In The Idea of Popular Schooling in Upper Canada, Anthony Di Mascio analyzes debates about education in the burgeoning print culture of the late eighteenth and early nineteenth centuries. In it, he finds that a widespread movement for popular schooling in Upper Canada began in earnest from the time of the colony's first Loyalist settlers. Reviving the voices of Upper Canada's earliest school advocates, Di Mascio reveals the lively public discussion about the need for a common system of schooling for all the colony's children. Despite different and often contentious opinions on the means and ends of schooling, there was widespread agreement about its need by the 1830s, when the debate was no longer about whether a popular system of schooling was desirable, but about what kinds of schools would be established. The making of educational legislation in Upper Canada was a process in which many inhabitants, both inside and outside of government, participated. The Idea of Popular Schooling in Upper Canada is the first full survey of schooling in Canada to focus on the pre-1840 period and how it framed policy debates that continue to the present day.

Shortly after Canadian confederation, Thomas D'Arcy McGee proclaimed that education was "an essential condition of our political independence" and that its role was to form citizens for the new regime. Comparing this idea of education for citizenship, or civic education, to the modern goals of education, Liberal Education, Civic Education, and the Canadian Regime explores the founders' principles, their sources, and the challenges that threaten their vision for Canada. The collection's first essays analyze the political thought of early Canadians such as Brown, McGee, Ryerson, and Bourinot, while later chapters examine enduring principles of liberal democracy derived from Aristotle, de Tocqueville, and Hobbes. The final chapters bring the discussion forward to such topics as the decline of Canadian Catholic liberal arts colleges and the emerging role of our Supreme Court as a self-appointed "moral tutor." Moreover, as it deals with the changing roles of universities in contemporary Canada, Liberal Education, Civic Education, and the Canadian Regime engages current debates about the value and place of a traditional liberal education and the consequences of turning our back on the concepts that inspired our founding leaders. Considering whether Canada’s early documents and traditions can revive past debates and shed light on contemporary issues, this highly original collection presents education as an essential condition of our independence and asks whether current educational principles are threatening Canadians’ capacity for self-government.

This special 2-book bundle contains a number of perspectives on a man who was arguably Canada’s most famous political leader, a figure of legendary proportions in the history of Canada’s birth and development. Ged Martin’s biography tells Macdonald’s story. Shocked by Canada’s 1837 rebellions, Macdonald sought to build alliances and avoid future conflicts. Thanks to financial worries and an alcohol problem, he almost quit politics in 1864. The challenge of building Confederation harnessed his skills, and in 1867 he became the country’s first prime minister. He drove the Dominion’s westward expansion, rapidly incorporating the Prairies and British Columbia before a railway contract scandal unseated him in 1873. He conquered his drinking problem and rebuilt the Conservative Party to regain power in 1878. The centrepiece of his protectionist National Policy was the transcontinental railway, but a western uprising in 1885 was followed by the controversial execution of rebel leader Louis Riel. Although dominant nationally, this popular hero had many flaws. Macdonald at 200 presents fifteen fresh interpretations of Canada’s founding prime minister, published for the occasion of the bicentennial of his birth in 1815. Crisply written by recognized scholars and specialists, the collection throws new light on Macdonald’s formative role in shaping government, promoting women’s rights, managing the nascent economy, supervising westward expansion, overseeing relations with Native peoples, and dealing with Fenian terrorism. A special section deals with how Macdonald has (or has not) been remembered by historians as well as the general public. The book concludes with an afterword by prominent Macdonald biographer Richard Gwyn. Macdonald emerges as a man of full dimensions — an historical figure that is surprisingly relevant to our own times. Includes John A. Macdonald Macdonald at 200