Budget Address Delivered By The Hon Mitchell F Hepburn Prime Minister And Treasurer Of Ontario
Budget Address Delivered By The Hon Mitchell F Hepburn Prime Minister And Treasurer Of Ontario Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of Budget Address Delivered By The Hon Mitchell F Hepburn Prime Minister And Treasurer Of Ontario book. This book definitely worth reading, it is an incredibly well-written.
Budget Address Delivered by the Hon. Mitchell F. Hepburn, Prime Minister and Treasurer of Ontario in the Legislative Assembly of Ontario, Thursday, April 2nd, 1942, on Moving the House Into Committee of Supply by Mitchell F. Hepburn Pdf
Excerpt from Budget Address Delivered by the Hon. Mitchell F. Hepburn, Prime Minister and Treasurer of Ontario in the Legislative Assembly of Ontario, Thursday, April 2nd, 1942, on Moving the House Into Committee of Supply: Also Statements of Assets and Liabilities, Revenue and Expenditure, Comparative and Statistical Information Railways Schools. Universities less - Sinking Fund Deposits for fiscal year ending March 31, 1942 Estimated Net Contingent Liability Of the Province as at March'31, 1942 16 summary Contingent Liability Of the Province - March 31, 1941 93 Estimated Contingent Liability Of the Province - March 31, 1942 16 Estimated Decrease. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Budget Address Delivered by the Hon. Mitchell F. Hepburn, Prime Minister and Treasurer of Ontario by Mitchell F. Hepburn Pdf
Excerpt from Budget Address Delivered by the Hon. Mitchell F. Hepburn, Prime Minister and Treasurer of Ontario: In the Legislative Assembly of Ontario, on the 30th March, 1939, on Moving the House Into Committee of Supply Revenue and Expenditure - 1938-1939 1939-1940 Increase in activities of Tuberculosis, Laboratories and Hospitals Branches 16, 17. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Budget Address Delivered by the Hon. Mitchell F. Hepburn Prime Minister and Treasurer of Ontario, in the Legislative Assembly of Ontario, on the 9th March, 1937, on Moving the House Into Committee of Supply by Mitchell F. Hepburn Pdf
Excerpt from Budget Address Delivered by the Hon. Mitchell F. Hepburn Prime Minister and Treasurer of Ontario, in the Legislative Assembly of Ontario, on the 9th March, 1937, on Moving the House Into Committee of Supply: Also Statements of Assets and Liabilities Revenue and Expenditure Comparative and Statistical Information I shall now discuss for a few moments a second source of revenue, namely, receipts from borrowing; and, as borrowing implies repayment with interest, hall later on in my address devote some attention to the matter of interest (1 during this fiscal year. First, I deal with the borrowing on treasury notes. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Truth and Reconciliation Commission of Canada,Commission de vérité et réconciliation du Canada
Author : Truth and Reconciliation Commission of Canada,Commission de vérité et réconciliation du Canada Publisher : McGill-Queen's Press - MQUP Page : 105 pages File Size : 53,6 Mb Release : 2016 Category : History ISBN : 9780773598232
Canada's Residential Schools: The Métis Experience by Truth and Reconciliation Commission of Canada,Commission de vérité et réconciliation du Canada Pdf
Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The Métis Experience focuses on an often-overlooked element of Canada’s residential school history. Canada’s residential school system was a partnership between the federal government and the churches. Since the churches wished to convert as many Aboriginal children as possible, they had no objection to admitting Métis children. At Saint-Paul-des-Métis in Alberta, Roman Catholic missionaries established a residential school specifically for Métis children in the early twentieth century, while the Anglicans opened hostels for Métis children in the Yukon in the 1920s and the 1950s. The federal government policy on providing schooling to Métis children was subject to constant change. It viewed the Métis as members of the ‘dangerous classes,’ whom the residential schools were intended to civilize and assimilate. This view led to the adoption of policies that allowed for the admission of Métis children at various times. However, from a jurisdictional perspective, the federal government believed that the responsibility for educating and assimilating Métis people lay with provincial and territorial governments. When this view dominated, Indian agents were often instructed to remove Métis children from residential schools. Because provincial and territorial governments were reluctant to provide services to Métis people, many Métis parents who wished to see their children educated in schools had no option but to try to have them accepted into a residential school. As provincial governments slowly began to provide increased educational services to Métis students after the Second World War, Métis children lived in residences and residential schools that were either run or funded by provincial governments. As this volume demonstrates the Métis experience of residential schooling in Canada is long and complex, involving not only the federal government and the churches, but provincial and territorial governments. Much remains to be done to identify and redress the impact that these schools had on Métis children, their families, and their community.
Author : Rhonda L. Hinther Publisher : University of Toronto Press Page : 308 pages File Size : 42,6 Mb Release : 2018-01-01 Category : History ISBN : 9781487500498
In Perogies and Politics, Rhonda Hinther explores the twentieth-century history of the Ukrainian left in Canada from the standpoint of the women, men, and children who formed and fostered it. For twentieth-century leftist Ukrainians, culture and politics were inextricably linked. The interaction of Ukrainian socio-cultural identity with Marxist-Leninism resulted in one of the most dynamic national working-class movements Canada has ever known. The Ukrainian left's success lay in its ability to meet the needs of and speak in meaningful, respectful, and empowering ways to its supporters' experiences and interests as individuals and as members of a distinct immigrant working-class community. This offered to Ukrainians a radical social, cultural, and political alternative to the fledgling Ukrainian churches and right-wing Ukrainian nationalist movements. Hinther's colourful and in-depth work reveals how left-wing Ukrainians were affected by changing social, economic, and political forces and how they in turn responded to and challenged these forces.??
Canada's Residential Schools by Truth and Reconciliation Commission of Canada,Commission de vérité et réconciliation du Canada Pdf
Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: Reconciliation documents the complexities, challenges, and possibilities of reconciliation by presenting the findings of public testimonies from residential school Survivors and others who participated in the TRC’s national events and community hearings. For many Aboriginal people, reconciliation is foremost about healing families and communities, and revitalizing Indigenous cultures, languages, spirituality, laws, and governance systems. For governments, building a respectful relationship involves dismantling a centuries-old political and bureaucratic culture in which, all too often, policies and programs are still based on failed notions of assimilation. For churches, demonstrating long-term commitment to reconciliation requires atoning for harmful actions in the residential schools, respecting Indigenous spirituality, and supporting Indigenous peoples’ struggles for justice and equity. Schools must teach Canadian history in ways that foster mutual respect, empathy, and engagement. All Canadian children and youth deserve to know what happened in the residential schools and to appreciate the rich history and collective knowledge of Indigenous peoples. This volume also emphasizes the important role of public memory in the reconciliation process, as well as the role of Canadian society, including the corporate and non-profit sectors, the media, and the sports community in reconciliation. The Commission urges Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. While Aboriginal peoples are victims of violence and discrimination, they are also holders of Treaty, Aboriginal, and human rights and have a critical role to play in reconciliation. All Canadians must understand how traditional First Nations, Inuit, and Métis approaches to resolving conflict, repairing harm, and restoring relationships can inform the reconciliation process. The TRC’s calls to action identify the concrete steps that must be taken to ensure that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: Reconciliation documents the complexities, challenges, and possibilities of reconciliation by presenting the findings of public testimonies from residential school Survivors and others who participated in the TRC’s national events and community hearings. For many Aboriginal people, reconciliation is foremost about healing families and communities, and revitalizing Indigenous cultures, languages, spirituality, laws, and governance systems. For governments, building a respectful relationship involves dismantling a centuries-old political and bureaucratic culture in which, all too often, policies and programs are still based on failed notions of assimilation. For churches, demonstrating long-term commitment to reconciliation requires atoning for harmful actions in the residential schools, respecting Indigenous spirituality, and supporting Indigenous peoples’ struggles for justice and equity. Schools must teach Canadian history in ways that foster mutual respect, empathy, and engagement. All Canadian children and youth deserve to know what happened in the residential schools and to appreciate the rich history and collective knowledge of Indigenous peoples. This volume also emphasizes the important role of public memory in the reconciliation process, as well as the role of Canadian society, including the corporate and non-profit sectors, the media, and the sports community in reconciliation. The Commission urges Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. While Aboriginal peoples are victims of violence and discrimination, they are also holders of Treaty, Aboriginal, and human rights and have a critical role to play in reconciliation. All Canadians must understand how traditional First Nations, Inuit, and Métis approaches to resolving conflict, repairing harm, and restoring relationships can inform the reconciliation process. The TRC’s calls to action identify the concrete steps that must be taken to ensure that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.
In 1957 after a century of scathing debates and threats of provincial separation Ottawa finally tackled the dangerous fiscal inequalities among its richer and poorer provinces. Equalization grants allowed the poorer provinces to provide relatively equal services for relatively equal levels of taxation. The Art of Sharing tells the dramatic history of Canada's efforts to save itself. The introduction of federal equalization grants was controversial and wealthier provinces such as Alberta – wanting to keep more of their taxpayers' money for their own governments – continue to attack them today. Mary Janigan argues that the elusive ideal of fiscal equity in spite of dissent from richer provinces has helped preserve Canada as a united nation. Janigan goes back to Confederation to trace the escalating tensions among the provinces across decades as voters demanded more services to survive in a changing world. She also uncovers the continuing contacts between Canada and Australia as both dominions struggled to placate disgruntled member states and provinces that blamed the very act of federation for their woes. By the mid-twentieth century trapped between the demands of social activists and Quebec's insistence on its right to run its own social programs Ottawa adopted non-conditional grants in compromise. The history of equalization in Canada has never been fully explored. Introducing the idealistic Canadians who fought for equity along with their radically different proposals to achieve it The Art of Sharing makes the case that a willingness to share financial resources is the real tie that has bound the federation together into the twenty-first century.
