DOCSLIB.ORG

Race, Gender and Colonialism: Public Life Among the Six Nations of Grand River, 1899-1939

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Race, Gender and Colonialism: Public Life Among the Six Nations of Grand River, 1899-1939 Race, Gender and Colonialism: Public Life among the Six Nations of Grand River, 1899-1939 by Alison Elizabeth Norman A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education University of Toronto © Copyright by Alison Norman 2010 Race, Gender and Colonialism: Public Life among the Six Nations of Grand River, 1899-1939 Alison Norman Doctor of Philosophy Department of Theory and Policy Studies Ontario Institute for Studies in Education University of Toronto 2010 Abstract Six Nations women transformed and maintained power in the Grand River community in the early twentieth century. While no longer matrilineal or matrilocal, and while women no longer had effective political power neither as clan mothers, nor as voters or councillors in the post-1924 elective Council system, women did have authority in the community. During this period, women effected change through various methods that were both new and traditional for Six Nations women. Their work was also similar to non-Native women in Ontario. Education was key to women‘s authority at Grand River. Six Nations women became teachers in great numbers during this period, and had some control over the education of children in their community. Children were taught Anglo-Canadian gender roles; girls were educated to be mothers and homemakers, and boys to be farmers and breadwinners. Children were also taught to be loyal British subjects and to maintain the tradition of alliance with Britain that had been established between the Iroquois and the English in the seventeenth century. With the onset of the Great War in 1914, Six Nations men and women responded with gendered patriotism, again, in ways that were both similar to Anglo-Canadians, and in ways that ii were similar to traditional Iroquois responses to war; men fought and women provided support on the home-front. Women‘s patriotic work at home led to increased activity in the post-war period on the reserve. Six Nations women made use of social reform organizations and voluntary associations to make improvements in their community, particularly after the War. The Women‘s Institutes were especially popular because they were malleable, practical, and useful for rural women‘s needs. Women exerted power through these organizations, and effected positive change on the reserve. iii Acknowledgments Many people have supported the research and writing of this dissertation through various means. First and foremost, Cecilia Morgan pushed me in the direction of the Six Nations of the Grand River, without which, I would not have done this project. Her helpful suggestions, careful editing and thoughtful questions made my work stronger and made me a better historian. Ruth Sandwell‘s enthusiasm and Ian Radforth‘s questions at several committee meetings made this a much improved thesis. Heidi Bohaker‘s early help with advice on organizing my work and about forming a writing group were crucial to this project‘s success. Jarvis Brownlie‘s comments and suggestions clarified some important points and reinforced my belief in the importance of my project. Jane Errington‘s early support of my interests during my Master‘s was one of the chief reasons I chose to pursue doctoral studies after completing my Bachelor of Education. I also wish to thank the numerous kind historians in Canada and beyond who replied to email enquiries and were beyond generous with their time and their research. Their help is evidence of the generosity of spirit within the Canadian history community. I wish to thank the people of Six Nations who welcomed me and were interested in my work. Many individuals were generous with their time and their resources, particularly at the Ohsweken Genealogy Society and the Woodland Cultural Centre. Researching Six Nations family histories would not have been possible without the help of the community itself, particularly Tammy Martin of the Ohsweken Genealogy Society. Marion Press of the Education Commons at OISE was also especially helpful with my investigation of Scottish and English families. I also wish to thank Virve Wiland, the librarian of the Woodland Cultural Centre for her kind assistance and support over several years of research trips. Spencer Alexander of Buxton, Ontario, Sarah Innes of Elie, Scotland and William Milne-Home of Sydney, Australia generously shared their families with iv me. Many friends provided me with a place to stay while I visited archives, especially Karie Rippin in Guelph, Kerry Pfahl, Delphine Merven and Laura Schneider in Ottawa, Mayu Nishimura in Hamilton, and Abbey Peters in Peterborough. Finally, I wish to acknowledge that this research was funded by Ontario Graduate Scholarship, and the Department of Theory and Policy Studies in Education of the University of Toronto. This project benefited from the support of many colleagues and friends. I began as the only PhD student in the program in my year, and was beyond thrilled when Jennifer Bonnell arrived the following year so that we could get through this degree together. Jennifer, along with Kristine Alexander and Robin Grazley provided much needed stress relief in our ―off campus meetings.‖ The Toronto Area Women‘s Canadian History Group has been a place of support and encouragement for all of us who have attended our monthly potluck dinners since the Fall of 2005, myself included. The members of the Larkin Group: Cara Spittal, Susana Miranda, Ariel Beaujot, Nathan Smith and Denis McKim offered helpful criticisms, questions and suggestions for my work, as well as a place to enjoy the occasional Portuguese tart or pint! I also realize how lucky I am to have friends outside of school who supported my efforts, including Sara Kemp, Tara Scott, and the Bonnies girls. Finally, I could not have completed this project without the support of my family. My parents provided encouragement and support (financial and otherwise) and only occasionally asked when I might be finished. My siblings, in-laws, nieces and nephews made sure that I maintained a good work-life balance throughout my graduate schools years and I was a happier person as a result! My younger sister Amy joined me in the pursuit of a PhD a few years ago, and it is has been very special to be able to slog it out together. Lastly, my partner Derek Flack edited much of my work, offered support, and challenged me while also providing necessary distractions over the years. v Table of Contents Abstract ........................................................................................................................................... ii Acknowledgments...........................................................................................................................iv Table of Contents ............................................................................................................................vi List of Tables ................................................................................................................................ vii List of Figures .............................................................................................................................. viii Introduction ......................................................................................................................................1 Chapter 1 ―Time shows that given a chance, Indian children can go far in education:‖ Schooling at Grand River Schools .................................................................................................................42 Chapter 2 ―The woman is the civilizer:‖ Gender and Education at Grand River Schools .............................98 Chapter 3 ―To cultivate a patriotic interest in their county:‖ Teaching Empire in Grand River Schools ....155 Chapter 4 ―In Defence of the Empire‖: Gendered Patriotism and the Great War .......................................188 Chapter 5 ―We decided that something must be done:‖ Social Reform, Voluntary Associations, and Community Work on the Reserve ...........................................................................................251 Conclusion ...................................................................................................................................310 Appendices...................................................................................................................................323 vi List of Tables Table 1: Teachers at Six Nations Day Schools by Gender ........................................................325 Table 2: Teachers at Six Nations Day Schools by Race..............................................................326 vii List of Figures Figure 1. Emily General, Chauncey Garlow and Dora Jamieson, Hampstead England, 1930. ......1 Figure 2: Map of Six Nations of Grand River (1985)....................................................................48 Figure 3: The Alexander family.....................................................................................................84 Figure 4: Ethel and Nina Mae Alexander at the No. 2 School ......................................................86 Figure 5: Ethel and Nina Mae with their students at Six Nations..................................................87 Figure 6: Ethel Alexander in Belize...............................................................................................91 Figure 7: No. 2 School, Ohsweken. ...........................................................................................115
Load more

Recommended publications
  • Gandhi Warrior of Non-Violence P
    SATYAGRAHA IN ACTION Indians who had spent nearly all their lives in South Africi Gandhi was able to get assistance for them from South India an appeal was made to the Supreme Court and the deportation system was ruled illegal. Meantime, the satyagraha movement continued, although more slowly as a result of government prosecution of the Indians and the animosity of white people to whom Indian merchants owed money. They demanded immediate payment of the entire sum due. The Indians could not, of course, meet their demands. Freed from jail once again in 1909, Gandhi decided that he must go to England to get more help for the Indians in Africa. He hoped to see English leaders and to place the problems before them, but the visit did little beyond acquainting those leaders with the difficulties Indians faced in Africa. In his nearly half year in Britain Gandhi himself, however, became a little more aware of India’s own position. On his way back to South Africa he wrote his first book. Hind Swaraj or Indian Home Rule. Written in Gujarati and later translated by himself into English, he wrote it on board the steamer Kildonan Castle. Instead of taking part in the usual shipboard life he used a packet of ship’s stationery and wrote the manuscript in less than ten days, writing with his left hand when his right tired. Hind Swaraj appeared in Indian Opinion in instalments first; the manuscript then was kept by a member of the family. Later, when its value was realized more clearly, it was reproduced in facsimile form.
    [Show full text]
  • Wednesday, March 23, 1994
    VOLUME 133 NUMBER 043 1st SESSION 35th PARLIAMENT OFFICIAL REPORT (HANSARD) Wednesday, March 23, 1994 Speaker: The Honourable Gilbert Parent HOUSE OF COMMONS Wednesday, March 23, 1994 The House met at 2 p.m. anglophone and francophone families in Quebec has narrowed from 8.2 per cent to 1.9 per cent. _______________ The income gap can be closed, Mr. Speaker, but one has to Prayers conclude that federal policies are not a contributing factor. _______________ * * * [English] STATEMENTS BY MEMBERS CREDIT RATING [English] Mr. Jim Gouk (Kootenay West—Revelstoke): Mr. Speaker, BIODIVERSITY yesterday after the announcement of the downgrading of Cana- da’s rating for foreign currency debt, the Minister of Finance Hon. Charles Caccia (Davenport): Mr. Speaker, biodivers- stated it only affected a small portion of our total debt so it was ity means a richness of life as it surrounds us in nature. We must no big deal. preserve biodiversity because it is nature’s protection against catastrophes. The loss of biodiversity has serious implications Now the Bank of Canada has increased its key lending rate for life on earth. which undoubtedly will result in increased borrowing costs for Canadian consumers and businesses. It is also having an impact We have been told that since the beginning of the century 75 on the cost of government borrowing. per cent of crop diversity has been lost. This leaves us vulner- able. For example uniformity in corn crops could have resulted The budget did not address the deficit or debt. Now all in disaster when a severe blight threatened corn crops in the Canadians are starting to pay for this short–sightedness.
    [Show full text]
  • Mon 18 Apr 2005 / Lun 18 Avr 2005
    No. 130A No 130A ISSN 1180-2987 Legislative Assembly Assemblée législative of Ontario de l’Ontario First Session, 38th Parliament Première session, 38e législature Official Report Journal of Debates des débats (Hansard) (Hansard) Monday 18 April 2005 Lundi 18 avril 2005 Speaker Président Honourable Alvin Curling L’honorable Alvin Curling Clerk Greffier Claude L. DesRosiers Claude L. DesRosiers Hansard on the Internet Le Journal des débats sur Internet Hansard and other documents of the Legislative Assembly L’adresse pour faire paraître sur votre ordinateur personnel can be on your personal computer within hours after each le Journal et d’autres documents de l’Assemblée législative sitting. The address is: en quelques heures seulement après la séance est : http://www.ontla.on.ca/ Index inquiries Renseignements sur l’index Reference to a cumulative index of previous issues may be Adressez vos questions portant sur des numéros précédents obtained by calling the Hansard Reporting Service indexing du Journal des débats au personnel de l’index, qui vous staff at 416-325-7410 or 325-3708. fourniront des références aux pages dans l’index cumulatif, en composant le 416-325-7410 ou le 325-3708. Copies of Hansard Exemplaires du Journal Information regarding purchase of copies of Hansard may Pour des exemplaires, veuillez prendre contact avec be obtained from Publications Ontario, Management Board Publications Ontario, Secrétariat du Conseil de gestion, Secretariat, 50 Grosvenor Street, Toronto, Ontario, M7A 50 rue Grosvenor, Toronto (Ontario) M7A 1N8. Par 1N8. Phone 416-326-5310, 326-5311 or toll-free téléphone : 416-326-5310, 326-5311, ou sans frais : 1-800-668-9938.
    [Show full text]
  • Environmental Assessment Summary Report
    Environmental Assessment Summary Report Project and Environmental Description November 2012 Transport Canada New Bridge for the St. Lawrence Environmental Assessment Summary Report Project and Environmental Description November 2012 TC Ref.: T8080-110362 Dessau Ref.: 068-P-0000810-0-00-110-01-EN-R-0002-0C TABLE OF CONTENT GLOSSARY......................................................................................................................................VII 1 INTRODUCTION ........................................................................................................................... 1 1.1 PROJECT BACKGROUND AND LOCATION .................................................................... 1 1.2 LEGAL FRAMEWORK FOR THE ENVIRONMENTAL ASSESSMENT............................. 2 2 PROJECT DESCRIPTION............................................................................................................7 2.1 PLANNED COMPONENTS AND VARIATIONS................................................................. 7 2.1.1 Reconstruction and expansion of Highway 15 (Component A) .......................................... 7 2.1.2 New Nuns’ Island Bridge (Component B) ........................................................................... 7 2.1.3 Work on Nuns’ Island (Component C) ................................................................................ 8 2.1.4 The New Bridge for the St. Lawrence (Component D) ..................................................... 11 2.1.4.1 Components D1a and D1b: crossing the St. Lawrence
    [Show full text]
  • 'The Left's Views on Israel: from the Establishment of the Jewish State To
    ‘The Left’s Views on Israel: From the establishment of the Jewish state to the intifada’ Thesis submitted by June Edmunds for PhD examination at the London School of Economics and Political Science 1 UMI Number: U615796 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI U615796 Published by ProQuest LLC 2014. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 F 7377 POLITI 58^S8i ABSTRACT The British left has confronted a dilemma in forming its attitude towards Israel in the postwar period. The establishment of the Jewish state seemed to force people on the left to choose between competing nationalisms - Israeli, Arab and later, Palestinian. Over time, a number of key developments sharpened the dilemma. My central focus is the evolution of thinking about Israel and the Middle East in the British Labour Party. I examine four critical periods: the creation of Israel in 1948; the Suez war in 1956; the Arab-Israeli war of 1967 and the 1980s, covering mainly the Israeli invasion of Lebanon but also the intifada. In each case, entrenched attitudes were called into question and longer-term shifts were triggered in the aftermath.
    [Show full text]
  • Jean Anderson Papers, 1894-1983
    Jean Anderson Papers, 1894-1983 MSS 41 Overview Creator: Jean Anderson Title: Jean Anderson Papers Collection Number: MSS 41 Collection Dates: 1894-1983 Size: 2 boxes Accession #: 2016.69 Repository: Hanover College Archives Duggan Library 121 Scenic Drive Hanover, Indiana 47243-0287 Phone: (812) 866-7181 [email protected] Collection Information: Scope and Content Note The Jean Anderson Papers documents the life and career of Jean Anderson from 1894- 1983. The collection includes materials related to her work as a French professor at Hanover College; her father Henry Anderson; her niece Ann Steinbrecher Windle; her personal and family life; her travels to Europe; Hanover College; Indiana history; family history. Documents includes correspondence, travel diaries, and newspaper clippings. Other topics include Hanover, Indiana in the Civil War, World War I, World War II, Adolf Hitler, and the Shewsbury-Windle House. Historical Information Jean Jussen Anderson was born in Chicago, Illinois on 18 August 1887 to Henry and Anna Jussen Anderson. She worked as a professor of French at Hanover College from 1922-1952. Anderson died in Madison, Indiana on 17 December 1977. Administrative Information: Related Items: Related materials may be found by searching the Hanover College online catalog. Acquisition: Donated by Historic Madison, Inc., 2016 2/18 Jean Anderson Papers MSS 41 Property rights and Usage: This collection is the property of Hanover College. Obtaining permission to publish or redistribute any copyrighted work is the responsibility of the author and/or publisher. Preferred Citation: [identification of item], Jean Anderson Papers, MSS 41, Hanover College Finding Aid Updated: 4/19/2019 Container List Box Folder Folder Title Date Notes Jean Anderson; New York City, New York; S.S.
    [Show full text]
  • Kahnawà:Ke's Waste Management
    2016-2020 Waste Management Plan for the Kahnawà:ke Mohawk Territory February 2016 Revised May 2016 1 Work Team 2016-2020 Waste Management Plan for the Kahnawà:ke Mohawk Territory May 2016 Holly McComber Environmental Technologist Kahnawà:ke Environment Protection Office In collaboration with Monique Clément, B.Sc. DGE Recycologue Gestion des matières résiduelles formation - conférence – vulgarisation Téléphone : 819-835-0833 Courriel: [email protected] www.moniqueclement.ca 2 Table of Contents 1 Geographic and socio-economic description of the community ............................. 5 1.1 Description of Kahnawà:ke Mohawk Territory ................................................. 5 1.2 Description of the community organization ....................................................... 6 1.3 Community socio-economical profile .................................................................. 6 2 Existing Waste Management Infrastructure ............................................................... 7 2.1 Infrastructures within the community ................................................................ 7 2.1.1 Recycling Depot Operations ......................................................................... 7 2.1.2 Transfer Depot Operation ............................................................................. 8 2.2 Infrastructures and organisations outside the community ............................ 10 3 Current waste management services and practices ................................................. 14 3.1 Residential recycling
    [Show full text]
  • What Was the Iroquois Confederacy?
    04 AB6 Ch 4.11 4/2/08 11:22 AM Page 82 What was the 4 Iroquois Confederacy? Chapter Focus Questions •What was the social structure of Iroquois society? •What opportunities did people have to participate in decision making? •What were the ideas behind the government of the Iroquois Confederacy? The last chapter explored the government of ancient Athens. This chapter explores another government with deep roots in history: the Iroquois Confederacy. The Iroquois Confederacy formed hundreds of years ago in North America — long before Europeans first arrived here. The structure and principles of its government influenced the government that the United States eventually established. The Confederacy united five, and later six, separate nations. It had clear rules and procedures for making decisions through representatives and consensus. It reflected respect for diversity and a belief in the equality of people. Pause The image on the side of this page represents the Iroquois Confederacy and its five original member nations. It is a symbol as old as the Confederacy itself. Why do you think this symbol is still honoured in Iroquois society? 82 04 AB6 Ch 4.11 4/2/08 11:22 AM Page 83 What are we learning in this chapter? Iroquois versus Haudenosaunee This chapter explores the social structure of Iroquois There are two names for society, which showed particular respect for women and the Iroquois people today: for people of other cultures. Iroquois (ear-o-kwa) and Haudenosaunee It also explores the structure and processes of Iroquois (how-den-o-show-nee). government. Think back to Chapter 3, where you saw how Iroquois is a name that the social structure of ancient Athens determined the way dates from the fur trade people participated in its government.
    [Show full text]
  • Class of 1965 50Th Reunion
    CLASS OF 1965 50TH REUNION BENNINGTON COLLEGE Class of 1965 Abby Goldstein Arato* June Caudle Davenport Anna Coffey Harrington Catherine Posselt Bachrach Margo Baumgarten Davis Sandol Sturges Harsch Cynthia Rodriguez Badendyck Michele DeAngelis Joann Hirschorn Harte Isabella Holden Bates Liuda Dovydenas Sophia Healy Helen Eggleston Bellas Marilyn Kirshner Draper Marcia Heiman Deborah Kasin Benz Polly Burr Drinkwater Hope Norris Hendrickson Roberta Elzey Berke Bonnie Dyer-Bennet Suzanne Robertson Henroid Jill (Elizabeth) Underwood Diane Globus Edington Carol Hickler Bertrand* Wendy Erdman-Surlea Judith Henning Hoopes* Stephen Bick Timothy Caroline Tupling Evans Carla Otten Hosford Roberta Robbins Bickford Rima Gitlin Faber Inez Ingle Deborah Rubin Bluestein Joy Bacon Friedman Carole Irby Ruth Jacobs Boody Lisa (Elizabeth) Gallatin Nina Levin Jalladeau Elizabeth Boulware* Ehrenkranz Stephanie Stouffer Kahn Renee Engel Bowen* Alice Ruby Germond Lorna (Miriam) Katz-Lawson Linda Bratton Judith Hyde Gessel Jan Tupper Kearney Mary Okie Brown Lynne Coleman Gevirtz Mary Kelley Patsy Burns* Barbara Glasser Cynthia Keyworth Charles Caffall* Martha Hollins Gold* Wendy Slote Kleinbaum Donna Maxfield Chimera Joan Golden-Alexis Anne Boyd Kraig Moss Cohen Sheila Diamond Goodwin Edith Anderson Kraysler Jane McCormick Cowgill Susan Hadary Marjorie La Rowe Susan Crile Bay (Elizabeth) Hallowell Barbara Kent Lawrence Tina Croll Lynne Tishman Handler Stephanie LeVanda Lipsky 50TH REUNION CLASS OF 1965 1 Eliza Wood Livingston Deborah Rankin* Derwin Stevens* Isabella Holden Bates Caryn Levy Magid Tonia Noell Roberts Annette Adams Stuart 2 Masconomo Street Nancy Marshall Rosalind Robinson Joyce Sunila Manchester, MA 01944 978-526-1443 Carol Lee Metzger Lois Banulis Rogers Maria Taranto [email protected] Melissa Saltman Meyer* Ruth Grunzweig Roth Susan Tarlov I had heard about Bennington all my life, as my mother was in the third Dorothy Minshall Miller Gail Mayer Rubino Meredith Leavitt Teare* graduating class.
    [Show full text]
  • History and Politics of Nomadism in Modern Palestine (1882-1948)
    History and Politics of Nomadism in Modern Palestine (1882-1948) A Dissertation submitted to the Faculty of the Graduate School of Arts and Sciences of Georgetown University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Arabic and Islamic Studies By Seraje Assi, M.A. Washington, DC May 30, 2016 Copyright 2016 by Seraje Assi All Rights Reserved ii History and Politics of Nomadism in Modern Palestine (1882-1948) Seraje Assi, M.A. Thesis Advisor: Judith Tucker, Ph.D. ABSTRACT My research examines contending visions on nomadism in modern Palestine. It is a comparative study that covers British, Arab and Zionist attitudes to nomadism. By nomadism I refer to a form of territorialist discourse, one which views tribal formations as the antithesis of national and land rights, thus justifying the exteriority of nomadism to the state apparatus. Drawing on primary sources in Arabic and Hebrew, I show how local conceptions of nomadism have been reconstructed on new legal taxonomies rooted in modern European theories and praxis. By undertaking a comparative approach, I maintain that the introduction of these taxonomies transformed not only local Palestinian perceptions of nomadism, but perceptions that characterized early Zionist literature. The purpose of my research is not to provide a legal framework for nomadism on the basis of these taxonomies. Quite the contrary, it is to show how nomadism, as a set of official narratives on the Bedouin of Palestine, failed to imagine nationhood and statehood beyond the single apparatus of settlement. iii The research and writing of this thesis is dedicated to everyone who helped along the way.
    [Show full text]
  • Trauma and Survival in the Contemporary Church
    Trauma and Survival in the Contemporary Church Trauma and Survival in the Contemporary Church: Historical Responses in the Anglican Tradition Edited by Jonathan S. Lofft and Thomas P. Power Trauma and Survival in the Contemporary Church: Historical Responses in the Anglican Tradition Edited by Jonathan S. Lofft and Thomas P. Power This book first published 2021 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2021 by Jonathan S. Lofft, Thomas P. Power and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-6582-3 ISBN (13): 978-1-5275-6582-1 TABLE OF CONTENTS Acknowledgments .................................................................................... vii Introduction ................................................................................................ 1 Jonathan S. Lofft and Thomas P. Power Chapter One ................................................................................................ 9 Samuel Hume Blake’s Pan-Anglican Exertions: Stopping the Expansion of Residential and Industrial Schools for Canada’s Indigenous Children, 1908 William Acres Chapter Two ............................................................................................
    [Show full text]
  • Transforming the Grand River
    The WCA thanks the Ontario Trillium Foundation for their support of this TRANSFORMING ‘War of 1812’ Bicentennial commemorative project. THE GRAND RIVER eography matters. In many ways, the Grand River has determined the course of history for Canada. The geography attracted Aboriginal peoples at the close of the last ice age, and led Gto the emergence of vibrant and complex agrarian aboriginal nations. Following European colonization, the region became strategically important and figured heavily in the various events that shaped modern North America. The early settlements that located along the Grand River Watershed have today become some of Ontario’s major cities and commercial centres. The region’s excellent waterways and the river’s natural capacity to provide power to operate heavy machinery made it an ideal place to locate the centres that would later provide the industrial infrastructure of the Province of Ontario, and serve as a major driver of the Canadian economy. Scan to view this panel ! Just below Brantford, The Grand River opens up into a slow and relatively shallow watercourse used for transporting goods until the 1850’s when the railways were built. Grand River Sunrise " The fast flowing water of the Grand River attracted the first settlers to this area ! The Grand River Watershed and in 1817, Roswell feeds the needs of thousands Matthews built the first house of industries and almost one in what was to become the million citizens. Village of Elora. Incorporated ! The Grand River Watershed today. as the Town of Elora in 1852, Source: Canadian Heritage River Systems website. the town soon became a # Grand River Watershed.
    [Show full text]