The purpose of this thesis is straightforward: to survey the development of a 'private' school over a period of a little more than half a century. In the survey, I hoped to indicate the way in which the school developed as an institution: the main elements in its government and the way it was affected by changing conditions; to describe the main features of its educational programme: curricular and extra-curricular activities; and to attempt an assessnent of its achievement and an analysis of its distinguishing characteristics. The period covered is from the foundation of the school in 1896 to the resignation of F.R. Snell in 1952, the latter date being chosen chiefly because the distance proper to a thesis did not seen possible in a survey of this kind for the succeeding period. I have, however, also included a chapter on the precursor of Michaelhouse as relevant background infomation; and I have taken the story of the Old Boys up to the present, since most of them had been at school before 1952. Athough I have included an assessment of the school's achievements in the list of purposes, it soon became apparent that my aim should be more modest. The interaction of home, school and society is so complex that a proper study of the school's role, even in so obvious a matter as academic achievement and particularly in relation to such aims as leadership or religious development, would require a careful sociological analysis which would have made the thesis extremely unwieldy and for which sufficient information, especially on the earlier stages, was in any case not available. My more modest aim was therefore to place the development of the school and the education it provided in perspective. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1968.

The focus of this work is on how the educational elements that made up the institution called the British public school developed to form an "imperial mentality" among its students, and how these elements were transported, albeit with some modification, to the periphery of Empire. The existence of a broad and varied curriculum worked to form an imperial mentality that supported the aims of the British Empire from the mid-eighteenth century through the First World War. The use of a case study featuring Upper Canada College, one of the oldest Canadian "public" schools, further illuminates the influence and legacy of the public school model. Throughout the research, references to Upper Canada College will serve to focus the attention of the reader to the manner in which the British public school shaped the curriculum and the ethos of the College.

Errata is pasted inside front end paper. / Bibliography: leaves 309-329. / vii, 329 leaves : ill., maps ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 1996?

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Kathleen Casey; submitted to the School of Education. Embargoed until Dec. 20, 2008. Includes bibliographical references (p. 234-249).

Thesis (M. Ed.)--Dept. of Education, University of Adelaide, 1966. / Cover title: Success and failure of first year university students with special reference to the school attended. Includes bibliographical references (p. 95-96).

Thesis (Ed.D.) -- Teachers College, Columbia University, 1991. / Typescript; issued also on microfilm. Sponsor: Pearl R. Kane. Dissertation Committee: Robert T. Carter. Includes bibliographical references (leaves 111-113).

Thesis (Ph. D.)--University of Florida, 1983. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 217-221).

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 1994. / Includes bibliographical references (leaves 132-134).

Thesis (M.A.)--University of Toronto, 2009. / Source: Masters Abstracts International, Volume: 48-02, page: .

Thesis (Ph.D.(Education Management and Policy Studies))--University of Pretoria, 2009. / Includes bibliographical references.