This thesis examines public school music in the making of a modern middle class in late-Victorian Toronto. Its aim is to show how this subject both shaped and was shaped by the culture of modernity which increasingly pervaded large urban centres such as Toronto during the course of the nineteenth century. In so doing, this study also examines various aspects of the acoustic soundtrack during the period under study—particularly that which witnessed the advent of industrialization—to bring additional context and perspective to the discussion. Using an approach which goes beyond pedagogic and bureaucratic justification, the overall intent is to present the evolution of school music and its public performance within a much broader acoustic framework, that is, to weave it into the increasingly-urban soundtrack of Toronto, to gain some appreciation of how it would have been heard and understood at the time. In addition to its primary historical discourse, the study also draws meaning and context from a variety of other academic disciplines (musicology, sociology and education, to name but a few). Because of this, it necessarily moves from the general to the specific in terms of its overall focus, not only to provide background, but also to help make sense of the ways in which each of these areas informed and influenced the development of Toronto’s public school system and the inclusion of music in its classrooms. It then proceeds more or less chronologically through the nineteenth century, placing particular emphasis upon the careers of prominent educators such as Egerton Ryerson and James L. Hughes, to mark significant shifts in context and philosophy. Within each, a thematic approach has been employed to highlight relevant developments that likewise informed the way in which school music was conceived and comprehended. In this way, it is hoped that a fresh perspective will emerge on the history of public school music in Toronto, and prompt further research that employs aural history as a more prominent tool of historical research.

This thesis explores the complexities of Muskoka’s past between 1850 and 1914. Through the lenses of class-consciousness and popular notions of ethnicity and race, Muskoka’s geographical and social landscape were redefined during this period by the government, the area’s industries, visitors, and local inhabitants. It was not until the early twentieth century that the nature-tourism industry was able to standardize a regional identity for the district; this identity has remained prevalent through to the twenty-first century. As the title of Edward Roper’s 1883 booklet "Muskoka; the Picturesque Playground of Canada" suggests, the area became closely associated with leisure and recreation. However, this Muskoka identity misrepresented the district’s terrain and populace, and our contemporary understanding of the region has consequently been compromised. In order to better recognize Muskoka’s diverse social and geographical landscape, this thesis explores several historical viewpoints and questions the manner in which the district was promoted.

This thesis explores the complexities of Muskoka’s past between 1850 and 1914. Through the lenses of class-consciousness and popular notions of ethnicity and race, Muskoka’s geographical and social landscape were redefined during this period by the government, the area’s industries, visitors, and local inhabitants. It was not until the early twentieth century that the nature-tourism industry was able to standardize a regional identity for the district; this identity has remained prevalent through to the twenty-first century. As the title of Edward Roper’s 1883 booklet "Muskoka; the Picturesque Playground of Canada" suggests, the area became closely associated with leisure and recreation. However, this Muskoka identity misrepresented the district’s terrain and populace, and our contemporary understanding of the region has consequently been compromised. In order to better recognize Muskoka’s diverse social and geographical landscape, this thesis explores several historical viewpoints and questions the manner in which the district was promoted.

This is the history of a mental health project conducted in the schools of Forest Hill, Ontario during the 1950s. Its original name was the Forest Hill Village Project but it became famous in history as Crestwood Heights, the book written about the project by John R. Seeley, Alex Sim and Elizabeth Loosley. The Forest Hill Village Project was a significant event in Canadian history not only as part of the first mental health grants ever issued by the federal government; but also as the first major attempt to address the mental health needs of children in school. Hatched at the highest levels of military planning during the Second World War, the Forest Hill Village Project would involve senior government and university administrators as well as psychiatrists, social workers and teachers from across Canada in an experiment in psychoanalytic pedagogy. John R. Seeley was the only individual, however, whose fate was so inextricably linked with the project that it cannot be understood apart from him. It was because of Seeley's genius that a mental health revolution from the top-down was attempted in Canadian history, and it was because of his own psychological issues that it failed. The martyrdom of John R. Seeley did not consist simply in the irony of his own fall into mental illness while leading a mental health project in the schools of Forest Hill, but also in his being effectively banished from Canadian society because of his efforts. The admixture of Seeley's personal issues and his revolutionary commitment to mass psychoanalysis eventually brought him into irreconcilable conflict with the more conservative leadership of Canada's medical and educational establishment. Though Seeley was forced out of teaching in Canada, the history of his mental health revolution may yet open doorways for the future of mental health in Canadian schools.

This is the history of a mental health project conducted in the schools of Forest Hill, Ontario during the 1950s. Its original name was the Forest Hill Village Project but it became famous in history as Crestwood Heights, the book written about the project by John R. Seeley, Alex Sim and Elizabeth Loosley. The Forest Hill Village Project was a significant event in Canadian history not only as part of the first mental health grants ever issued by the federal government; but also as the first major attempt to address the mental health needs of children in school. Hatched at the highest levels of military planning during the Second World War, the Forest Hill Village Project would involve senior government and university administrators as well as psychiatrists, social workers and teachers from across Canada in an experiment in psychoanalytic pedagogy. John R. Seeley was the only individual, however, whose fate was so inextricably linked with the project that it cannot be understood apart from him. It was because of Seeley's genius that a mental health revolution from the top-down was attempted in Canadian history, and it was because of his own psychological issues that it failed. The martyrdom of John R. Seeley did not consist simply in the irony of his own fall into mental illness while leading a mental health project in the schools of Forest Hill, but also in his being effectively banished from Canadian society because of his efforts. The admixture of Seeley's personal issues and his revolutionary commitment to mass psychoanalysis eventually brought him into irreconcilable conflict with the more conservative leadership of Canada's medical and educational establishment. Though Seeley was forced out of teaching in Canada, the history of his mental health revolution may yet open doorways for the future of mental health in Canadian schools.

“Studying the Shoah (Holocaust) forces students to consider what it means to be human and humane by examining the full continuum of individual behavior, from ultimate evil to ultimate good” (Lindquist, 2011, p. 26). The Pebbles for Peace project was created with the intention to explore these character extremes and to provide tangible examples of choices that can be made in life. This thesis is an autoethnographic exploration of the Pebbles for Peace project that will include the researcher’s narrative reflection on her personal journey through education, specifically Holocaust education, as well as observations of the impact on classroom participation in the project.

“Studying the Shoah (Holocaust) forces students to consider what it means to be human and humane by examining the full continuum of individual behavior, from ultimate evil to ultimate good” (Lindquist, 2011, p. 26). The Pebbles for Peace project was created with the intention to explore these character extremes and to provide tangible examples of choices that can be made in life. This thesis is an autoethnographic exploration of the Pebbles for Peace project that will include the researcher’s narrative reflection on her personal journey through education, specifically Holocaust education, as well as observations of the impact on classroom participation in the project.

This work attempts to achieve two overarching objectives: firstly to trace the historical growth of Islamic schools in North America and secondly, to explore the ideological and philosophical values that have shaped the vision of these schools. The historical growth of Islamic schools in North America has been led by two distinct communities among Sunni Muslims: the indigenous and the immigrant. Specific to the North American Muslim diaspora “indigenous” represents the African American Muslim community of Imam Warith Deen Mohammed (1933-2008), and “immigrant” refers to the generation of Sunni Muslims who settled in North America in the 1960s and 1970s. Through oral history, this study attempts to capture the voices, sentiments, and aspirations of those that struggled to establish the earliest full-time Islamic schools. The study examines these voices for the ways Islamic education is defined differently based on generational, contextual, and ideological perspectives. Recognizing the diverse lived experiences of Muslim communities in North America, the findings are organized in four distinct, yet often overlapping historical phases that map the growth and development of Islamic schooling. The four phases of Protest, Preservation, Pedagogy, and Praxis also represent how the aims of Islamic education have evolved over time. From the Nation of Islam and their inherent vision of equality through resistance, the earliest attempt at establishing schools for Muslim children began in the 1930s. The transition of the Nation of Islam into a community redefined by the teachings of mainstream Islam coupled with the settlement of substantial immigrant Muslim communities altered the discourse from protest to identity preservation in the 1980s. Collaboration between the “indigenous” and “immigrant” communities defined a concerted effort to improve the quality of Islamic schools in the 1990s. And post 9/11, the discourse of inward-looking school improvement shifted once again to outward praxis. The historical mapping of the vision of Islamic schooling between communities also allows for the exploration of how interpretations of the Islamic tradition inform the pedagogy of schools. Through separate histories and religious perspectives, this study seeks to explore the complexities of the aims of Islamic schools, both between communities and within them.

From 1969 to 1999, teachers and principals in Ontario exercised a degree of compliance, non-compliance, and resentment towards educational reforms imposed by provincial authorities. Historically, there has been a struggle between those who govern society and those who labour in society. Through the use of state laws, institutions, and corporate interests, those in positions of powers have introduced change without the consultation of the workers. In retaliation, these groups have opposed reform through collective and individual acts that involve passive and aggressive forms of opposition in order to contribute to the political, socio-economic discussion of how a society should be both governed and educated.

From 1969 to 1999, teachers and principals in Ontario exercised a degree of compliance, non-compliance, and resentment towards educational reforms imposed by provincial authorities. Historically, there has been a struggle between those who govern society and those who labour in society. Through the use of state laws, institutions, and corporate interests, those in positions of powers have introduced change without the consultation of the workers. In retaliation, these groups have opposed reform through collective and individual acts that involve passive and aggressive forms of opposition in order to contribute to the political, socio-economic discussion of how a society should be both governed and educated.