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The Varsity Man: Manhood, the University of Toronto and the Great War

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The Varsity Man: Manhood, the University of Toronto and the Great War THE VARSITY MAN: MANHOOD, THE UNIVERSITY OF TORONTO AND THE GREAT WAR by Mary Georgina Chaktsiris A thesis submitted in conformity with the requirements for the degree of Master of Arts Graduate Department of Theory and Policy Studies Ontario Institute for Studies in Education of the University of Toronto ©Copyright by Mary Georgina Chaktsiris 2009 THE VARSITY MAN: MANHOOD, THE UNIVERSITY OF TORONTO AND THE GREAT WAR Master of Arts, 2009 Mary Georgina Chaktsiris Graduate Department of Theory and Policy Studies Ontario Institute for Studies in Education of the University of Toronto ABSTRACT This research examines the relationship between masculinity and recruitment at the University of Toronto during the Great War. Through a gendered framework established by historians such as Judith Butler, masculinity is approached as a constructed process that encompasses a variety of complex relationships between the individual subject and social processes. The following questions are explored: What motivated the administration the University to instate policies that first encouraged, and then forced, male students to enter active service? How did dominant discourses of masculinity influence recruitment efforts and the subsequent movement towards mandatory military training? The research reveals that gendered understandings of war and recruitment on campus presented active service as the defining moment of manhood. Enlisting, then, was understood as more than a willingness to take up arms; it publicly signified that a man was committed to the defense of democracy and to securing the freedom of generations to come. ii ACKNOWLEDGEMENTS I could not have written this dissertation without the meaningful contributions of my close friends, family and academic advisors. I thank all of them for their patience, understanding and genuine enthusiasm for my work. My thesis supervisor, Dr. Cecilia Morgan, has been an invaluable source of advice, support and encouragement. Her guidance allowed me to think deeply about issues of gender and war and to approach my historical studies with a keen sense of sensitivity for the subjects of my inquiry. Cecilia‟s counsel and recommendations guided my academic growth, and helped inspire in me a desire to continue my graduate studies at the doctoral level. I am also grateful to Dr. Ruth Sandwell for demonstrating through her research, writing and courses that history is something that you know rather than something that you do. I am grateful for her flexibility, support and encouragement as a member of my thesis committee and secondary reader. I extend my thanks to Dr. Morgan, Dr. Sandwell and Dr. David Levine for helping to shape my learning experience at the Ontario Institute of Studies for Education, and for facilitating my development both as a student and as a scholar. I have been lucky to find myself surrounded with close friends who were willing, often at their own peril, to proofread my dissertations in its many forms. I extend my sincere gratitude to my small army of volunteer editors: Angelo Cariati, Aleksandra Rebane, Victoria Mishrigi, and Danielle Westbrook. The many coffees and lunches I shared with Danielle, not to mention her detailed editorial services, offered astute observations and reassurances that allowed me to think more clearly about my research. I am grateful to Teta Donna for her honesty, commitment and contributions to my academic career. To a certain extent she is responsible for my foray into graduate studies; four years ago, during a meaningful conversation at her cottage, she planted in me the idea of an academic career when she advised me to pursue a Master‟s Degree. In addition iii to being a wonderful source of strength and support in my life, I would like to thank my Uncle John for being an avid reader of all my published work. His observations are always thoughtful and astute, and I look forward to hearing his comments about my dissertation. Special thanks to Angelo for allowing me to lean on his strength during times of uncertainty; your advice and support have helped shape the last six years of my life. To my sister, Joanna, for continually reminding me that nothing is really “that big of a deal.” Her advice and criticism often plucks me from orbit and brings me back to earth. For as long as I can remember, my parents have instilled in me the importance of an education. They themselves have served as educators who taught my sister and I the importance of hard work, commitment and perseverance. Perhaps it is no surprise that their daughters pursued learning-oriented careers, my sister as a teacher and myself as a graduate student. To my father, Danny, whose introspection has always encouraged me to search within myself and pursue my dreams. He serves as a shining example of kindness, compassion and understanding in my life. To my mother, Helen, who has diligently and lovingly reinforced the paramount importance of family, friendship and tradition. Her ferocious commitment to our family has provided me with an unparalleled source of strength. I owe my success to the sacrifices made by my parents, and their unwavering confidence in my abilities and potential. iv CONTENTS Abstract ................................................................................................................................................ ii Acknowledgements ............................................................................................................................iii List of Figures .................................................................................................................................... vii Introduction: Manhood, the University of Toronto and the Great War ................................... 1 Canada, the University of Toronto and the Great War .................................................................. 7 Methodology and Gender as a Category of Analysis ........................................................................... 15 Chapter One: Contemporary Understandings of Manhood...................................................... 27 “Britishness” and the Meaning of War in English Canada ........................................................... 28 “Don‟t Lag Behind”: Discourses on Manliness and Recruitment ......................................................... 35 Men, Soldiers and “Others”: Racialised Understandings of War Service .................................. 40 “Beware of the Green-Eyed Monster”: Conscription and Internment................................................... 47 Conclusion ...................................................................................................................................... 55 Chapter Two: Manhood, Militarism and Education .................................................................. 57 An Education in Manliness: Militarism in Ontario‟s Public Schools.......................................... 58 Students into Soldiers: Higher Education in Ontario ................................................................... 70 Conclusion ....................................................................................................................................... 80 Chapter Three: Following their Duty, University Men and the Great War ........................... 81 Leisure into Action: The Social Aspects of Military Training .................................................... 82 Discovering „the Soldier Within‟: Adventure, Nature and Military Training............................. 90 Men, Money and Munitions: The University Gains New Purpose.............................................. 98 Unwelcome Influences: German at the University during the Great War ................................ 109 Conclusion ..................................................................................................................................... 116 Chapter Four: “As the Horror Grows,” Compulsory Military Training at the University 118 Fulfilling their Duty: The Depletion of the Male Student Body ................................................ 119 „Reading Between the Lines‟: The Presence of Dissention on Campus ................................... 126 From Encouraging to Forceful: Mandatory Military Service on Campus ................................ 136 A Rejection of Manhood: The Varying Narratives of the War .................................................. 144 Conclusion ..................................................................................................................................... 151 v Conclusion: The Legacy of War at the University of Toronto ............................................... 153 Summary of Findings .................................................................................................................... 154 Implications for Future Research ...................................................................................................... 157 “To the Glorious Dead”: The Lasting Legacy of the Great War ................................................ 159 Appendix A: Permission to Reproduce Illustrations ................................................................ 166 Bibliography .................................................................................................................................... 168 vi FIGURES 1. City of Toronto Archives, “Recruiting Office”…………………………………………..38 2. City of Toronto Archives, “Wounded Soldiers and Graffiti”…………………………….52 3. City of Toronto Archives, “Grenadier Cadets, Rosedale”………………………………..63
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