The conditions within and outside Manitoba that led to the destruction of denominational schools within Manitoba and the creation of a public school system : including the efforts made from the time of Premier Schreyer to 1978 to remedy the grievances of the supporters of denominational schools
Notice bibliographique
Résumé
To analyze conditions thnt led to de~truction of denominatiocal schools within Manitoba it is necessary to take a brief glance at the begir.nings of educ.ation in the Red River area and the establish.:lent of such schools.Mary B. Perfect, in her dissertation, states that:The Anglo-French rivalry in the fur-trade may have provided the spark to ignite the explosive situation in education in Manitoba which has flared up from timl~ to time during the 1 last century and "hieh even today lies close to the surface.This report, therefore, will begin with 1811 when, according to Gillett 2 , some impoverished Scottish immigrants, assisted by Lore Selkirk, formed one of the first Weste.rnsettlements along the Red River.By the year 1818 Frenc~-spenking Catholic missionaries were trying to convert the Indians and teach the sons of the settlers reading, writing, and catechieru.T"lO of t.he fathers.Provencher and Du:noulin, established the fl.!'"sl: church schcoTs and they were still operating in 1845 .. ,hen the Oblate Fathers be~.1n to teach ~ore advanced subjects in a school that is nml the St. BonirareCollege.Other elenenta;:--y schools '.:ere star-ted by the Christian Brotrler.~;.Girls were taught in a eonVE.ntrun by four Sisters of Charity who arrived from Montreal.This ap?ea!"s to be the beginning of the Ca.tholic educational system.Gillett explains that "English lang'Jage schooling was slower in taking root in the Selkirk Settlement" (page 199), but about 1820 some instruction ~las being given by Anglican ministers and their wives.( ( and the Anglicnn Society for the Prn,noti.on of Christian Knowledge was ~ssi6ting parish schools and teachers financi<.,1.1y .. The Anglicansponsored Red River Academy (1833), a day a~d boarding school, had developed int':) St. John's Colh:gc by 1866 , Hor.ton says: From the schools came a good number of literate and even ",Tell-educated men. a fE':'W of whom, Indian as well as white, were ordained in the Anglican ministry.These schools were really private ventures, not churjh schools proper as were those of the Catholic fathers.By the middle of the century the Presbyterians were also setting 2 u? .elenentaryschoo .i.s, and, according to K. Wilson, "Alexander l"Ultr.esonand the Rev. John Black advanced the eause of education considerably for the Scottish Presbyterians.,,4However, Hanoly Lupul maintains it was not the "S~otch Presi:yteri"ns but the Fre.nch-Catholic and Anglo-Protestant patterns of edocatio:1 which prevailed in the colony."SJames Evans. a IDE!thodist missionary 'was sponsored by the Hudson's BI3.Y Company in hi.s te~ching of t h e Indians and Netis at Non-;ay House.Cillett tells us that Evans (1801-1806) developed Cl system of syllabies by .... ,hieh the Cree :!.anguaze could be written • • • ["ano' was unusually ingenious in providing his charges with books--bound in dae=skin, printed on birchbark under a fur press, with type made from the lining of 5('a chests.and ink compounded of soot and sturgeon's oil.In their~eslrc for an education, the pioneers encountered all the usual problems> and they \Jerc many.Apart from some financial assistanci2 from the Hudson's Bay Compa.ny it was, in common with other parts of the nay land.the Church~5 which laid the foundations of education in the Red River .an:;).The first schools were operated on a '~Jj !SO'1, Kelth.Th e Devel opmen t of Education in (/lanitohu.Ph.D. ihfO st ~,;./< l1chl g:::r.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,016 | 0,009 |
| Communication savante | 0,004 | 0,002 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».