Essai de bibliographie jersiaise. Catalogue d'auteurs qui ont écrit sur Jersey. Par Eugène Duprey": v. 4, p. [151]-192.

At the dawn of the last century a shift in direction emerged among education policy-makers in Saskatchewan. Prior to 1905, the territories that would become Saskatchewan and Alberta maintained a school system largely modelled after Ontario's British-inspired system. Between 1905 and 1937 however, the shared geography and culture of the continental plains that span the border between the United States and Canada became the primary influence on education in the Canadian prairies. In Border Crossings, Kerry Alcorn examines Saskatchewan's embrace of the culture of farmer revolt and populist and progressive democratic thought that originated south of the border. He argues that as a consequence Saskatchewan education developed in resistance to eastern Canadian forms, with education policy makers - some brought in from the United States - consciously looking to their southern neighbours for direction in developing educational models. Alcorn's detailed portrait of University of Saskatchewan president Walter C. Murray and his "Wisconsin Idea," further highlight the influence of the north-south axis. A challenge to standard histories of Canadian education, Border Crossings encapsulates the development of the meaning, practice, and language of Saskatchewan education in the early twentieth century.

How has the Ontario Agricultural College contributed to Canadian education? What role has the college played in the development of agriculture since it was founded in 1874? This history of Canada’s oldest agricultural college revolves around these two questions. It shows that the college’s mandate has changed in its attempt to serve both education and agriculture. The Ontario Agricultural College was established to enshrine science in farming, but it also became the testing and extension arm of the provincial ministry of agriculture. Direct government control for ninety years provided financial resources not enjoyed by other post-secondary schools, but the results sometimes proved of greater benefit to agriculture than to education or science. Swept into the University of Guelph when it was created in 1964, the college rethought its role. It emerged as a centre for advanced scientific inquiry, for global agricultural programs, and for understanding rural societies. The controversies surrounding these changes and the evolving nature of agriculture and science are brought out fully in this account of the past century and a quarter.

In v.1-8 the final number consists of the Commencement annual.

How has the Ontario Agricultural College contributed to Canadian education? What role has the college played in the development of agriculture since it was founded in 1874? This history of Canada's oldest agricultural college revolves around these two questions. It shows that the college's mandate has changed in its attempt to serve both education and agriculture. The Ontario Agricultural College was established to enshrine science in farming, but it also became the testing and extension arm of the provincial ministry of agriculture. Direct government control for ninety years provided financial resources not enjoyed by other post-secondary schools, but the results sometimes proved of greater benefit to agriculture than to education or science. Swept into the University of Guelph when it was created in 1964, the college rethought its role. It emerged as a centre for advanced scientific inquiry, for global agricultural programs, and for understanding rural societies. The controversies surrounding these changes and the evolving nature of agriculture and science are brought out fully in this account of the past century and a quarter.