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
Bibliographic record
Abstract
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.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.016 | 0.009 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".