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Author : Van Diemen's Land Mechanics' Institution, afterwards Hobart Town Mechanics' Institute (HOBART)
Publisher : Unknown
Page : 148 pages
File Size : 48,7 Mb
Release : 1842
Category : Electronic
ISBN : BL:A0018414165
Author : Avero Publications Limited
Publisher : Unknown
Page : 608 pages
File Size : 43,8 Mb
Release : 1990
Category : Early printed books
ISBN : 0907977367
Author : Peter Bolger
Publisher : Canberra : Australian National University Press
Page : 272 pages
File Size : 43,9 Mb
Release : 1973
Category : History
ISBN : UCAL:B4351033
A history of Hobart Town, Australia.
Author : James Fenton
Publisher : Unknown
Page : 504 pages
File Size : 55,7 Mb
Release : 1884
Category : Tasmania
ISBN : UCAL:B3915715
James Fenton (1820-1901) was born in Ireland and emigrated to Tasmania (then known as Van Diemen's Land) with his family in 1833. He became a pioneer settler in an area on the Forth River and published this history of the island in 1884. The book begins with the discovery of the island in 1642 and concludes with the deaths of some significant public figures in the colony in 1884. The establishment of the colony on the island, and the involvement of convicts in its building, is documented. A chapter on the native aborigines gives a fascinating insight into the attitudes of the colonising people, and a detailed account of the removal of the native Tasmanians to Flinders Island, in an effort to separate them from the colonists. The book also contains portraits of some aboriginal people, as well as a glossary of their language.
Author : Bruce Swanton
Publisher : Unknown
Page : 154 pages
File Size : 51,7 Mb
Release : 1984
Category : History
ISBN : UVA:X001502770
Author : Truth and Reconciliation Commission of Canada,Commission de vérité et réconciliation du Canada
Publisher : McGill-Queen's Press - MQUP
Page : 309 pages
File Size : 42,8 Mb
Release : 2015
Category : Electronic books
ISBN : 9780773598294
Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: Reconciliation documents the complexities, challenges, and possibilities of reconciliation by presenting the findings of public testimonies from residential school Survivors and others who participated in the TRC’s national events and community hearings. For many Aboriginal people, reconciliation is foremost about healing families and communities, and revitalizing Indigenous cultures, languages, spirituality, laws, and governance systems. For governments, building a respectful relationship involves dismantling a centuries-old political and bureaucratic culture in which, all too often, policies and programs are still based on failed notions of assimilation. For churches, demonstrating long-term commitment to reconciliation requires atoning for harmful actions in the residential schools, respecting Indigenous spirituality, and supporting Indigenous peoples’ struggles for justice and equity. Schools must teach Canadian history in ways that foster mutual respect, empathy, and engagement. All Canadian children and youth deserve to know what happened in the residential schools and to appreciate the rich history and collective knowledge of Indigenous peoples. This volume also emphasizes the important role of public memory in the reconciliation process, as well as the role of Canadian society, including the corporate and non-profit sectors, the media, and the sports community in reconciliation. The Commission urges Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. While Aboriginal peoples are victims of violence and discrimination, they are also holders of Treaty, Aboriginal, and human rights and have a critical role to play in reconciliation. All Canadians must understand how traditional First Nations, Inuit, and Métis approaches to resolving conflict, repairing harm, and restoring relationships can inform the reconciliation process. The TRC’s calls to action identify the concrete steps that must be taken to ensure that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: Reconciliation documents the complexities, challenges, and possibilities of reconciliation by presenting the findings of public testimonies from residential school Survivors and others who participated in the TRC’s national events and community hearings. For many Aboriginal people, reconciliation is foremost about healing families and communities, and revitalizing Indigenous cultures, languages, spirituality, laws, and governance systems. For governments, building a respectful relationship involves dismantling a centuries-old political and bureaucratic culture in which, all too often, policies and programs are still based on failed notions of assimilation. For churches, demonstrating long-term commitment to reconciliation requires atoning for harmful actions in the residential schools, respecting Indigenous spirituality, and supporting Indigenous peoples’ struggles for justice and equity. Schools must teach Canadian history in ways that foster mutual respect, empathy, and engagement. All Canadian children and youth deserve to know what happened in the residential schools and to appreciate the rich history and collective knowledge of Indigenous peoples. This volume also emphasizes the important role of public memory in the reconciliation process, as well as the role of Canadian society, including the corporate and non-profit sectors, the media, and the sports community in reconciliation. The Commission urges Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. While Aboriginal peoples are victims of violence and discrimination, they are also holders of Treaty, Aboriginal, and human rights and have a critical role to play in reconciliation. All Canadians must understand how traditional First Nations, Inuit, and Métis approaches to resolving conflict, repairing harm, and restoring relationships can inform the reconciliation process. The TRC’s calls to action identify the concrete steps that must be taken to ensure that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.
Author : Charles Edmund Baker
Publisher : Unknown
Page : 200 pages
File Size : 43,8 Mb
Release : 1881
Category : Master and servant
ISBN : OXFORD:N10983224
Author : Lyman Horace Weeks
Publisher : Unknown
Page : 64 pages
File Size : 46,8 Mb
Release : 1898
Category : New York (N.Y.)
ISBN : HARVARD:HX2X27
Author : John West
Publisher : Unknown
Page : 370 pages
File Size : 41,7 Mb
Release : 1852
Category : Aboriginal Tasmanians
ISBN : NYPL:33433082446216
Author's copy. Printed, with MS. corrections and annotations by the author. Handwriting identical with that in a letter from West to Edward Wise, 5 June 1864 in ML MSS. 1327/3, pp. 315-317. 1. pp. 209-340 are missing, with blank pages inserted at the back used for annotations. 2. identical with other copies of the volume.
Author : Samuel Furphy
Publisher : ANU E Press
Page : 246 pages
File Size : 50,6 Mb
Release : 2013-03-01
Category : History
ISBN : 9781922144713
The idea that Curr's writings posthumously defeated the Yorta Yorta native title claim has a chilling irony about it, given his earlier appropriation of Yorta Yorta lands for pastoral purposes...During the long Yorta Yorta claim, therefore, Edward M. Curr became something of an historical celebrity, highlighting the need for a detailed appraisal of his life, his biases, his opinions, and his attitudes towards Aboriginal people. This book responds to that need by offering a biography of a man who more than a century after his death became a crucial witness in a major native title case."--Prologue.
Author : Truth and Reconciliation Commission of Canada,Commission de vérité et réconciliation du Canada
Publisher : McGill-Queen's Press - MQUP
Page : 105 pages
File Size : 40,7 Mb
Release : 2016
Category : History
ISBN : 9780773598232
Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The Métis Experience focuses on an often-overlooked element of Canada’s residential school history. Canada’s residential school system was a partnership between the federal government and the churches. Since the churches wished to convert as many Aboriginal children as possible, they had no objection to admitting Métis children. At Saint-Paul-des-Métis in Alberta, Roman Catholic missionaries established a residential school specifically for Métis children in the early twentieth century, while the Anglicans opened hostels for Métis children in the Yukon in the 1920s and the 1950s. The federal government policy on providing schooling to Métis children was subject to constant change. It viewed the Métis as members of the ‘dangerous classes,’ whom the residential schools were intended to civilize and assimilate. This view led to the adoption of policies that allowed for the admission of Métis children at various times. However, from a jurisdictional perspective, the federal government believed that the responsibility for educating and assimilating Métis people lay with provincial and territorial governments. When this view dominated, Indian agents were often instructed to remove Métis children from residential schools. Because provincial and territorial governments were reluctant to provide services to Métis people, many Métis parents who wished to see their children educated in schools had no option but to try to have them accepted into a residential school. As provincial governments slowly began to provide increased educational services to Métis students after the Second World War, Métis children lived in residences and residential schools that were either run or funded by provincial governments. As this volume demonstrates the Métis experience of residential schooling in Canada is long and complex, involving not only the federal government and the churches, but provincial and territorial governments. Much remains to be done to identify and redress the impact that these schools had on Métis children, their families, and their community.
Author : Jane Franklin
Publisher : National Library Australia
Page : 286 pages
File Size : 40,9 Mb
Release : 2002
Category : Biography & Autobiography
ISBN : 9780642107497
Jane Franklin's diary account of her travels from Van Diemen's Land to Port Phillip and then overland from Melbourne to Sydney in 1839 provides a detailed and colourful snapshot of colonial society recorded by a sharply observant witness -- back cover. includes brief references to Aboriginal people.
Author : Kay Walsh,Joy W. Hooton
Publisher : National Library Australia
Page : 186 pages
File Size : 49,5 Mb
Release : 1993
Category : Biography & Autobiography
ISBN : 9780642105998
Comprehensive guide to published Australian autobiographical writing which deals with life in Australia up to 1850. Entries are listed alphabetically by author's name. Includes three separate indexes to personal names, places and subjects. Walsh has worked on numerous Australian reference publications. Hooton teaches English at the Australian Defence Force Academy and is co-author of 'The Oxford Companion to Australian Literature' (1985); Walsh is assisting her in preparing a new edition.
Author : Patrick Spedding,Paul Tankard
Publisher : Springer Nature
Page : 303 pages
File Size : 52,7 Mb
Release : 2021-03-13
Category : Literary Criticism
ISBN : 9783030563127
Marginal Notes: Social Reading and the Literal Margins offers an account of literary marginalia based on original research from a range of unique archival sources, from mid-16th-century France to early 20th-century Tasmania. Chapters examine marginal commentary from 17th-century China, 18th-century Britain, and 19th-century America, investigating the reputations, as reflected by attentive readers, of He Zhou, Pierre Bayle, Samuel Johnson, Thomas Warton, and Sir Walter Scott. The marginal writers include Jacques Gohory, Mary Astell, Hester Thrale, Herman Melville, the young daughters of the Broome family in Gloucestershire, and the patrons of the library of the Huon Mechanics’ Institute, Tasmania. Though marginalia is often proscribed and frequently hidden or overlooked, the collection reveals the enduring power of marginalia, concluding with studies of the ethics of annotation and the resurrected life of marginalia in digital environments.
Author : Lara Atkin,Sarah Comyn,Porscha Fermanis,Nathan Garvey
Publisher : Springer
Page : 159 pages
File Size : 40,7 Mb
Release : 2019-06-21
Category : Literary Criticism
ISBN : 9783030204266
This open access Pivot book is a comparative study of six early colonial public libraries in nineteenth-century Australia, South Africa, and Southeast Asia. Drawing on networked conceptualisations of empire, transnational frameworks, and ‘new imperial history’ paradigms that privilege imbricated colonial and metropolitan ‘intercultures’, it looks at the neglected role of public libraries in shaping a programme of Anglophone civic education, scientific knowledge creation, and modernisation in the British southern hemisphere. The book’s six chapters analyse institutional models and precedents, reading publics and types, book holdings and catalogues, and regional scientific networks in order to demonstrate the significance of these libraries for the construction of colonial identity, citizenship, and national self-government as well as charting their influence in shaping perceptions of social class, gender, and race. Using primary source material from the recently completed ‘Book Catalogues of the Colonial Southern Hemisphere’ digital archive, the book argues that public libraries played a formative role in colonial public discourse, contributing to broader debates on imperial citizenship and nation-statehood across different geographic, cultural, and linguistic borders.