],{},"The Maritime Summer School of Science,",[20,2617,2619],{"href":2618},"\u002Fbook\u002Fchapter-10#p247"," p. 247",[36,2621,2622,2623,74],{},"Prominent teachers of the province recognize the claims of science,",[20,2624,2626],{"href":2625},"\u002Fbook\u002Fchapter-10#p248"," p. 248",[36,2628,2629,2630,74],{},"Science as taught in the schools of the province, ",[20,2631,2633],{"href":2632},"\u002Fbook\u002Fchapter-10#p249","p. 249",[36,2635,2636,2637,74],{},"Science by no means widely understood or applied,",[20,2638,2639],{"href":2632}," p. 249",[36,2641,2642,2643,74],{},"An age of political and social democracy,",[20,2644,2646],{"href":2645},"\u002Fbook\u002Fchapter-10#p250"," p. 250",[36,2648,2649,2650,74],{},"The tardy application of democracy in New Brunswick,",[20,2651,2646],{"href":2645},[36,2653,2654,2655,74],{},"Progress toward manhood suffrage,",[20,2656,2646],{"href":2645},[36,2658,2659,2660,74],{},"Interesting views on the question of votes for women,",[20,2661,2663],{"href":2662},"\u002Fbook\u002Fchapter-10#p251"," p. 251",[36,2665,2666,2667,74],{},"Democracy in the field of industrial relations,",[20,2668,2670],{"href":2669},"\u002Fbook\u002Fchapter-10#p253"," p. 253",[36,2672,2673,2674,74],{},"The meaning of democracy in education,",[20,2675,2677],{"href":2676},"\u002Fbook\u002Fchapter-10#p254"," p. 254",[36,2679,2680,2681,74],{},"The school system of New Brunswick not completely democratic,",[20,2682,2677],{"href":2676},[36,2684,2685,2686,74],{},"The need of a compulsory attendance law,",[20,2687,2689],{"href":2688},"\u002Fbook\u002Fchapter-10#p255"," p. 255",[36,2691,2692,2693,74],{},"The cramping influences of economic circumstances,",[20,2694,2689],{"href":2688},[36,2696,2697,2698,74],{},"The evils of the small school unit,",[20,2699,2701],{"href":2700},"\u002Fbook\u002Fchapter-10#p256"," p. 256",[36,2703,2704,2705,74],{},"The slow move toward consolidation,",[20,2706,2701],{"href":2700},[36,2708,2709,2710,74],{},"The secondary education of the province in need of a democratic extension,",[20,2711,2701],{"href":2700},[36,2713,2714],{},"Various provincial views on secondary education, p. 257;",[36,2716,2717,2718,74],{},"Some improvements in secondary education,",[20,2719,2721],{"href":2720},"\u002Fbook\u002Fchapter-10#p258"," p. 258",[36,2723,2724,2725,74],{},"The traditional studies are emphasized,",[20,2726,2721],{"href":2720},[36,2728,2729,2730,74],{},"Increased interest in public health,",[20,2731,2733],{"href":2732},"\u002Fbook\u002Fchapter-10#p259"," p. 259",[36,2735,2736,2737,74],{},"Health measures in the schools,",[20,2738,2733],{"href":2732},[36,2740,2741,2742,74],{},"The care of the insane,",[20,2743,2733],{"href":2732},[36,2745,2746,2747,74],{},"The reform school for boys, ",[20,2748,2750],{"href":2749},"\u002Fbook\u002Fchapter-10#p260","p. 260",[36,2752,2753,2754,74],{},"The education of the blind children and of deaf mutes,",[20,2755,2756],{"href":2749}," p. 260",[36,2758,2759,2760,74],{},"Few Kindergartens in New Brunswick,",[20,2761,2756],{"href":2749},[36,2763,2764,2765,74],{},"Professional knowledge, training, and contacts,",[20,2766,2756],{"href":2749},[36,2768,2769,2770,74],{},"Poor prospects for a two-year Normal course,",[20,2771,2773],{"href":2772},"\u002Fbook\u002Fchapter-10#p262"," p. 262",[36,2775,2776,2777,74],{},"An English educationist praises the New Brunswick school system,",[20,2778,2773],{"href":2772},[36,2780,2781,2782,74],{},"A tribute from the New England Journal of Education,",[20,2783,2785],{"href":2784},"\u002Fbook\u002Fchapter-10#p263"," p. 263",[36,2787,2788,2789,74],{},"New Brunswick educationists are invited to go to South Africa,",[20,2790,2785],{"href":2784},[36,2792,2793,2794,74],{},"Progress must be continuous,",[20,2795,2785],{"href":2784},[36,2797,2798,2799,74],{},"Present and future difficulties can scarcely be greater than those of the past,",[20,2800,2785],{"href":2784},[32,2802,34,2803],{},[36,2804,2805,2806],{},"Bibliography..........",[20,2807,2809],{"href":2808},"\u002Fbook\u002Fbibliography#p264"," p. 264",{"title":2811,"searchDepth":2812,"depth":2812,"links":2813},"",2,[],"md",{},true,"\u002FMacNcon","\u002Fbook\u002Ftable-of-contents",{"title":5,"description":2811},"book\u002F06.table-of-contents","9JyygvjsVyOUq_yP982Bf8HWrWrvVnFXhx-EGMNC2xA",[2823,2827],{"title":2824,"path":2825,"stem":2826,"children":-1},"Preface","\u002Fbook\u002Fpreface","book\u002F05.preface",{"title":2828,"path":2829,"stem":2830,"children":-1},"Errata","\u002Fbook\u002Ferrata","book\u002F07.errata",{"id":2832,"title":2833,"body":2834,"description":2811,"extension":2814,"meta":2890,"navigation":2816,"oldPath":2891,"path":2892,"seo":2893,"stem":2894,"__hash__":2895},"book\u002Fbook\u002F01.title-page.md","Title Page",{"type":7,"value":2835,"toc":2887},[2836],[10,2837,2840,2844,2849,2872,2877,2882],{"className":2838},[2839],"title-page",[27,2841,2843],{"id":2842},"the-development-of-the-theory-and-practice-of-education-in-new-brunswick-1784-1900","The Development of the Theory and Practice of Education in New Brunswick 1784-1900",[2845,2846,2848],"h2",{"id":2847},"a-study-in-historical-background","A Study in Historical Background",[10,2850,2853,2856,2861,2862,2867,2868],{"className":2851},[2852],"title-page__byline",[10,2854,2855],{},"By",[10,2857,2860],{"className":2858},[2859],"title-page__author","Katherine F.C. MacNaughton, M.A.","\nEdited with an introduction by\n",[10,2863,2866],{"className":2864},[2865],"title-page__name","Alfred G. Bailey, Dean of Arts and Professor of History","\nForeword by\n",[10,2869,2871],{"className":2870},[2865],"Milton F. Gregg, V.C., C.B.E., M.C., President of the University of New Brunswick",[10,2873,2876],{"className":2874},[2875],"title-page__edition","University of New Brunswick Historical Studies No. 1",[10,2878,2881],{"className":2879},[2880],"title-page__imprint","Fredericton, N.B.",[10,2883,2886],{"className":2884},[2885],"title-page__date","1947",{"title":2811,"searchDepth":2812,"depth":2812,"links":2888},[2889],{"id":2847,"depth":2812,"text":2848},{},"\u002FMacNTit","\u002Fbook\u002Ftitle-page",{"title":2833,"description":2811},"book\u002F01.title-page","RC7-PVqjlCp9E_p3bQzu2qrIv1oMXe0Rehas9Q1vhvk",1789148496582]