The Story of Education - Part 1
The first settlers in Port Phillip were men of good character and education, but their wish to educate their children was modified by the difficulties of their new environment. While the attention of the colonists was focussed on more material needs, the churches stepped in to give the masses a less materialistic outlook. Church schools were the outcome, with church effort developing into the denominational system of 1848. The Churches guided the educational policy of the colony until 1851 when a co-operating movement, known as the National School System (based on the Irish National System where secular education was combined with separate religious instruction), joined issue with the Denominational schools. By degrees the national view gained ground, and ecclesiastical control loosened it’s hold. In 1862, the Common Schools’ Act replaced the wasteful dual system – the Denomination and National Schools Boards – until 1872 we had the State mildly enforcing it’s claim to be responsible for the education of it’s young citizens. With the Act of 1872, the State assumed full control, and by its slogan, “Free, Secular and Compulsory”, sponsored a movement which found powerful support in other Australian states. On the 1st January, 1873, the work of the education department began. It took control over 453 Common Schools which became State Schools, and entered into negotiations for the purchase of 590 Church and private schools.
So it is in 1973, we commemorate the centenary of the Education department in Victoria.
The Local scene to 1862:
How then did our district fit into this picture of education in Victoria ? This article endeavours to recount some details of the early schools up to the Common Schools Act of 1862.
So it is in 1973, we commemorate the centenary of the Education department in Victoria.
The Local scene to 1862:
How then did our district fit into this picture of education in Victoria ? This article endeavours to recount some details of the early schools up to the Common Schools Act of 1862.
From Templestowe, (where in the early 1840’s Miss J. Chivers, Governess to the Newman household, carried on her educational work), comes the initial stage of education in this district. While small private schools were inevidence in the early days, being conducted mainly in the homes of the teachers, as did the Misses Finch in High Street (1856) or the Misses Wilson with their log school in Wilson’s Lane (c1859), most information is available about the Denominational schools for which some official records still exist. It is interesting to note that up until 1862, no National schools had been set up in this district.
The Bulleen and Templestowe districts were well catered for in regard to “official” school s in the 1850’s. The earliest of these schools was opened in Bulleen (near Heidelberg) in 1847 as a private school by a Thomas Paynter with 20 pupils – 10 boys and 10 girls. This school was then taken over in 1849 by John Ferguson receiving Government aid as a Church of England school. Ferguson later conducted the first of the Templestowe schools, the Free Church (Presbyterian) School (later No 627) which opened in 1853 under James Stevens with 33 pupils and Government aid of 40 pounds. John Ferguson became teacher in 1855 when the school was conducted on his property situated near the present corner of Williamsons and Serpells Roads. Closely following the establishment of the Free Church school was that of the Templestowe Church of England in 1854 with Ben Hadfield as teacher and 28 pupils (18 boys and 10 girls). This later became Common School No 624. The first building was a wooden structure built at a cost of 118 pounds, this money being raised by local subscription.
The report in 1854 by Inspector Thomas on the Bulleen Church of England school gives an indication of the schooling carried out by the Denominational Schools and how the board assessed the pupils and the school. The following subjects were examined: reading, writing, arithmetic, grammar, geography, history, maths, singing, drawing, sewing and ornamental work. Each pupil was given a rating for each subject, the totals being shown in the columns under the subject heading. For example, Reading A=6 B=6 C=2, Writing A=6 B=3 C=6. Arithmetic A=5 B=6 C=1, Drawing=very Good. The letters ABC indicate the proficiency in the sense of good, passable and inferior. While there were 42 on the roll only 24 were present for the examination. Children were fearful of the Inspectors and writing of that time note that the elder girls often absented themselves when the Inspector’s visit came around.
An observation on the report notes that the building was of brick and “that the land is not yet conveyed to the trustees for school purposes…. The greater part of the population being on this side of the Yarra and the punt being the only means of crossing to some extent prevents the increase of the school. Progress satisfactory.”
A quote from a teacher’s punishment book of 1852 gives insight into how some teachers obtained their results: “6 cuts for being imperfect in spelling. 1 cut for blotted copy and attempting to justify himself by frivolous excuses.”
While mention has already been made of a brick and wooden structure, it must not be assumed that all the the school buildings were of a substantial nature as at Anderson’s Creek (Warrandyte), the first school was conducted in a tent.
Anderson’s Creek was a good example of the rivalry that existed between the two School Boards, for in 1856, after applications for a school were made, both sent inspectors to the area and although Mr. Sub-Inspector Hopkins stated in his report to the national Board that the population were wholly averse to a Denominational School, it was a Church of England school which opened in 1856 under Thomas Downard with only 10 pupils. Mr. Sub-Inspector Bonwick of the denominational Board visited the diggings at that time to assist in the settlement of Mr. Downard. He found the locality wholly destitute of educational and religious advantage and delivered a lecture before a crowded meeting of miners, the subject “Education as Applicable to a Mining District”.
Teachers were paid by tuition fees (usually 6 pence a week) plus a government grant which was not avaialbe until they had proved that their average attendance had been over 20 for a period of 6 months. Many a teacher had an anxious wait for his salary and such a one was Mr. Max Schramm, who started teaching classes in the original Lutheran Church on Waldau Hill in June 1860. Application for salary from the denominational Board was made in November 1860. However, it was not until May 1861, than an Inspector called to make a report on the claim – eleven months after Mr. Schramm had commenced teaching duties in the wattle and daub chapel.
Thus our early schools were either private or Church schools; some were well endowed, others poor, some disappeared while others were the forerunners of State Schools now in existence. All of them, however, played a part in the development of this district.
Source: Geoffrey and Alice Clague writing in 1973 02 DTHS Newsletter
The Bulleen and Templestowe districts were well catered for in regard to “official” school s in the 1850’s. The earliest of these schools was opened in Bulleen (near Heidelberg) in 1847 as a private school by a Thomas Paynter with 20 pupils – 10 boys and 10 girls. This school was then taken over in 1849 by John Ferguson receiving Government aid as a Church of England school. Ferguson later conducted the first of the Templestowe schools, the Free Church (Presbyterian) School (later No 627) which opened in 1853 under James Stevens with 33 pupils and Government aid of 40 pounds. John Ferguson became teacher in 1855 when the school was conducted on his property situated near the present corner of Williamsons and Serpells Roads. Closely following the establishment of the Free Church school was that of the Templestowe Church of England in 1854 with Ben Hadfield as teacher and 28 pupils (18 boys and 10 girls). This later became Common School No 624. The first building was a wooden structure built at a cost of 118 pounds, this money being raised by local subscription.
The report in 1854 by Inspector Thomas on the Bulleen Church of England school gives an indication of the schooling carried out by the Denominational Schools and how the board assessed the pupils and the school. The following subjects were examined: reading, writing, arithmetic, grammar, geography, history, maths, singing, drawing, sewing and ornamental work. Each pupil was given a rating for each subject, the totals being shown in the columns under the subject heading. For example, Reading A=6 B=6 C=2, Writing A=6 B=3 C=6. Arithmetic A=5 B=6 C=1, Drawing=very Good. The letters ABC indicate the proficiency in the sense of good, passable and inferior. While there were 42 on the roll only 24 were present for the examination. Children were fearful of the Inspectors and writing of that time note that the elder girls often absented themselves when the Inspector’s visit came around.
An observation on the report notes that the building was of brick and “that the land is not yet conveyed to the trustees for school purposes…. The greater part of the population being on this side of the Yarra and the punt being the only means of crossing to some extent prevents the increase of the school. Progress satisfactory.”
A quote from a teacher’s punishment book of 1852 gives insight into how some teachers obtained their results: “6 cuts for being imperfect in spelling. 1 cut for blotted copy and attempting to justify himself by frivolous excuses.”
While mention has already been made of a brick and wooden structure, it must not be assumed that all the the school buildings were of a substantial nature as at Anderson’s Creek (Warrandyte), the first school was conducted in a tent.
Anderson’s Creek was a good example of the rivalry that existed between the two School Boards, for in 1856, after applications for a school were made, both sent inspectors to the area and although Mr. Sub-Inspector Hopkins stated in his report to the national Board that the population were wholly averse to a Denominational School, it was a Church of England school which opened in 1856 under Thomas Downard with only 10 pupils. Mr. Sub-Inspector Bonwick of the denominational Board visited the diggings at that time to assist in the settlement of Mr. Downard. He found the locality wholly destitute of educational and religious advantage and delivered a lecture before a crowded meeting of miners, the subject “Education as Applicable to a Mining District”.
Teachers were paid by tuition fees (usually 6 pence a week) plus a government grant which was not avaialbe until they had proved that their average attendance had been over 20 for a period of 6 months. Many a teacher had an anxious wait for his salary and such a one was Mr. Max Schramm, who started teaching classes in the original Lutheran Church on Waldau Hill in June 1860. Application for salary from the denominational Board was made in November 1860. However, it was not until May 1861, than an Inspector called to make a report on the claim – eleven months after Mr. Schramm had commenced teaching duties in the wattle and daub chapel.
Thus our early schools were either private or Church schools; some were well endowed, others poor, some disappeared while others were the forerunners of State Schools now in existence. All of them, however, played a part in the development of this district.
Source: Geoffrey and Alice Clague writing in 1973 02 DTHS Newsletter
The Story of Education - Part 2
When Schramm's Cottage was being dismantled, school charts from the 1860's were found in the ceiling. These had been prepared by the Commissioners of National Education in Ireland. Education in Australia at this time was largely based on the Irish National System.In Ireland in the early nineteenth century, there existed a situation that created, in so far as education was concerned, the need for a general system of combined literacy and separate religious instruction. This need was met by the establishment of a system of education, popularly known as the Irish National System. The essential feature of schools under this system was to bring together children of all denominations for a general, literary education, which, while Christian in spirit, was undenominational. Facilities were provided for the separate religious instruction for the children of each faith. In order to achieve these ends, a Board of Commissioners had developed a body of literary and moral knowledge in an elaborate system of textbooks, Christian in content, but free of dogma. To satisfy all faiths, the free use of the Bible was forbidden within the schools, a book of Scripture Extracts being substituted. Provision was made for special denominational instruction by the clergy.
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| Schools Guidance of Local Communities Common Schools 1867 SLV Excerpt Appendix http://handle.slv.vic.gov.au/10381/247189 |
With the formation of the National School Board in 1848, approval was given for the use of the Irish National Board's lesson books published by the Commissioners of National Education in Ireland. All national schools were subject to the rules and regulations of the Board of National Education. These were published in the Government Gazette of 4th August, 1852. In 1848, George Rusden was employed by the National Board to advertise the advantages of National schools and to advise and assist in their establishment.
One of his principal journeys was to the Port Phillip District establishing schools at several centres. Although some of these lapsed, he had laid the foundations of the National school system in Victoria. The position at the end of 1850, just seven months before Separation was:
Reading, writing and 'rithmetic are spoken of as being the only subjects taught in early schools. In small private schools, teachers were often untrained and if they were not in receipt of Government aid there was no control of teaching or of subjects taught.
In all vested schools either Denominational or National (those in receipt of State aid), the curriculum always commenced with reading, writing and arithmetic, but there were, of course, other subjects as well. (A proficiency chart for the three R's was printed in the previous Newsletter). Other subjects of the school syllabus were Grammar, Geography, History, Singing, Drawing and Sewing.
Children who attended National Schools worked quite long hours; the morning session began at 9 a.m. and extended to 12 noon. The afternoon session commenced at 2 p.m. and did not conclude until 5 p.m. In the evening, there were sessions for one hour (7 p.m.- 8 p.m.) for adult instruction.
School books, published by the Commissioners of National Education in Ireland, and requisites such as paper and slates were supplied to pupils from time to time by the teachers. In rural areas, a plot of land was provided for the purpose of teaching agriculture. Teachers' requirements for school equipment were quite simple, in fact almost primitive when compared with those of today. When Henry Fletcher applied to the National Board for a school at Anderson's Creek his request was for a large tent, some alphabet cards, a few spelling cards, a few slates and pencils and a few planks with which to make forms.
In denominational schools, a typical programme was:-
First Class
This was one of the charts that hung on the walls of Max Schramm's school during the 1860's. The Schramm children used to play hopscotch in the middle of Doncaster Road. However keen we may be on nostalgia, some things would be difficult to re-create.
Source: 1979 11 DTHS Newsletter
Each teacher will bring a bucket of water and a scuttle of coal for the day's session.
Make your pens carefully. You may whittle nibs to the individual taste of the pupils.
Men teachers may take one evening each week for courting purposes, or two evenings a week if they go to church regularly.
After ten hours in school, the teachers may spend the remaining time reading the Bible or other good books.
Women teachers who marry or engage in unseemly conduct will be dismissed.
Every teacher should lay aside from each pay a goodly sum of his earnings for his benefit during his declining years so that he will not become a burden on Society.
Any teacher who smokes, uses liquor in any form, frequents pool or public halls or gets shaved in a barber shop will give good reason to suspect his worth, intention, integrity and honesty.
The teacher who performs his labor faithfully and without fault for five years will be given an increase of twenty five pence per week in his pay, providing the Board of Education approves.
Source: 1989 03 DTHS Newsletter
One of his principal journeys was to the Port Phillip District establishing schools at several centres. Although some of these lapsed, he had laid the foundations of the National school system in Victoria. The position at the end of 1850, just seven months before Separation was:
- Denominational schools - 50 (CofE 2k, RC13, Pres8, Wes5)
- National schools 7
- Private schools - 99
Reading, writing and 'rithmetic are spoken of as being the only subjects taught in early schools. In small private schools, teachers were often untrained and if they were not in receipt of Government aid there was no control of teaching or of subjects taught.
In all vested schools either Denominational or National (those in receipt of State aid), the curriculum always commenced with reading, writing and arithmetic, but there were, of course, other subjects as well. (A proficiency chart for the three R's was printed in the previous Newsletter). Other subjects of the school syllabus were Grammar, Geography, History, Singing, Drawing and Sewing.
Children who attended National Schools worked quite long hours; the morning session began at 9 a.m. and extended to 12 noon. The afternoon session commenced at 2 p.m. and did not conclude until 5 p.m. In the evening, there were sessions for one hour (7 p.m.- 8 p.m.) for adult instruction.
School books, published by the Commissioners of National Education in Ireland, and requisites such as paper and slates were supplied to pupils from time to time by the teachers. In rural areas, a plot of land was provided for the purpose of teaching agriculture. Teachers' requirements for school equipment were quite simple, in fact almost primitive when compared with those of today. When Henry Fletcher applied to the National Board for a school at Anderson's Creek his request was for a large tent, some alphabet cards, a few spelling cards, a few slates and pencils and a few planks with which to make forms.
In denominational schools, a typical programme was:-
First Class
- Reading - A.B.C. and monosyllables.
- Writing - To copy single letters from blackboard.
- Arithmetic - Addition and subtraction tables. To repeat from memory easy rhymes.
- Average age of children, 7.
- Reading - To read the Irish National Board's Second Book.
- Writing - To write easy monosyllables from dictation.
- Arithmetic - Simple addition and subtraction with multiplication and money tables.
- Grammar - To know the article, noun, pronoun and verb.
- Geography - The definitions of terms as represented on the map,
- Sewing - Girls able to sew a little.
- Average age of children, 8
- Reading - Irish National Board's third book or its equivalent fluently and to spell any word in it.
- Writing - To write on paper from slips and easy sentences from dictation.
- Arithmetic - The four simple rules.
- Grammar - To point out the parts of speech in a simple sentence.
- Geography - To know the outlines of the maps of the world and Australia.
- Sewing - Girls to sew somewhat neatly.
- Average age of children, 9.
- Reading - To read the fourth book (Irish) with proper tone and emphasis, and be acquainted with the subjects in it.
- Spelling - To write from dictation any passage in the third book of lessons or some book equivalent to it.
- Writing - To write neatly on paper, large, round and small hands.
- Arithmetic - The four compound rules, and reduction with tables of weights and measures.
- Grammar - To know the etymology of parts of speech.
- Geography - To know the countries and chief towns in the several continents,
- Sewing - Girls - increased skill in needlework.
- Average age of children, 10-11.
- Reading - To read with fluency and proper-emphasis some book equivalent to the fifth book or McCullocks Course of Reading, and to emphasise the subjects therein.
- Spelling - To write correctly from dictation.
- Writing - Same as fourth class with the addition of commercial forms, such as those in Swan's copy book No. 14.
- Arithmetic - To know simple proportion, practice and mental arithmetic.
- Grammar - To know etymology thoroughly and the elements of the derivation of words and the elements of parsing.
- Geography - To know thoroughly map of Europe.
- Sewing - Girls - increased skill in needlework.
- Average age of children, 11 & 13.
The Story of Education - Part 3
In 1862, the National and Denominational Schools Boards were replaced by the Board of Education and all schools became "Common Schools". The new Board began a long and slow effort to close small and inefficient schools, amalgamate those which were too close, and raise teaching standards. Its activities were largely based on the National Boards organisation.
School numbering dates from this time. Schools were listed in alphabetical order then numbered. Warrandyte was then called Anderson's Creek so it was No. 12. Doncaster lower down the list was 197. Templestowe’s two schools were 624 and 627. When the Board was formed, many schools co-operated readily and were keen to become eligible for grants. This meant that smaller schools closed down. Max Schramm built a new building on Doncaster Road to meet the requirements of the Board, but the log school and Miss Finch's school in High Street closed.
The Warrandyte school applied to become a Common School, but had a problem. The Walls were only seven feet high instead of the regulation ten feet. Classes were held in the Court House while alterations were made to the building. The school had been built of split palings nailed to bush timber, and the roof was of shingles which leaked. When the walls were extended to ten feet the whole building became shaky. A strong verandah was added at the front which kept the building from falling down. The walls and ceiling were then lined with white calico. Although the Board insisted on the regulation wall height, the dilapidated building was considered good enough for a gold-fields school.
The Common Schools Board used the books and ideas of the Irish National System. No one religion was allowed to have a majority on a school committee. At Warrandyte, with its floating population, members of the committee were liable to move out of the district without warning, leaving the school liable to censure.
Teachers were paid by results. To avoid teachers keeping up the class standard by leaving children in lower classes, there was an age limit. This caused a problem in our district where children were kept home to help during the fruit season. Then, school was not compulsory. When children missed long periods of school, they could not keep up to the required standard. This meant loss of pay for the teacher. Henry Crouch used to be away for four, and later, six months each year. By the time he was sixteen and a useful worker, he was kept away from school for nine months. Ida Wittig being the eldest in the family missed eighteen months, then had to go into the fourth class, but Mary Anne Pentland was kept home for four years then returned to school at the age of fifteen.
Common schools had some features of their own, such as classrooms with tiered seats. This feature was used in Schramm’s school where the infants' room had its gallery of tiered seats.
The Common Schools Board only lasted for ten years. During this time there had been growing controversy on the question of State Aid for Church schools. The whole question was settled in 1873 when the Education Act came into effect. Education became free, compulsory, and secular with the State owning its own schools. It was free because it was compulsory and with the total ban on religion, there was a complete change in attitude. In the early 1840's schools were considered the prerogative of the Church, now it was the opposite, religion and education were separated.
During 1873, the Education Department sent an inspector to report on schools in our district. It was considered that children could walk two miles to school. At Doncaster, the inspector recommended that the Department either purchase Schramm's School or build a new school opposite the hotel in Doncaster Road, which would be two miles from Koonung Creek. At Templestowe, there were two schools one and a half miles apart by road. By opening a new school in the township only two families would be further away than two miles. There was a school at Warrandyte and if another was built at Deep Creek the whole area would be covered. This survey set the pattern for schools in the district. It was a pattern that remained till the last twenty years when subdivision and suburban development changed the area.
School numbering dates from this time. Schools were listed in alphabetical order then numbered. Warrandyte was then called Anderson's Creek so it was No. 12. Doncaster lower down the list was 197. Templestowe’s two schools were 624 and 627. When the Board was formed, many schools co-operated readily and were keen to become eligible for grants. This meant that smaller schools closed down. Max Schramm built a new building on Doncaster Road to meet the requirements of the Board, but the log school and Miss Finch's school in High Street closed.
The Warrandyte school applied to become a Common School, but had a problem. The Walls were only seven feet high instead of the regulation ten feet. Classes were held in the Court House while alterations were made to the building. The school had been built of split palings nailed to bush timber, and the roof was of shingles which leaked. When the walls were extended to ten feet the whole building became shaky. A strong verandah was added at the front which kept the building from falling down. The walls and ceiling were then lined with white calico. Although the Board insisted on the regulation wall height, the dilapidated building was considered good enough for a gold-fields school.
The Common Schools Board used the books and ideas of the Irish National System. No one religion was allowed to have a majority on a school committee. At Warrandyte, with its floating population, members of the committee were liable to move out of the district without warning, leaving the school liable to censure.
Teachers were paid by results. To avoid teachers keeping up the class standard by leaving children in lower classes, there was an age limit. This caused a problem in our district where children were kept home to help during the fruit season. Then, school was not compulsory. When children missed long periods of school, they could not keep up to the required standard. This meant loss of pay for the teacher. Henry Crouch used to be away for four, and later, six months each year. By the time he was sixteen and a useful worker, he was kept away from school for nine months. Ida Wittig being the eldest in the family missed eighteen months, then had to go into the fourth class, but Mary Anne Pentland was kept home for four years then returned to school at the age of fifteen.
Common schools had some features of their own, such as classrooms with tiered seats. This feature was used in Schramm’s school where the infants' room had its gallery of tiered seats.
The Common Schools Board only lasted for ten years. During this time there had been growing controversy on the question of State Aid for Church schools. The whole question was settled in 1873 when the Education Act came into effect. Education became free, compulsory, and secular with the State owning its own schools. It was free because it was compulsory and with the total ban on religion, there was a complete change in attitude. In the early 1840's schools were considered the prerogative of the Church, now it was the opposite, religion and education were separated.
During 1873, the Education Department sent an inspector to report on schools in our district. It was considered that children could walk two miles to school. At Doncaster, the inspector recommended that the Department either purchase Schramm's School or build a new school opposite the hotel in Doncaster Road, which would be two miles from Koonung Creek. At Templestowe, there were two schools one and a half miles apart by road. By opening a new school in the township only two families would be further away than two miles. There was a school at Warrandyte and if another was built at Deep Creek the whole area would be covered. This survey set the pattern for schools in the district. It was a pattern that remained till the last twenty years when subdivision and suburban development changed the area.
Source: 1973 08 DTHS Newsletter
ROAD SAFETY 1860
When we are on the road or in the street, we should take care that no harm comes to us. If we do not take heed, a horse, or a cart, or a chaise, or a coach may knock us down; and if it does not kill us, it may at least bruise us, or break a limb. Boys and girls are apt to think so much of their play; as not to mind the risk which they run, but this is wrong; and we are not wise if we do not keep out of the way of what would hurt us, and are so rash as not to run off till the horse or chaise is close upon us. |
| Six Lessons on Short-hand - P. B. TEMPLETON 1840 - Google Books |
Source: 1979 11 DTHS Newsletter
Rules for Teachers 1872
Teachers each day will fill lamps, clean chimneys.Each teacher will bring a bucket of water and a scuttle of coal for the day's session.
Make your pens carefully. You may whittle nibs to the individual taste of the pupils.
Men teachers may take one evening each week for courting purposes, or two evenings a week if they go to church regularly.
After ten hours in school, the teachers may spend the remaining time reading the Bible or other good books.
Women teachers who marry or engage in unseemly conduct will be dismissed.
Every teacher should lay aside from each pay a goodly sum of his earnings for his benefit during his declining years so that he will not become a burden on Society.
Any teacher who smokes, uses liquor in any form, frequents pool or public halls or gets shaved in a barber shop will give good reason to suspect his worth, intention, integrity and honesty.
The teacher who performs his labor faithfully and without fault for five years will be given an increase of twenty five pence per week in his pay, providing the Board of Education approves.
Source: 1989 03 DTHS Newsletter
Education in Doncaster Templestowe
The first Schools in the City of Doncaster Templestowe
The education of the young is one of the most important tasks of any community. At present the philosophy of State Education is undergoing grot upheaval, with greater emphasis on the environmental and technical branches of learning. Some controversy is accompanying this change especially at the senior level. Children who once completed their schooling at Primary school, or at fourteen years of age, now require high standards of competence and technical knowledge to enter the workforce.
With the widening of the curriculum, even quite small children need research skills to complete work tasks. Historical Societies have an important role to play in assisting children with information and giving them access to pamphlets and photos needed in their studies.
With this in mind, our society will be mounting a display in March 1992 of memorabilia and information on early schools in the district for the local children. A small booklet on the history of some early schools will be available for purchase by children.
This seemed a good juncture to reprint some articles on the district’s schools which have appeared in our newsletters over the years. We look forward to a series of these in our quarterly newsletters in 1992.
Source: Judith Leaney writing in 1991 12 DTHS Newsletter
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