We tend to think of contemporary concern for reform in education as unprecedented in its intensity and scope. But as this book about mid-nineteenth century educational ideology shows, the urge to improve society through its schools has been with us a long time. The author examines the attitudes that shaped the Ontario public school system during its formative years, when Upper Canadians first explored and the provincial government finally adopted the principle of compulsory mass schooling under the auspices and control of the state.

About the Author

Alison Prentice is Professor, Department of Theory and Policy Studies in Education, Ontario Institute for Studies in Education / University of Toronto.

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