Lighthouses in Upper Canada, 1803 - 1840 Walter Lewis
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900 History, Geography, and Auxiliary Disciplines
900 900 History, geography, and auxiliary disciplines Class here social situations and conditions; general political history; military, diplomatic, political, economic, social, welfare aspects of specific wars Class interdisciplinary works on ancient world, on specific continents, countries, localities in 930–990. Class history and geographic treatment of a specific subject with the subject, plus notation 09 from Table 1, e.g., history and geographic treatment of natural sciences 509, of economic situations and conditions 330.9, of purely political situations and conditions 320.9, history of military science 355.009 See also 303.49 for future history (projected events other than travel) See Manual at 900 SUMMARY 900.1–.9 Standard subdivisions of history and geography 901–909 Standard subdivisions of history, collected accounts of events, world history 910 Geography and travel 920 Biography, genealogy, insignia 930 History of ancient world to ca. 499 940 History of Europe 950 History of Asia 960 History of Africa 970 History of North America 980 History of South America 990 History of Australasia, Pacific Ocean islands, Atlantic Ocean islands, Arctic islands, Antarctica, extraterrestrial worlds .1–.9 Standard subdivisions of history and geography 901 Philosophy and theory of history 902 Miscellany of history .2 Illustrations, models, miniatures Do not use for maps, plans, diagrams; class in 911 903 Dictionaries, encyclopedias, concordances of history 901 904 Dewey Decimal Classification 904 904 Collected accounts of events Including events of natural origin; events induced by human activity Class here adventure Class collections limited to a specific period, collections limited to a specific area or region but not limited by continent, country, locality in 909; class travel in 910; class collections limited to a specific continent, country, locality in 930–990. -
The Court of General Quarter Sessions of the Peace
TIlE COURT OF GENERAL QUARTER SESSIONS OF TIlE PEACE: LOCAL ADMINISTRATION IN PRE-MUNICIPAL UPPER CANADA THE COURT OF GENERAL QUARTER SESSIONS OF THE PEACE: LOCAL ADMINISTRATION IN PRE-MUNICIPAL UPPER CANADA THE COURT OF GENERAL QUARTER SESSIONS OF THE PEACE: LOCAL ADMINISTRATION IN PRE-MUNICIPAL UPPER CANADA by JAMES K.. V/ILSON, B.A. A Thesis Submitted to the School of Graduate Studies in Partial Fulfilment of the Requirements for the Degree Master of Arts McMaster University September, 1991 MASTER OF ARTS (1991) McMASTER UNIVERSITY (History) Hamilton, Ontario TITLE: THE COURT OF GENERAL QUARTER SESSIONS OF THE PEACE: LOCAL ADMINISTRATION IN PRE-MUNICIPAL UPPER CANADA AUTHOR: James K. Wilson, B.A. (University of Western Ontario) SUPERVISOR: Professor John c.. Weaver NUMBER OF PAGES: vi, 120 ii ABSTRACT Between 1800 and 1832 virtually all aspects of local administration in Upper Canada were overseen by those men appointed to the office of Justice of the Peace. During this era the Justices of the Peace sitting in the Court of General Quarter Sessions of the Peace accumulated. the vast majoI1ty of administrative and judicial powers granted by the Colonial Government to oversee local settlement. In the District of Johnstown, prior to its spectacular growth between 1:816 and 1820, the monopoly of power which the Magistrates were granted allowed them to effectively administer to the administrative and judicial needs of the settlers in the District. However, as the population of the colony grew and administration became more time-consuming and complex, an unwieldy number administrative tasks were placed upon the shoulders of the Justices of the Peace. -
Marine Archaeological Assessment
MARINE ARCHAEOLOGICAL ASSESSMENT BACKGROUND RESEARCH AND GEOTECHNICAL SURVEY FOR THE GIBRALTAR POINT EROSION CONTROL PROJECT LAKE ONTARIO SHORELINE ON THE LAKEWARD SIDE OF THE TORONTO ISLANDS ENVIRONMENTAL ASSESSMENT CITY OF TORONTO Prepared for Toronto and Region Conservation Authority 5 Shoreham Drive North York, Ontario M3N 1S4 and Ministry of Tourism, Culture and Sport SCARLETT JANUSAS ARCHAEOLOGY INC. 269 Cameron Lake Road Tobermory, Ontario N0H 2R0 phone 519-596-8243 mobile 519-374-1119 [email protected] www.actionarchaeology.ca License # 2016-13 March 1, 2017 © ii Executive Summary The Gibraltar Point Erosion Control Project (the “Project”) will investigate the possibility of developing erosion control infrastructure along Lake Ontario shoreline in the area of Gibraltar Point, Toronto Islands. While the entire Project includes a land based portion as well, the marine archaeological assessment focused on the approximately 600 metre long shoreline and in-water areas. For the purposes of the marine archaeological assessment, the limits of the Project area will be confined to the in-water and previously lakefilled areas. The marine archaeological assessment is comprised of background research and in-water archaeological assessment extending 250 m into Lake Ontario. TRCA with support from the City of Toronto, completed an Environmental Study Report (ESR), in accordance with Conservation Ontario’s Class Environmental Assessment for Remedial Flood and Erosion Control Projects (Class EA) to develop a long‐term solution to address the shoreline erosion around Gibraltar Point (TRCA, 2008). Work was conducted under a marine archaeological license (2016-13) held by Scarlett Janusas. The field portion of the archaeological assessment was conducted over a period of days in September and October of 2016 under good conditions. -
Growing up in the Old Point Loma Lighthouse (Teacher Packet)
Growing Up in the Old Point Loma Lighthouse Teacher Packet Program: A second grade program about living in the Old Point Loma Lighthouse during the late 1800s, with emphasis on the lives and activities of children. Capacity: Thirty-five students. One adult per five students. Time: One hour. Park Theme to be Interpreted: The Old Point Loma Lighthouse at Cabrillo National Monument has a unique history related to San Diego History. Objectives: At the completion of this program, students will be able to: 1. List two responsibilities children often perform as a family member today. 2. List two items often found in the homes of yesterday that are not used today. 3. State how the lack of water made the lives of the lighthouse family different from our lives today. 4. Identify two ways lighthouses help ships. History/Social Science Content Standards for California Grades K-12 Grade 2: 2.1 Students differentiate between things that happened long ago and things that happened yesterday. 1. Trace the history of a family through the use of primary and secondary sources, including artifacts, photographs, interviews, and documents. 2. Compare and contrast their daily lives with those of their parents, grandparents, and / or guardians. Meeting Locations and Times: 9:45 a.m. - Meet the ranger at the planter in front of the administration building. 11:00 a.m. - Meet the ranger at the garden area by the lighthouse. Introduction: The Old Point Loma Lighthouse was one of the eight original lighthouses commissioned by Congress for service on the West Coast of the United States. -
THE SPECIAL COUNCILS of LOWER CANADA, 1838-1841 By
“LE CONSEIL SPÉCIAL EST MORT, VIVE LE CONSEIL SPÉCIAL!” THE SPECIAL COUNCILS OF LOWER CANADA, 1838-1841 by Maxime Dagenais Dissertation submitted to the School of Graduate Studies and Research in partial fulfilment of the requirements for the PhD degree in History. Department of History Faculty of Arts Université d’Ottawa\ University of Ottawa © Maxime Dagenais, Ottawa, Canada, 2011 ii ABSTRACT “LE CONSEIL SPÉCIAL EST MORT, VIVE LE CONSEIL SPÉCIAL!” THE SPECIAL COUNCILS OF LOWER CANADA, 1838-1841 Maxime Dagenais Supervisor: University of Ottawa, 2011 Professor Peter Bischoff Although the 1837-38 Rebellions and the Union of the Canadas have received much attention from historians, the Special Council—a political body that bridged two constitutions—remains largely unexplored in comparison. This dissertation considers its time as the legislature of Lower Canada. More specifically, it examines its social, political and economic impact on the colony and its inhabitants. Based on the works of previous historians and on various primary sources, this dissertation first demonstrates that the Special Council proved to be very important to Lower Canada, but more specifically, to British merchants and Tories. After years of frustration for this group, the era of the Special Council represented what could be called a “catching up” period regarding their social, commercial and economic interests in the colony. This first section ends with an evaluation of the legacy of the Special Council, and posits the theory that the period was revolutionary as it produced several ordinances that changed the colony’s social, economic and political culture This first section will also set the stage for the most important matter considered in this dissertation as it emphasizes the Special Council’s authoritarianism. -
Note to Users
NOTE TO USERS Page(s) not included in the original manuscript are unavailable from the author or university. The manuscript was microfilmed as received. This reproduction is the best copy available. UMI STRUGGLING WITH DIVERSITY: The Sta[e Education nf the P!ura!Sctic. Upper Canadian Population. 179 1 - 18-11 Robin Bredin A thesis submitted in conformity with the reguirements for the degree of Doctor of Philosophy Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education of the University of Toronto @Copyright by Robin Bredin. 1000 Natbnaf Library Bibliothèque nationale I*m of Canada du Canada Acquisitions and Acquisitions et Bibliographie Services services bibliographiques 395 Wellington Street 395, rue Wellington OttawaON KIAON4 OttawaON K1AON4 Canada Canada Ywr tih Vorm ruhirsncs Our JI&Mire re~~ The author has granted a non- L'auteur a accordé une licence non exclusive licence allowùig the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sell reproduire, prêter, distribuer ou copies of ths thesis in rnicroform, vendre des copies de cette thèse sous paper or electronic formats. la forme de rnicrofiche/fïh, de reproduction sur papier ou sur format électronique . The author retains ownership of the L'auteur conserve la propriété du copyright in ths thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts from it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. -
Upper Canada, New York, and the Iroquois Six Nations, 1783-1815 Author(S): Alan Taylor Reviewed Work(S): Source: Journal of the Early Republic, Vol
Society for Historians of the Early American Republic The Divided Ground: Upper Canada, New York, and the Iroquois Six Nations, 1783-1815 Author(s): Alan Taylor Reviewed work(s): Source: Journal of the Early Republic, Vol. 22, No. 1 (Spring, 2002), pp. 55-75 Published by: University of Pennsylvania Press on behalf of the Society for Historians of the Early American Republic Stable URL: http://www.jstor.org/stable/3124858 . Accessed: 02/11/2011 18:25 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. University of Pennsylvania Press and Society for Historians of the Early American Republic are collaborating with JSTOR to digitize, preserve and extend access to Journal of the Early Republic. http://www.jstor.org THE DIVIDED GROUND: UPPER CANADA, NEW YORK, AND THE IROQUOIS SIX NATIONS, 1783-1815 AlanTaylor In recentyears, historians have paid increasing attention to bordersand borderlandsas fluidsites of bothnational formation and local contestation. At theirperipheries, nations and empires assert their power and define their identitywith no certainty of success.Nation-making and border-making are inseparablyintertwined. Nations and empires, however, often reap defiance frompeoples uneasily bisected by theimposed boundaries. This process of border-making(and border-defiance)has been especiallytangled in the Americaswhere empires and republicsprojected their ambitions onto a geographyoccupied and defined by Indians.Imperial or nationalvisions ran up against the tangled complexities of interdependentpeoples, both native and invader. -
Sandy Hook Lighthouse. the Facts, Mystery and History Surrounding
National Park Service Gateway National Recreation Area U.S. Department of the Interior Sandy Hook Unit Sandy Hook Lighthouse The Facts, Mystery and History Surrounding America’s Oldest Operating Lighthouse Talk about “All in the Family”: Keeper Charles W. Patterson was in charge of Sandy Hook Lighthouse for 24 years. He had four brothers who served in the union army during the Civil War. Charles also tried to enlist in the army but was turned down for medical reasons. He then applied for an appointment to become a lighthouse keeper and was appointed keeper of Sandy Hook Lighthouse in 1861. Charles probably helped his sister, Sarah Patterson Johnson, get the job of Assistant Keeper at Sandy Hook Lighthouse, who was appointed in 1867. Sarah later resigned her position to become a public school teacher at the Sandy Hook Proving Ground. Sarah was replaced as assistant keeper by Samuel P. Jewell, who was married to Emma Patterson Megill, who was related to Charles W. Patterson. Another relative working at Sandy Hook related to Charles was Trevonian H. Patterson, who was Sandy Hook Lighthouse & Keepers Quarters, located in the Fort Hancock area of the park. described in an 1879 article as having “lived at Sandy Hook since he was one year old, second lighthouse, after the Statue of in the New York Sun newspaper, dated knows every inch of the beach [at Sandy Liberty, to be lighted by electricity. Then, April 18, 1909, announced that Jewell “Quits Hook], and is as familiar with [all the] on May 9, 1896, Jewell would also witness Sandy Hook Light.” -
Self-Guided Walking Tour Park Walking Tour
Point of Interest Lake Ontario Historic Site Self-Guided Walking Tour Park Walking Tour Riverbeach Dr Walking Trail Lockhart St 23 Delater Street Fort Queen’s Royal Park Pumphouse Mississauga Gallery 24 Nelson Street 25 Navy Front Street Ricardo Street End Hall 20 21 22 Melville Street 26 St. Mark’s Church Fort 8 4 3 Start George Prideaux Street Byron Street 1 Niagara-on-the-Lake Golf Club 67 5 Simcoe St. Vincent 9 Park dePaul Church 2 19 18 Queen Street 10 Picton Street Information 17 11 Grace United Church 12 16 15 13 Johnson Street Plato Street Queen’s Parade 14 llington Street We Street treet Niagara vy Street Historical Da te S Museum Ga oria Street Castlereagh Street ct King Street Simcoe Street Regent Vi Mississaugua Street St. Andrew’s Church 1. Fort George: located on the Queen’s Parade at the end of the Niagara Parkway. Here, you will see staff in period costume and uniform re-enacting typical daily life in the garrison prior to the War of 1812 when Fort George was occupied by the British Army. 2. St. Vincent de Paul Roman Catholic Church, circ. 1834. Niagara’s first Roman Catholic Church. Exit Fort George through the main parking lot, to Queen’s Parade. Turn right and proceed to the corner of Wellington and Picton. 3. St. Mark’s Anglican Church. This churchyard dates from the earliest British settlement. Please see plaque. Turn right onto Wellington Street then turn left onto Byron Street. On the right-hand side of Byron Beside the church, at the corner of 4. -
York Online Undergraduate Research
Revue YOUR Review Volume/Tome 3 (2016) York Online Undergraduate Research Intended to showcase York University (Toronto, Canada) student research, Revue YOUR Review is an annual, refereed e-journal offering an opportunity for York University students to prepare a paper for publication. The journal is multidisciplinary, open-access, and bilingual: articles are published in English or in French. Revue York Online Undergraduate Research Review is associated with York University’s annual, multidisciplinary Undergraduate Research Fair. Articles are revised from top essays submitted for York University credit courses and accepted as poster presentations at the juried Research Fair. Submissions are reviewed by an Editorial Board comprised of York University faculty members, writing instructors, librarians, and students, and may also be sent to expert readers within the discipline. Together, the Research Fair and its associated e-journal offer students an educational experience in researching, writing, preparing an abstract, designing and presenting a poster session, and revising a paper for publication—all components in the cycle of scholarly knowledge production and dissemination. Author rights are governed by Creative Commons licensing. La Revue YOUR Review se propose de mettre en valeur la recherche des étudiants de premier cycle et offre aux étudiants de l’Université York (Toronto, Canada) l’occasion de rédiger un article pour la publication. Cette revue annuelle à comité de lecture et à libre accès est pluridisciplinaire et bilingue (anglais/français). La Revue York Online Undergraduate Research Review est liée à la foire annuelle de recherche de l’Université York. Les articles ont été sélectionnés et révisés des meilleures dissertations soumises pour un cours de premier cycle à l’Université et acceptées comme présentation d’affiches à cette foire, elle-même sous la direction d’un jury. -
S C H O O L Program
SCHOOL PROGRAM 2020 INTRODUCTION We invite you to learn about Fort Gibraltar’s influence over the cultural development of the Red River settlement. Delve into the lore of the French Canadian voyageurs who paddled across the country, transporting trade-goods and the unique customs of Lower Canada into the West. They married into the First Nations communities and precipitated the birth of the Métis nation, a unique culture that would have a lasting impact on the settlement. Learn how the First Nations helped to ensure the success of these traders by trapping the furs needed for the growing European marketplace. Discover how they shared their knowledge of the land and climate for the survival of their new guests. On the other end of the social scale, meet one of the upper-class managers of the trading post. Here you will get a glimpse of the social conventions of a rapidly changing industrialized Europe. Through hands-on demonstrations and authentic crafts, learn about the formation of this unique community nearly two hundred years ago. Costumed interpreters will guide your class back in time to the year 1815 to a time of immeasurable change in the Red River valley. 2 GENERAL INFORMATION Fort Gibraltar Admission 866, Saint-Joseph St. Guided Tour Managed by: Festival du Voyageur inc. School Groups – $5 per student Phone: 204.237.7692 Max. 80 students, 1.877.889.7692 Free admission for teachers Fax: 204.233.7576 www.fortgibraltar.com www.heho.ca Dates of operation for the School Program Reservations May 11 to June 26, 2019 Guided tours must be booked at least one week before your outing date. -
Volunteer Handbook Cannot Anticipate Every Circumstance Or Question Concerning Each and Every Policy
Table of Contents Message from the Pensacola Lighthouse Association....................................................................... 1 Welcome to Our Volunteers .............................................................................................................. 1 Non-Discrimination Policy ................................................................................................................. 2 Volunteer Privileges and Rewards ..................................................................................................... 3 Ethics for Volunteers ......................................................................................................................... 4 Volunteer Conduct and Work Rules .................................................................................................. 5 Volunteer Dress Code ........................................................................................................................ 6 Drugs and Alcohol .............................................................................................................................. 6 Harassment ................................................................................................................................... 7 Safety and Emergency Procedures .................................................................................................... 8 Volunteer Duties ................................................................................................................................ 10 United