DOCSLIB.ORG

The Untold History of Museum Education at the Royal Ontario Museum Kate Zankowicz

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Untold History of Museum Education at the Royal Ontario Museum Kate Zankowicz Document generated on 09/25/2021 6:38 a.m. Ontario History In Search of Ruth Home The Untold History of Museum Education at the Royal Ontario Museum Kate Zankowicz Women and Education Article abstract Volume 107, Number 1, Spring 2015 Ruth Home developed the education department at the Royal Ontario Museum from 1928-1945. She was an important figure in the history of the museum, and URI: https://id.erudit.org/iderudit/1050679ar more broadly, in the history of museum-based education in the province. She DOI: https://doi.org/10.7202/1050679ar played a major role in expanding museum audiences and developed programming that was geared towards what were then considered women’s See table of contents interests and worked to connect the museum to schoolchildren and teachers. This paper analyses Home’s career as a means of offering insight into the early gendered dynamics of museum education and exploring the origins of many of the programs we currently associate with museum education today. Publisher(s) The Ontario Historical Society ISSN 0030-2953 (print) 2371-4654 (digital) Explore this journal Cite this article Zankowicz, K. (2015). In Search of Ruth Home: The Untold History of Museum Education at the Royal Ontario Museum. Ontario History, 107(1), 60–87. https://doi.org/10.7202/1050679ar Copyright © The Ontario Historical Society, 2015 This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. Its mission is to promote and disseminate research. https://www.erudit.org/en/ 60 ONTARIO HISTORY In Search of Ruth Home The Untold History of Museum Education at the Royal Ontario Museum by Kate Zankowicz t took me years to nd a photo of her. gramming that was geared towards what Buried in the archives of the Royal were then considered women’s interests Ontario Museum, it required the and worked to connect the museum to Isleuthing of a very dedicated technician schoolchildren and teachers. who used some miraculous search term To my knowledge, this is the only I could never have thought of to nd it. photo of Home that is held at the ROM Ruth M. Home developed the education archives. Despite the fact that she found- department at the Royal Ontario Muse- ed most of the educational programs we um from 1928-1945. She was an impor- take for granted today at the ROM, her tant gure in the history of the museum, name is virtually unknown in the muse- and more broadly, in the history of mu- um’s institutional history.1 seum-based education in the province. Formed by the amalgamation of She played a major role in broadening University of Toronto museums in 1914, museum audiences and developed pro- the ROM was a conglomeration of ve 1 ere are in fact two theses written that have considered Home’s career, although neither have considered the gendered dimensions of museum education. e author is indebted to the work of Riley Moynes and Eileen Mak for their initial forays into the archives. See Riley Moynes’s “Teachers and Pter- anodons: e Origins and Development of the Education Department of the Royal Ontario Museum, 1914-1974” (Doctor of Education Degree, University of Toronto, 1978), as well as Eileen Mak’s “Patterns of Change, Sources of Inuence: A Historical Study of the Canadian Museum and the Middle Class, 1850-1950,” (PhD diss., University of British Columbia, 1996). Home is also mentioned briey in Lovat Dickson’s Museum Makers: e Story of the Royal Ontario Museum. (Toronto: Royal Ontario Museum). Ontario History / Volume CVII, No. 1 / Spring 2015 OH spring 2015.indd 60 15/03/2015 3:33:07 PM in search of ruth home 61 Opposite page: e only photo of Ruth Home held at the Roy- al Ontario Museum Archives, here pictured with Homer A. Abstract ompson at a ROM archaeo- Ruth Home developed the education department at the Royal On- logical dig in Fort Ste. Marie, tario Museum om 1928-1945. She was an important gure in the 1941, ROM2015_14428_1. history of the museum, and more broadly, in the history of museum- based education in the proince. She played a major role in expand- museums, devoted to ing museum audiences and developed programming that was geared towards what were then considered women’s interests and worked to the double-pronged connect the museum to schoolchildren and teachers. is paper analy- focus of “science and ses Home’s career as a means of oering insight into the early gendered industry”: Archaeolo- dynamics of museum education and exploring the origins of many of gy, Geology, Mineral- the programs we currently associate with museum education today. ogy, Natural History Résumé: Ruth Home a développé le département éducatif du Musée (later Zoology) and royal de l’Ontario de 1928 à 1945. Elle a été un personnage très im- Palaeontology.2 e portant de l’histoire du musée et, plus généralement, de l’histoire de la museum was governed fonction éducative des musées de la proince. Elle a joué un rôle majeur dans l’augmentation du public qui les équentait par le développement and funded jointly by de programmes orientés vers ce qui était considéré alors comme intérêts the province and the féminins, et en attirant au musée des écoliers et leurs professeurs. Cet article University as well as analyse la carrière de Home pour mieux comprendre la distinction qui se from private dona- faisait entre les rôles masculins et féminins dans la pédagogie des musées, et pour explorer les origines des nombreux programmes que nous associons tions. Perhaps due to aujourd’hui à la fonction pédagogique des musées. its academic ties, the ROM was always at odds with itself: was it a “museum for the whom sat on the committee of directors.3 university” or a “museum for the people Currelly was the curator of the Museum of Ontario”? e women who developed of Archaeology from 1914 to 1946, and and found the funding for museum edu- was given the rst full-time yearly salary cation programming were at the fore- of $1,000, the only paid director.4 Al- front of this identity conict. though Currelly was Director of the Ar- e voices that dominate the history cheological Museum of the ROM (called of the Royal Ontario Museum tend to the Royal Ontario Museum of Archeol- be those of Charles Trick Currelly and ogy or ROMA) he is oen refered to as other directors. Each of the ve museums the “man who collected for Canada.” His was appointed its own curator, many of autobiography, I Brought the Ages Home, 2 See Norma E. Heakes, “Education at the Royal Ontario Museum, 1914-1975”(Toronto: Royal On- tario Museum, 1975), 16-17. 3 Directors were associated with the University of Toronto as professors, with the exception of Charles Trick Currelly. ey included Dr. Coleman, Dr. Walker, Dr. Bensley, Dr. Parks, Dr. Moore and Prof Dymond. See RG 25, Committee of Directors records description, ROMLA. 4 e other museum men were university professors and so took the museum work on as part of their professorship. See bylaw 2 Nov 26 1912, SC 73, Box 3, Dorothea Hecken collection, ROMLA. OH spring 2015.indd 61 15/03/2015 3:33:07 PM 62 ONTARIO HISTORY functions as a “founding father” myth the museum directors and Home, each for the museum.5 e collections Currel- of whom had competing visions about ly was able to acquire did not, however, who the museum was for. Home’s strug- come with interpretation or interpreter. gles were perhaps symptomatic of much Museum education as we understand it broader shis within the museum eld, today did not receive institutional sup- as education departments, largely run port in the beginning and instead relied by women both paid and unpaid, were on the passion and commitment of in- started up and called upon to develop dividual educators, many of whom, like programming that brought more com- Ruth Home, had to work to legitimize munities to their institutions. Directors, their positions within a gendered and hi- who in the case of the ROM, were associ- erarchical institution. ated with the University of Toronto, had is paper consults archived annual to re-think the purposes of their collec- reports, and committee minutes at the tions and consider a popular audience. Royal Ontario Museum Library and Ar- Home developed the education de- chives (ROMLA) as well as press cover- partment at the Royal Ontario Museum age of Home’s educational work and cur- at a time when museum education was riculum articles and oers us glimpses of just starting to become dened; she was the struggles women faced in museums. the second museum “instructress” who Home’s career gives us a better under- was hired to work with schools and standing of how museum education was communities.7 She founded many of the inscribed by issues of gender and too, educational initiatives for which the mu- the evolution of education in museums, seum eventually became known: Open places that Home thought should exist Evenings, public lectures and a lm se- to “give pleasure, to amuse and entertain ries, outreach programs to schools across in the best tradition of entertainment.”6 Ontario, Museum Days, extra-curricu- Her museum education career also tells lar activities such as Saturday Morning us about the conicting notions of who Club [SMC] and Summer Club as well counted as the ‘public’ at the Royal On- as a Children’s Room underneath the tario Museum during this time.
Load more

Recommended publications
  • 2018 Architecture Program Report (APR)
    Architecture Program Report September 2018 Table of Contents 1.1 Program Identity and Mission 1 1.2 Program Action Plan and Objectives 7 2 Progress Since the Previous Site Visit 13 3.1 Program Self-Assessment 21 3.2 Public Information 45 3.3 Equity, Diversity, and Inclusion 51 3.4 Student Composition, Well-Being, and Enrichment 59 3.5 Faculty and Staff Resources 79 3.6 Space and Technology Resources 95 3.7 Information Resources and Information Technology 107 3.8 Financial Resources 113 3.9 Administrative Structure 119 3.10 Professional Degrees and Curriculum 123 3.11 Student Performance Criteria (SPC) 135 4.1.1 History, Description, and Mission of the Institution 157 4.1.2 Program History 163 4.2 Student Progress Evaluation 165 4.3 Current Course Descriptions 177 4.4 Current Faculty Resumes 225 4.5 Visiting Team Report from the Previous Visit 285 4.6 Annual Reports 319 4.7 Studio SPC Targets Not Met 372 4.8 Library Report, Architecture (M.Arch) 374 Ryerson University Department of Architectural Science Architecture Programme Report September 2018 Table of Contents 1.1 Program Identity The Department of Architectural Science (DAS) has a long history of offering education for the AEC and Mission (Architectural, Engineering and Construction) Industry, and has championed the teaching of architectural science for over 60 years. The department prides itself on a close connection to industry, with many Accreditation requires an understanding graduates having gone on to significant careers in design, construction, and/or development. The of the specific scholastic identity and department’s programs embrace a comprehensive vision of architecture as a social, technical, political, and mission of the Program.
    [Show full text]
  • Theory, History, and Practice of Education: Fin De Siècle and a New Beginning
    Reginald Edwards McGill University Theory, History, and Practice of Education: Fin de siècle and a new beginning Abstract The history and development of normal schools is traced through a summary of events that transpired in France, the United States, Britain, and Canada. The author examines the roots of several systems ofteacher training and identifies specifie institutions (normal schools) that played an important role in bringing to McGill University key persons interested in the training of teachers. Much of the article is devoted to linking the diverse influences that culminated in the establishment of the McGill Normal School, the Macdonald CollegeforTeachers, and the Macdonald Chair ofEducation. Whilethearticle outlines the history of McGill's role in teacher education in Quebec and Canada, it also gives a broad perspective on the history of normal schools in Europe and North America, and their influences on teacher education today. Résumé L'histoire et le développement des écoles normales est retracée par un résumé des événements qui se sont produits en France, aux États-Unis, en Grande-Bretagne et au Canada. L'auteur analyse les racines de plusieurs systèmes de formation des maîtres et se penche sur certains établissements (écoles normales) qui ont contribué àfaire venir à l'Université McGill des personnes clés s'intéressant à la formation des maîtres. Une bonne part de l'article est consacré aux diverses influences qui ont abouti à la création de la McGill Normal School, du Macdonald Collegefor Teachers et de la Chaire Macdonald des sciences de l'éducation. Si l'auteur dresse l'historique du rôle joué par McGill dans laformation des maîtres au Québec et au Canada, il propose une vue d'ensemble plus étendue de l'historique des écoles normales en Europe et en Amérique du Nord et de leurs incidences sur laformation des maîtres telle qu'elle est dispensée aujourd'hui.
    [Show full text]
  • Bibliography
    Bibliography Adkins, T. (1906) The Story of St. John’s College, Battersea: The Story of a Notable Experiment. London, National Society. Albisetti, J. C. (1993) ‘The feminization of teaching in the nineteenth century: A comparative perspective’. History of Education, 22(3), 253–62. Aldrich, R. (1995) School and Society in Victorian Britain. London, Garland. Alexander, J. L. (1977) Collegiate Teacher Training in England and Wales: A Study in the Historical Determinants of Educational Provision and Practice in the Mid- Nineteenth Century. Unpublished PhD thesis, London, University of London. Althouse, J. G. (1967) The Ontario Teacher: A Historical Account of Progress, 1800–1910. Toronto, Ontario Teachers’ Federation. Anon (1838) ‘Educational quacks; or, the puffing system in education’. Educational Magazine: New Series, I (October), 337. Anon (1839) ‘Papers on Education [on the establishment of Privy Council Committee]’. Parliamentary Papers, XLI, 255–9. Anon (1840) ‘Aphorisms’. Educational Magazine (New Series), II (August), 113. Anon (1847) ‘Royal Commission to inquire into the state of education in the counties of Carmarthen, Glamorgan, and Pembroke’. Parliamentary Papers, XXVII, 1, 3–500. Anon (1848a) ‘Religion the basis and end of education’. Quarterly Educational Magazine and Record of the Home and Colonial School Society, I, 105. Anon (1848b) ‘The importance of selecting good teachers’. Journal of Education for Upper Canada, 1 (March), 87. Anon (1848c) ‘Questions proposed at the annual inspection of the training college, Battersea’, 1848. English Journal of Education, II, 292. Anon (1848d) ‘How to make teaching agreeable’. Quarterly Educational Magazine and Record of the Home and Colonial School Society, I, 318–23. Anon (1849a) ‘Terms of admission into the normal school for Upper Canada’.
    [Show full text]
  • An Oral History of Curricular Change in the 1930S
    112 Historical Studies in Education / Revue d’histoire de l’éducation SPECIAL ISSUE / NUMÉRO SPÉCIAL “I Paid No Attention To It”: An Oral History of Curricular Change in the 1930s Patrice Milewski Laurentian University ABstract In 1937 the Ontario Department of Education introduced unprecedented changes to the cur- riculum and pedagogy of the elementary schools of the province through the publication and distribution of the document Programme of Studies for Grades 1 to VI of the Public and Separate Schools. By exploring the oral history of twenty-one teachers who taught in the el- ementary schools of Ontario during the 1930s, this article will explain how teachers under- stood and experienced the pedagogical and curricular changes introduced in 1937. Juxtaposing the oral history of teachers with the evidence of documentary sources will provide a means of creating a more nuanced account of the unprecedented reforms that were attempted in 1930s Ontario. RÉSUMÉ En 1937, avec la parution du Programme d’études pour les écoles publiques et séparées de l’Onta- rio, le Département de l’éducation apporta des changements sans précédent au programme d’études de la 1ère à la 6e année et à la pédagogie en vigueur dans les écoles élémentaires de la province. C’est à partir de témoignages recueillis auprès de 21 personnes ayant enseigné à ce niveau durant les années 1930 que nous analysons la réaction des enseignants face à ces chan- gements introduits cette année-là. La comparaison de ces entretiens avec les sources documen- taires permettra de nuancer davantage les résultats de ces réformes sans précédent entreprises en Ontario à cette époque.
    [Show full text]
  • From Windsor Teachers' College to Faculty of Education, University Of
    University of Windsor Scholarship at UWindsor Electronic Theses and Dissertations Theses, Dissertations, and Major Papers 9-26-2018 From Windsor Teachers’ College to Faculty of Education, University of Windsor: A story of institutional change. Ana Savic University of Windsor Follow this and additional works at: https://scholar.uwindsor.ca/etd Recommended Citation Savic, Ana, "From Windsor Teachers’ College to Faculty of Education, University of Windsor: A story of institutional change." (2018). Electronic Theses and Dissertations. 7569. https://scholar.uwindsor.ca/etd/7569 This online database contains the full-text of PhD dissertations and Masters’ theses of University of Windsor students from 1954 forward. These documents are made available for personal study and research purposes only, in accordance with the Canadian Copyright Act and the Creative Commons license—CC BY-NC-ND (Attribution, Non-Commercial, No Derivative Works). Under this license, works must always be attributed to the copyright holder (original author), cannot be used for any commercial purposes, and may not be altered. Any other use would require the permission of the copyright holder. Students may inquire about withdrawing their dissertation and/or thesis from this database. For additional inquiries, please contact the repository administrator via email ([email protected]) or by telephone at 519-253-3000ext. 3208. From Windsor Teachers’ College to Faculty of Education, University of Windsor: A story of institutional change. By Ana Savić A Thesis Submitted to the Faculty of Graduate Studies through the Faculty of Education in Partial Fulfillment of the Requirements for the Degree of Master of Education at the University of Windsor Windsor, Ontario, Canada 2018 © 2018 Ana Savić From Windsor Teachers’ College to Faculty of Education, University of Windsor: A story of institutional change.
    [Show full text]
  • Froebel Collection Fonds Froebel Collection
    Froebel Collection Fonds Froebel collection ............................................................................................................................ 2 Biographical sketch ..................................................................................................................... 2 Custodial history/Immediate source of acquisition ..................................................................... 2 Scope and content ........................................................................................................................ 2 Arrangement ................................................................................................................................ 2 Series and Sub-series ....................................................................................................................... 3 Series One: Kindergarten Materials ............................................................................................ 3 Scope and content .................................................................................................................... 3 1.0 Gifts – C. Brenton ............................................................................................................. 3 2.0 Occupations – C Brenton .................................................................................................. 3 3.0 Program Book ................................................................................................................... 3 4.0 Froebel’s Gifts ..................................................................................................................
    [Show full text]
  • The Free School Triumph in London, Canada West, 1840 to 1852 an Urban First Michael Francis Murphy
    Document generated on 10/02/2021 1:16 a.m. Ontario History The Free School Triumph in London, Canada West, 1840 to 1852 An Urban First Michael Francis Murphy Volume 110, Number 2, Fall 2018 Article abstract Grant-aided common schools in Canada West went free between 1850 and 1870. URI: https://id.erudit.org/iderudit/1053513ar This article attempts to answer why by studying London between 1840 and 1852. DOI: https://doi.org/10.7202/1053513ar It explains how citizens, the power structure, and schools intersected prior to 1850 to marginalize the community’s common schools and most youngsters and See table of contents to privilege others. It will demonstrate how the centre’s changing character and the Reform impulse (writ both large and small, but reflected in this colony by new laws in 1849-50 covering not only education but also municipal, elections, and Publisher(s) assessment matters), transformed education arrangements, bringing almost all school-age children immediately into its now ascendant free, comprehensive The Ontario Historical Society common schools. ISSN 0030-2953 (print) 2371-4654 (digital) Explore this journal Cite this article Murphy, M. F. (2018). The Free School Triumph in London, Canada West, 1840 to 1852: An Urban First. Ontario History, 110(2), 210–229. https://doi.org/10.7202/1053513ar Copyright © The Ontario Historical Society, 2018 This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit.
    [Show full text]
  • The Christian Brothers, District of Toronto, 1851-1951
    CCHA, Study Sessions, 50 (1983), 591-608 The Christian Brothers, District of Toronto, 1851-1951 by Prudent MACDONALD, F.S.C. The Institute District of Toronto 1850 2,665 (Founded, 1851) 1900 14,567 35 1951 14,663 217 1982 9,806 112 The best primary source I have found for our foundations is the leather-bound volume which has on its outside cover the legend, History of the District of Toronto, 1880 –. The chronicler, Brother Tobias Josephus, explains that from the outset when he began, 1879, there were no written records: “The writer has succeeded in collecting a few facts, dates, etc., which he will put together briefly.”1 There is nothing strange about the fact that our beginnings in Toronto, 1851, should originate in a request from Bishop de Charbonnel. He applied to Frère Facile, “Provincial for North America,” whom he had known when he was chaplain for our house in Montreal on Côté St.2 Three Brothers came to St. Michael’s School, close to the Cathedral, and soon they had 200 boys. The same year two Brothers began in St. Paul's (actually in the church at first), and in 1853 work was begun at St. Patrick’s by two Brothers.3 KINGSTON Before continuing the story of Toronto let us look at the early days in Kingston, where the Brothers taught for 40 years, beginning in 1853. 1 History of the District of Toronto, p. 4. 2 Oeuvre d’un Siècle, Montréal, 1937, p. 288. 3 History of the District of Toronto, pp. 4-6.
    [Show full text]
  • Ontario History Index from 1993 to 2016 Issue 1
    Ontario History Scholarly Journal of The Ontario Historical Society since 1899 INDEX 1993-2016 Issue 1 The Ontario Historical Society Established in 1888, the OHS is a non-profit corporation and registered charity; a non-government group bringing together people of all ages, all walks of life and all cultural backgrounds interested in preserving some aspect of Ontario's history. Learn more at www.ontariohistoricalsociety.ca This index was made possible with the financial support of the Ontario Ministry of Tourism, Culture and Sport, the Honourable Michael Chan, Minister, the Social Sciences and Humanities Research Council of Canada, and the generous assistance of the Ontario Trillium Foundation. CONTENTS Table of Contents ............................... 3 Author Index ................................... 51 Books Reviewed Index .................... 112 Special Issues .................................. 160 Subject Index .................................. 172 To Go Back: Press ALT + (back arrow) (in downloaded PDF, not in browser) 2 Ontario History Scholarly Journal of The Ontario Historical Society since 1899 TABLE OF CONTENTS 1993-2016 Issue 1 The Ontario Historical Society Established in 1888, the OHS is a non-profit corporation and registered charity; a non-government group bringing together people of all ages, all walks of life and all cultural backgrounds interested in preserving some aspect of Ontario's history. Learn more at www.ontariohistoricalsociety.ca 3 To Go Back: Press ALT + (back arrow) (in downloaded PDF, not in browser) Go To Top (Contents) Ontario History, 1993-2016 Issue 1 Table of Contents Volume 85, 1: 1993 Editor: Jean Burnet 1. Cameron, Wendy, “’Till they get tidings from those who are gone…’ Thoms Sockett and Letters from Petworth Emigrants, 1832-1837.” 1-16 2.
    [Show full text]
  • The Ryerson University Archives Share in the Rich History of Ryerson
    The Ryerson University Archives Share in the rich history of Ryerson. Visit The Ryerson University Archives your University Archives, share in our past, 350 Victoria Street and come and see us on the third floor of Toronto, ON M5B 2K3 the Library building. Hours: Monday to Friday 9 a.m. to 4 p.m. Individuals of the Ryerson community, Location: 3rd Floor Library Building past and present, are encouraged to bring Tel: 416-979-5000 ext. 7027 your records to our attention. Pass along Fax: 416-979-5215 your knowledge and documented memory, contribute to our history…and our future! Web: www.ryerson.ca/archives E-mail: [email protected] The Ryerson University Archives Archives University Ryerson The Did you know… Did you know… Egerton Ryerson established free universal The Museum of Natural History and Fine Arts, established within elementary education, standardised St. James Square in 1857, was the first publicly funded museum textbooks, and standardised elementary in Canada and forerunner of the Royal Ontario Museum. school teaching skills in Ontario. The Archives is a rich resource for historical The Ryerson University Archives provides: A Rich Resource of: information on Ryerson University and its • Research assistance for course projects, • Information relating to the Institute’s forerunner antecedent institutions at St. James Square, assignments, and papers institutions and to the founder of St. James Square, Egerton Ryerson the cradle of Ontario’s educational system. • Background information for Institute projects, special events, and administrative inquiries • Correspondence, administrative files, and reports of Whether you are preparing an essay, report, administrative and academic departments and offices presentation or speech, research materials • A research/ reading room facility • Speeches, addresses, books and articles in the Archives can provide added depth and • Displays and tours • Minutes, correspondence, and reports of committees perspective to your work.
    [Show full text]
  • "From Wretched Employment to Honourable Profession": the Changing Image of Teachers in Nineteenth-Century Ontario
    "FROM WRETCHED EMPLOYMENT TO HONOURABLE PROFESSION": THE CHANGING IMAGE OF TEACHERS IN NINETEENTH-CENTURY ONTARIO Ceoffrey James Booth A thesis submitted in conformity with the requirements for the degree of Master of Arts Department of Theory and Poliry Studies Ontario ïnstitute for Studies in Education of the University of Toronto 0 Copyright by Geoffiey James Booth 1999 National Library Bibliothèque nationale of Canada du Canada Acquisitions and Acquisitions et Bibliographie SeMces services bibliographiques 395 Wellington Street 395. rue Wellington OttawaON KlAW OrtrrwaON KlAW Canada Canada The author has granted a non- L'auteur a accordé une licence non exclusive Licence allowing the exclusive permettant à la National Library of Canada to Bibiïothèque nationale du Canada de reproduce, loan, distribute or sell reproduire, prêter, distribuer ou copies of this thesis in microfom, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/nlm, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this 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 othenvise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. "From Wretched Employment to Honoiwble Profession": The Changing Image of Teachas in Niwteenth-Century Ontario Thesis for the Degree
    [Show full text]
  • The Founding of the Ryerson Institute of Technology 1
    ESSAY | ESSAI A JANUS IN THE CoLD War: THE FOUNDING of THE RYerSON INSTITUTE of TeCHNOLOGY 1 MARYBETH MCTEAGUE is an architect and >MARY B E T H architectural historian. She teaches in the MCTEA G UE Department of Architectural Science, Ryerson University, and works with Heritage Preservation Services at the city of Toronto. uilt between 1959 and 1964, Ryerson BUniversity’s Kerr Hall (fig. 1) is the architectural embodiment of the ideals informing a new education system’s attempts to respond to pressing social needs in Canada in the wake of World War II. In its attempts to address the sweeping political, social, and techno- logical change of the time, the system looks forward in anticipation of the future. As well, perhaps in the face of uncertainty and in the wake of global devastation and suffering, it takes direc- tion from the past. The characteristics of this past are demonstrated to be rooted in the specific local of Toronto as it had evolved culturally and urbanistically over the prior one hundred and fifty years, but also in a concept of shared values which are rooted in the democracy of ancient Greece. Under the direction of Howard Killen Kerr, the founder of the original Ryerson Institute of Technology in 1948, and the man for whom Kerr Hall is rightly named, education was seen as an import- ant tool in the preservation and evolution of both technology and democracy. Like the Roman god Janus, both the educa- tional system and the building are per- sistent in expressed integration of past and future.
    [Show full text]