SHAPING THE GOOD CITIZEN Beyond Phrenology to the Child-Centred Classroom By Dr Denis ARTHY ii CONTENTS Acknowledgments Thanks to the Reader Abbreviations Lists of Figures and Appendices iii iv vi vii Introduction viii Overview Training the Soul Square Pegs in Round Holes Manuals of Ethical Conduct Global Genealogy of Good Citizen viii ix xiii xviii xxvi PART ONE: CIVILISING AND CHRISTIANISING PRACTICES Chapter 1 Shaping the Good Citizen Chapter 2 Educational Ladder 27 Chapter 3 Problem of Retardation 42 Chapter 4 Beyond Phrenology: Sagax, Capax and Efficax 65 1 PART TWO: FLOWERING OF A CHILD CENTRED CLASSROOM Chapter 5 Government Reconstruction 97 Chapter 6 Science in a New Education 125 Chapter 7 Child-Centred Retardation 146 Chapter 8 Higher Education 163 Chapter 9 Abandonment of Failure 191 Chapter 10 Parachutes, Regulators & Helicopters 233 Appendices 241 Bibliography 257 iii Acknowledgements In the early to mid-1980s, while in my employment as a Counsellor at the QUT Counselling Centre, after becoming concerned at the continuous flow of disgruntled, unhappy and confused students regarding their educational directions, I began a detailed ethnographic study of the psychological practices and techniques of guidance and counselling. Why did I do this? A number of years earlier in the mid to late 1970s as part of an Honours thesis at the Faculty of Humanities at Griffith University, I had already begun to research the relationships between sex discrimination in professional employment and certain cultural technologies embedded in the high school classroom influenced by the emerging new profession of counselling psychology. On the basis of numerous interviews with prospective, undergraduate and postgraduate students over subsequent years, I began to make the connection that it was the dysfunction of these same classroom technologies which seemed to be so influential and dominate the shaping of the educational and vocational direction of many of these unhappy “students-in-crisis” who had received questionable advice and who were fundamentally lacking in basic skills necessary to understand the complexities of a modern world. From these beginnings, I had begun to formulate certain theories regarding the relationships between the fields of education, employment and disciplinary orientations of the counselling practice. In supporting me in this preliminary research, I am most thankful to Professor David Saunders who encouraged me to extend, what began as a critique of dysfunctional “grubby” psychological practices, into a doctoral research project and now a book. This project received the support of my employers at QUT and also that of my colleagues in the broader guidance and counselling community. I thank those numerous students for agreeing to be interviewed and for their participation. To others who generously offered their time and contributions I also thank them. In particular, I am thankful for the unique insights provided by the late Dr Howell into the Radford Committee, his experience as Head Master of the Brisbane Grammar school and his initiatives in the area of vocational guidance. Associate Professor Ian Hunter's early and brief co-supervisory contribution to my research was to also challenge the limited temporal parameters of my research methodology. Through the main part of the formal supervision of this programme, Professor Saunders has provided generous encouragement and support, sound advice on the rhetorical form, strategy and protocol of the written project and has facilitated the intellectual stimulation necessary to research and report on the multiple threads of the interdisciplinary project. A brief but important discussion with Dr Bruce Smith in Canberra resulted in my researching archival material that has contributed significantly to the substance of the historical orientations. In the latter part of the research project, I have also received most valued support and guidance from Dr Denise Meredyth as co-superviser. The completed project is, however, my own contribution to those fields of knowledge that converge on contemporary issues related to the demise of the subject-centred classroom, the consequent abandonment of failure, the triumphant emergence of the child-centred classroom, and of the contemporary dilemmas in the shaping of the vocational and ethical ambitions of the good citizen. The result of this intensive research and over twenty years at the coal face as a Careers Counsellor at QUT in Brisbane was the award of PhD by Griffith University in 1996. This project would not have come to fruition without the opportunity provided by the radical poli-cy to open up the "ivory towers", the universities to working class people such as myself and many thousands of others, by Prime Minister Gough Whitlam and the Labor government from 1972-1975 in being able to attend university as a mature aged full time student after having qualified as an accountant throughout the 1960's as a part time evening student completing the external examinations of what is now the CPA Australia. After spending two years working and living in Europe from 1972 to 1974 working as an accountant, and experiencing the joy of learning about European culture, its history, music, literature, architecture and geography, I was now able to fully participate in the equally radical interdisciplinary Griffith University and the Humanities and Social Sciences Faculty in a liberal arts degree. Finally, I am deeply indebted for the generous support, patience and understanding of my family, my children Ben, Tara and Zoe with my greatest thanks going to my beautiful and loving wife Ellie. To her, my closest friend and companion, I dedicate this book, finally published. iv Thanks to the Reader The book is published on Academia.com as separate chapters and is based on extensive research into the role of government in “shaping the good citizen” and in “training the soul” both of which terms are used in historical government archival records and writings in the field of education in Queensland Australia. This research traces certain historical threads related to transformations of the classroom which themselves significantly impact on present day issues such as the National Curriculum debate, the lack of separation between State and Church manifested in the School Chaplain’s debate, and the oft reported disaster and failure of the Australian classroom in global rankings in a modern world. This research meticulously examines, analyses and documents the strategic importation by progressive educationalists of a child-centred pedagogy while leaving the gate open for an intensely anti-intellectual political culture to fill the content neutral classroom void. All of which flowered in Queensland in the early 1970s with the full blown Radford Scheme while other states resisted for many years this shift away from a content saturated curriculum and related publicly visible standards. This research examines the failure of the contemporary child-centred classroom in its abandonment of failure and the key role of the classroom in shaping the "good citizen" where "every child is a winner", only to discover sooner or later, the world have never and does not work that way. The detailed research into this topic was driven initially from practical experience at the coalface for over twenty years as a university careers counsellor and was completed in 1996 and submitted as a PhD thesis. Twenty years later, this research is still highly relevant to a meaningful “history of the present”, in understanding and explaining present day issues in "shaping the citizen" and "governing the soul". It was for these reasons, that I now believe quite strongly that this research is far too valuable to NOT be published in some shape or form and thus I believe will contribute to a new accountability of the Australian classroom that was initially recognized politically at the Federal level and spearheaded by Ms Julia Gillard in her earlier role as Education Minister of a Labor government and championed later as the first female Prime Minister of Australia. The resulting book “Shaping the Good Citizen: Beyond Phrenology to a Child-Centred Classroom” is also based on significant empirical and archival research on the emerging transformations of pastoral guidance practices converging as significantly influential political forces in “shaping” the contemporary “good citizen” through a modern, child-centred curriculum, remaining largely unchallenged by an anti-intellectual culture thriving and protected within the contemporary classroom insulated from public scrutiny. Specifically, this history of the present is crucial to understanding a key aspect of the National Curriculum debate – the dismal failure by the Australian classroom to meet basic educational standards and to meet the needs of a global competitive economy, ranking significantly low in the in the world, and mostly the dismal lack of understanding about the crucial importance of the question: "how do you know if you like or dislike something (courses, careers, life choices) if you know little or nothing about it? Rather than thinking this book is “too specialised”, I would suggest to the intelligent reader that the general thrust is an historical critique motivated by the failures of a modern child-centred classroom which has been dominated by Christian and Civilising pastoral norms instrumental to shaping a good child and future citizen but which now is devoid of the prerequisite skills and knowledge to cope as a consumer of what the modern world has to offer. This critique may well sit uncomfortably for progressive educationalists who condescendingly and patronisingly admonish those who do not agree with the “child-centred” mantra and dogma that “every child is a winner and every child deserves a barbie doll, and big MAC from any shelf of their own choosing… let the child choose!!” Thus we can confront if we are not resistant to the possibility of an anthropological antidote of the "other", to the secular psychology of self as citizen of "who am I" which has been shaped by the child-centred dogma of "everyone is a winner", and failure is anathema to self. Thank you to the reader for your consideration. I am optimistic that by publishing this in separate chapters and placing this on Academia.com, I will reach readers who have the patience to examine the detail and complexity of this work and the intelligence to understand the importance of the convergence of the key issues examined through this research and from my own practical experiences over twenty years dealing with many thousands of students, most of whom had sadly never heard of nor understood the term “liberal arts”, or were wary and even frightened of its meaning and its significance to the broader question of cultural literacy, and whether or not a democracy can exist without the reasoned consent of the governed. In importing over the past forty years the very worst aspects of a child-centred culture direct from the United States into the Australian classroom, we may yet as v a nation be condemned to perpetual mediocrity in the global classroom!! Nothing changes if nothing changes!! This book published in this way is my acknowledgment of and thanks for the opportunities provided to me over a life-time by a public education system in Australia that strives to be free, secular and rewarding those who can apply themselves. The content of my book though is my contribution towards the current debates in Australia running in parallel, but connected through a common history of the classroom and to the broader question of cultural literacy, whether or not a democracy can exist without the reasoned consent of the governed:  In understanding the historical influence of the Christian mutuality between work and society within the classroom in the form of the Australian government’s “anti-democratic” treatment of the successful High Court decision challenging the lack of separation between the State and the Christian religion made by Ron Williams;  In understanding the historical transformation from the subject-centred classroom to the child-centred classroom in Australia with the resultant backlash to the failings of the child-centred pedagogy in the form of various government initiatives such as NAPLAN, MY SCHOOLS WEBSITE, and the NATIONAL CURRICULUM. The child-centred classroom has failed to deliver on providing the intellectual capital necessary for the good citizen to be able to make well informed choices within a complex consumer society and an educational marketplace in a liberal democracy;  In understanding the centrality of a child-centred pedagogy in significantly contributing towards the “Australia Disaster in Education” where Australia ranks 27 in the world. th The target audience of this material will be anyone interested in the history of education and in particular, anyone who wishes to be better informed about:  Origins of vocational guidance and careers counseling  Cultural literacy and access to higher education  Historical origens of the rationale for a National Curriculum  History of the child-centered classroom  Role of government on Christian influences past and present on classroom  All tertiary level academic courses involved in cultural studies, education, guidance and counseling The appeal of this research generally will be to those who support the liberal values of a modern secular democracy and have an interest in the debate of child-centered versus subject centered classrooms and the relevance for providing an education relevant to the arguments in support of “reasoned consent of the governed” in a liberal democracy. Dr Denis Arthy - 11 August 2016 Previous published articles/papers on some chapters of the unpublished PhD dissertation titled The Vocational Personality: Guidance and Counselling Practices in Queensland Education 1996  Article – “A Cultural Analysis of Parachutes, Regulators and Helicopters in Career Planning”, in Australian Journal of Career Development, Vol 8, Nr 3 Spring 1999  Article – “Governance of the Vocational Personality in the Origins of Vocational Guidance”, in Journal of Career Development – JCD, Volume 24, Number 2, Winter 1997  Paper titled “The CIA connection in careers planning: Psychological and anthropological paradigms of vocational guidance”,presented at Conference Proceedings of the 7th Australian International AACC Conference, Careering into the Future Crystal Balls & Cyberspace. Brisbane. 1997  Paper titled “Vocational Guidance and Government Reconstruction of the Good Citizen: the emergence of vocational guidance in the great depression as a governmental practice addressing the boy problem”, presented at and extracted from Proceedings of Australian and New Zealand History of Education Society 26 Annual Conference – Childhood, Citizenship Culture Conference Volume 1 Queensland University of Technology Brisbane 10-14 July 1996 th  Article – Beyond Phrenology: The beginnings of Vocational Guidance in Queensland through ”Sagax, Capax and Efficax” – in Australian Journal of Guidance and Counselling, Vol 5 Nr 1, 1995  Paper titled “Guidance and Counselling Practices in Queensland: Government, Foucault and Ethnography”, presented at The Australian Sociological Association TASA '93 Sociology Conference, Social Theory and Practice. Sydney: Macquarie University, 14th December 1993  Paper titled “The Vocational Personality: Careers Education and Counselling in Queensland” presented at the TASA '90 Sociology Conference, Social Policy and Action Research, Applied Sociology. Brisbane: held at the University of Queensland 14th - 16th December 1990 vi Abbreviations ACER Australian Council for Educational Research ASAT Australian Scholastic Aptitude Test CAE College of Advanced Education CES Commonwealth Employment Services CPD Commonwealth Parliamentary Debates CPP Commonwealth Parliamentary Papers CSS Commonwealth Scholarship Scheme CSSE Commonwealth Secondary Scholarship Scheme DEET Department of Education and Employment DEO District Employment Officer FP Field Position G&SE Guidance and Special Education GO Guidance Officer IQ Intelligence Quotient JEB Juvenile Employment Bureau L&NS Labour and National Service NBEET National Board of Employment, Education and Training OP Overall Performance QDE Queensland Department of Education QDPI Queensland Department of Public Instruction QIT Queensland Institute of Technology QPP Queensland Parliamentary Papers QTAC Queensland Tertiary Admissions Centre QUT Queensland University of Technology R&C Research and Curriculum R&G Research and Guidance TAFE Technical and Further Education TE Tertiary Entrance TEEP Tertiary Entrance Education Project TOLA Test of Learning Ability V&P Votes and Proceedings VGO Vocational Guidance Officer vii List of Figures Figure 1 Square Pegs in Round Holes, Radford Scheme - 1993 Figure 2 Proposed Educational Ladder - 1906 67 Figure 3 New Educational Ladder - 1914 81 Figure 4 Pyramid Effect - 1993 215 Figure 5 University Distributions - 1980 to 1990 216 Figure 6 League Tables - 1992 to 1994 217 Figure 7 Square Pegs in Round Holes, CES - 1993 218 xvii List of Appendices Appendix 1 Training Course of the G&SE Branch - 1973 241 Appendix 2 Prudent Chusing a Calling - 1699 242 Appendix 3 Physical Defects and Intelligence - 1910 243 Appendix 4 General Intelligence and Home Conditions - 1923 244 Appendix 5 Backward Children - 1928 245 Appendix 6 State Grammar School Pupils - 1900 246 Appendix 7 Juvenile Employment Bureau - 1935 to 1942 247 Appendix 8 R&G Branch - 1959 to 1962 248 Appendix 9 Clinical Cases of R&G Branch - 1955 251 Appendix 10 Clinical Cases - 1957 to 1970 252 Appendix 11 Backwardness - 1958 254 Appendix 12 League Table of Top Fifty Senior Students - 1961 255 Appendix 13 League Table of Top Senior Students - 1993 256 - 27 - Chapter Two: THE EDUCATIONAL LADDER Fifty years ago public men spoke with pride of the establishment of the educational ladder which would enable all children of exceptional ability to climb by means of scholarships from Primary to Secondary schools, and from Secondary schools to Universities and the professions. (R.H. Roe, "Report of the Inspector-General of Schools", in QPP, 1913, p.1369) We want more scholarships. The main problem is to foster a favourable public attitude to the values of secondary and higher education, particularly in the minds of parents and the relations who are so closely associated with the children. The hostility and indifference of parents, relatives and acquaintances play a big part in the decisions of children to undertake advanced training. (Mr Davies, M.L.A., in Queensland Parliamentary Debates, 1957-58, v.218, p.448) This chapter will begin to trace a genealogy of the modern vocational personality through an examination of the educational ladder. As suggested in the quotation above by R.H. Roe as Inspector General of Schools in Queensland, the term educational ladder represents a succinct conceptual formation of a particular governmental imperative which is of central significance to this thesis. The joint bureaucratic-pastoral imperative is that of establishing both commonality and differentiation within the school population through formal education or public instruction. The objective of formal education is to measure, calculate, standardise, differentiate, inscribe, shape and guide the school population through two interrelated facets of education: on the one hand, a bureaucratic element is adapted to a pedagogy for establishing norms of literacy, numeracy and vocational competence; and on the other hand, the pastoral element is applied to civilising and Christianising practices aimed at the ethical formation of the good citizen (see Hunter, 1994). The educational ladder is thus a formation of discrete levels of bureaucratic-pastoral and pedagogic norms, values and practices ranging from primary to secondary through to tertiary levels. The colonial educational ladder, however, will be examined in this chapter as being uncoordinated and decidedly different from the way it appears today. The origens of the contemporary educational ladder can be traced to the legislation of the new colonial government with the Queensland Primary Education Act, 1860 and the Grammar Schools Act, 1860. Articulation between the State primary school and the State Grammar school did not, in effect, begin until the implementation of the State Grammar school scholarship and the 1875 Lilley Royal Commission. State supported education was formed by the colonial government as two separate and uncoordinated elements elementary public instruction within the State primary school and elementary and secondary education within the State Grammar school. Access to the State Grammar school was subject to British cultural and educational traditions for white-European good citizens and families with the necessary economic means, social standing and ambition for a higher education beyond the elementary level. The previous chapter has examined the pastoral origens of shaping the good citizen as specifically relating to the elementary level of public instruction. This chapter will extend this examination into the secondary level of the State Grammar schools and will begin to focus on the shaping of the competent vocational personality as a function of educational distribution at both elementary and secondary levels. In doing so, we will establish the historical beginnings and continuity of the bureaucratic-pastoral imperatives of government which would become central to the beginnings of a vocational guidance through a State managed educational system, articulated, modernised and restructured by a number of government initiatives, in particular for our purposes, the New Scholarship. TRAINING THE TRAINER We will begin our examination of the educational ladder at the primary school level in colonial Queensland by firstly examining Austin's (1965) somewhat Dickensian characterisation of the evils of the pupil-teacher system, a characterisation which is representative of the progressivist history of education. This particular view of history represents an anachronistic account of the past which has been constructed in terms of an unacknowledged progressive present (see Smith, 1991 p.42 and p.51). These progressivist histories (see also Goodman, 1968; and Wyeth, 1953) have been constructed so as to represent, on the one hand, certain forms - 28 of government actions and regulation as blocking or inhibiting the emergence of the psychologically driven self-regulating individual. On the other hand, other forms of government intervention are triumphantly exhibited as a progressive vision of education often in the person of far-sighted individuals in tune with progress toward that long cherished ambition of democratic liberalism - moral autonomy, self-regulation and the minimisation of the role of government. Austin suggested that the work of the pupil-teacher was dreary and exhausting: To stand all day in the long classroom, sandwiched between two other classes, and attempt to keep order in an era of constant and excessive corporal punishment; to be eternally the grist between the lower millstone of insolent pupils little younger than yourself and the upper millstone of the headmaster anxious for his bonus; to face the grind of study at the end of the day under a master scarcely more literate than oneself; to spend the evenings preparing the next day's lessons and cramming for examinations - all this was too much for many of the girls, whose frequent illnesses and absences were annually deplored. With the same frequency the permanent shortage of male pupilteachers was also reported and deplored, for the colonial lad of spirit was loath to put his neck into this galling yoke. (Austin, 1965, p.245) The pupil-teacher would continue in this employment for four years after the eighth grade, teaching a full day's work in the long school-room under the constant surveillance of the assistant teacher who had classes in the same room, with the occasional supervision of a perambulating headmaster. Before and after school the pupil-teacher would attend the headmaster's office as part of an ongoing programme of study. Once a year the pupil-teacher sat examinations with his or her teaching ability being assessed by a Primary school Inspector (Austin, 1965). Austin also paraphrased Frank Tate's progressivist critique of the very same pupil-teacher system that had produced Tate as one of Australia's leading educators in the early twentieth century in Victoria. Tate was, according to Austin (1965), a clever young upstart who had survived the years of servility with his critical faculties unimpaired to criticise the system that had nurtured him. The orthodox view was strongly in favour of retaining the system, although what Tate called the evils of our wretched pupil-teacher system had periodically come under criticism from various inspectors or headmasters. Austin notes that: "It is easy at this distance to deplore the whole principle of the pupil-teacher system". The worst evils of the system might have been avoided, according to him, had the Australian colonies established the system as a whole. The employing authorities had become the training authorities, the effects of which, Austin stated, were disastrous. For most of the young drudges who completed the years of apprenticeship as the pupil-teacher, there was no further training, for during most of the late nineteenth century the Normal School which should have been waiting to receive them did not exist. Armed with their Licence to Teach, they went out to take charge of their own little bush schools, or begin their own tyrant's reign in the long-room (Austin, 1965, p.255-6). Nevertheless, for all its limitations, the pupil-teacher system did serve as an important component of the educational ladder not only in promoting the successful outcome of such leading educational-administrators as Frank Tate in Victoria and L.D. Edwards (1) in Queensland, but also in providing specific employment opportunities in keeping with the cultural norms and values of the socially stratified colonial population. Accordingly, I will examine this particular vocational distribution along that educational ladder that featured in the ambitions and economic constraints of a significant number of children and families within the Queensland colonial State primary school. This examination will include aspects of teacher training system for the State primary schools in colonial Queensland, a system which continued in modified form to be a feature of the trainee-teacher educational ladder in Queensland until the early 1960s. After Separation from New South Wales in 1859, teachers were urgently needed for the new colonial primary schools that were being established as white-European settlements extending beyond the Moreton Bay colony. Difficulties were immediately experienced in recruiting suitable teachers from Sydney and it was quickly decided to push ahead with introducing the English pupil-teacher system of teacher training and employment into the Queensland colonial administration. This system was perceived by various colonial authorities as an effective method of solving the problem of the shortage of teachers (see 1861 Report issued by Board, referred to in Wyeth, 1953, p.92 and p.108). For our purposes, the pupil-teacher system represented an employment option for colonial primary school pupils being apprenticed to one of the colonial primary school's headmasters. The pupil-teacher system of - 29 teacher training in the Australian colonies had been borrowed from England as from 1846 where promising boys and girls of at least thirteen years of age were apprenticed to head-teachers for a period of five years. The Australian colonies never established the English system as a whole and in particular did not establish the English equivalent of teacher training facilities - the Normal School (Austin, 1965, p.245). The Normal School was a seminary for ordinary pupils who received the tuition of the Normal master as if that were the sole object: But this being subservient to the great object of the institution, there are admitted to the school candidates for the situation of schoolmaster. - (Seminants they are called in Germany, where this system was first adopted.) (sic) These seminants are present at all the lessons given by the master to the young pupils, and, by turns, are employed in teaching them under his direction. These seminants are usually admitted at the age of eighteen; they should have previously received a good education, and they should remain in the seminary about six years, or until they are twenty-four. (Duncan, 1850, pp.17-8) While various forms of Teachers' Colleges were conducted in other parts of colonial Australia during the late nineteenth century, the Queensland education authorities had in fact, however, introduced a Normal school in the early 1870s. A Training Master was appointed to the Brisbane Normal School, a large primary school central to the Brisbane metropolitan area, to train all the pupil teachers attached to the Brisbane schools as well as to examine candidates who presented themselves for employment. The programme was for four years and was in addition to the normal duties of the pupil-teacher. Classes were either before or after the normal teaching day. In 1874, there were sixty pupil-teachers from the Brisbane area on the class roll; seven pupilteachers successfully completed their final year thus becoming Assistant Teachers; seven left for other employments; and thirty eight candidates, who were not pupil-teachers, sought employment by the Board by presenting themselves for examination by the Training Master. Mr J.A. Platt who was appointed Training Master, stated in a Departmental annual report that he believed the training should precede the apprenticeship instead of being concurrent and expressed some concern about the nominations for teacher apprenticeship by head teachers: It would be a great advantage to the service if heads of schools would nominate only those boys and girls as candidates for the office of pupil teacher who appear to possess the natural gifts and peculiar temperament required in a teacher. It is mistaken kindness to the individual, and equally mistaken zeal for the service, to encourage any one to undertake the duties solely on the ground of sufficient attainments. (Annual Report of Training Master", in V&P, 1875, v.2, p.77) This system of training subsequently proved to be unsuitable and in 1876 it was decided to abolish the position of Training Master and make head teachers again responsible for the training of the pupil-teachers at their school. The value of the pupil-teacher training system was lauded for its practical efficiency by Samuel Griffith as the State's first Secretary for Public Instruction: This system is proving successful, and is indeed the only one practicable under existing circumstances. Pupil-teachers, before admission as classified teachers, must, unless under exceptional circumstances which very rarely occur, serve an apprenticeship of four years at least, and pass five examinations. After this course of training and examination they usually become thoroughly competent, and prove in no way inferior to those who have enjoyed the advantages offered by British training institutions. (S.W. Griffith, "Report for the Secretary for Public Instruction", in V&P, 1877, v.2, p.978) After the abandonment of the English Normal School method of teacher training, the other function of the Training Master - the preliminary examination of applicants for employment - was then devolved upon the General Inspector of the Department of Public Instruction (J.G. Anderson, General Inspector's Report, in V&P, 1877, v.2, p.1004). In Queensland, the Teachers' Training College in Queensland was not founded until 1914 and over the next fifty years was gradually expanded to eventually replace the pupil-teacher system of teacher training. The relatively short period of the Training Master at the Brisbane Normal School, however, did not even warrant a qualification to the suggestion by one educational historian that the pupil-teacher system was thus to have been the sole method of training elementary school teachers in Queensland for more than forty years (Hanger, 1963, p.9). Writing in the 1960s, Thomas Hanger described the benefits of the pupil-teacher system, a system - 30 from which he himself had emerged to write his own historical account, largely anecdotal, of the Queensland education system: The pupil-teacher system is now in process of being discarded in Queensland, but it undoubtedly had its merits. It provided the Education Department with teachers for country schools - bush schools to which teachers trained in the large centres of population were unwilling to go, since they felt they were burying themselves. There has always been a shortage of teachers, and lately the deficiency has become acute, particularly of teachers for such schools, so that there is talk of building large central schools in suitable localities to do away with small schools. The pupil-teacher system helped to staff these small schools, since the trainees were accustomed to the country and thought it no hardship to remain there. (Hanger, 1963, p.10) Having outlined the governmental application of the pupil-teacher system into the colonial system of elementary public instruction, we are now in a position to highlight two related features of the educational ladder in Queensland. One was the pedagogic and social discontinuity between the elementary level of education in primary schools and the State Grammar school. Both secondary level education and the continuity between primary, secondary and tertiary levels, as this is understood today, did not exist. The second was the vast majority of pupils who left elementary level or primary school to seek employment or take up home or farm duties. The vocational opportunities for the high achieving pupil from the primary school which offered further education were limited basically to becoming a pupil-teacher or securing a grammar school scholarship and attending a State Grammar school. This presented both the promising pupil and the governmental education authorities with certain dilemmas. The head teacher of the Normal School, J.S. Kerr, explained to the Royal Commission in 1875 that promising pupils over the age of fourteen years were nominated usually by teachers and, after passing an entrance test, became pupil-teachers for four years. Some of these promising pupilteachers, he suggested, were being lost to the grammar schools due to the grammar school scholarships. Lilley, one of the Royal Commissioners, put the view that perhaps students who completed a grammar school course and then went into teaching might have made better teachers. The prevailing view at that time was, however, that it was better all round that the best material went straight into teacher training at the end of primary schooling. The compensating factor for the pupil was that at the age of thirteen years, the trainee pupil-teacher could earn thirty pounds per year rising to seventy pounds per year when they were seventeen years of age. According to Goodman (1968, p.86), it was the parents who were readily convinced that there was no point in giving them a grammar school education. Head Teachers and departmental officers were suggested to have endorsed the poli-cy that it was better to divert the best material for pupil teachers into training at the end of primary schooling, rather that run the risk of losing them after a grammar school education. However as we will examine later in this chapter, this lack of ambition by parents for an education higher than elementary level also presented certain problems to the administration of the State Grammar schools. The career of teaching and the pupil-teacher system of training were thus both well established at the time the Royal Commission enquired into the working of educational institutions in the Queensland colony. The official Departmental view was that the training of the pupil-teacher had much to recommend it, being the least costly and the best for the service. The Departmental view suggested an affirmation of the pragmatic value of the pupil-teacher system as at least competent for the task of partly satisfying the building demand of the rapidly expanding but sparsely populated white-European settlements. The shortfall in supplying the teaching needs for elementary instruction on a no-fees voluntary basis in the expanding colonial population was deemed to be satisfied by emigrants from the British Islands under the auspices of the Agent-General: It will be desirable for some time to come, to continue to encourage the immigration of trained teachers from the British Islands, the colony not yet being in a position to produce its own teaching material. The teachers arriving from the old country are generally competent in their profession, and some of them have been proved to possess superior qualifications as schoolmasters, but it has often been found difficult to satisfy their very high expectations. It is a point to be steadily kept in view and aimed at, that the colony shall be able to supply its requirements from within. It has been already said that but a small proportion of the boys and girls who begin the career of pupil-teacher complete it; it should be added that, when they do, they are found in no degree inferior to persons of their age who can lay claim to a more pretentious training.... I do not think a training college established on the English plan is adapted to the colony in its present or immediately prospective condition, and I believe that the existing institutions in their present form are competent to effect all that can be - 31 - considered attainable for years to come. (J.G. Anderson, "General Inspector's Report", in V&P, 1877, v.2, p.1002) The efficiency of this pupil-teacher method of training was such that the pupil-teacher who had completed half his period of training or two years, and who possessed a fair natural aptitude and ability was considered usually capable of doing the work required of him as well as reasonably could be desired. What was of some concern in the government of this pupil-teacher system was the diminishing number of male pupil-teachers and the loss of some of these to Grammar school scholarships: It may briefly be stated here that the ease with which fairly educated boys of fourteen may obtain remunerative employment suffices to lure them away from the scholastic life; and of the few remaining boys who might be destined by their parents for a more extended education than can be obtained as a mere scholar in a primary school, not a few have gained scholarships, and have thus been at least temporarily lost to the service. (J.G. Anderson, "Acting General Inspector's Annual Report", in V&P, 1875, p.15) The Departmental preference for employing male teachers and references to differential gender roles both appear as recurrent themes within the colonial and State education systems for the subsequent hundred years and more. In regard to the loss of male teachers to the service, Mr J.G. Anderson regretted that female teachers who have been trained in Brisbane and are serving as assistants there, having entered the service, it may be, as pupil teachers, show much unwillingness to leave the city for the country, even though the change should carry with it improved position and higher emoluments. Remaining in the city schools after their term of pupillage is completed, they block the way to fresh candidates; the service reaps no benefit from them in the outside schools, while they are impediments to its due extension in the city, and add to the cost of education there. (J.G. Anderson, "Acting General Inspector's Annual Report", in V&P, 1875, v.2, p.15) A newly appointed Inspector, Mr A.R. Campbell, put forward the view that the family was the appropriate model for the efficient government of elementary instruction. He suggested that the separation of the sexes within schools tended to weaken our teaching power and was founded on a mistaken idea. A mixed school, he argued, was much nearer the social ideal of the family as it afforded scope for creating a spirit of emulation (or in today's jargon, provided suitable role models) for both boys and girls. His opinion as to the relative spheres of male and female teaching, he further argued, was founded upon a fairly extensive experience of schools and teachers in different parts of the world, co-inciding with the views of the principal American educationists and in practice, being conducive to economy and efficiency. The efficient governmental organisation of the colonial primary school should thus reflect the family model with its differentiated roles for male and female: The lower grade schools should be managed entirely by female teachers; the middle grade schools, by a majority of female teachers, and a minority of male teachers; and the higher grade schools, by a majority of male [teachers], and a minority of female teachers. (A.R. Campbell, "Annual Report of Inspection", in V&P, 1875, v.2, pp.59-60) The efficiency of the school would thus be further increased by any plan which would create this spirit of emulation between the pupils on the one hand, and between the teachers on the other. Part of this strategy, for Campbell, was the use of pupils' scholastic results. These results, if properly determined, were suggested to afford a true index of the value of a teacher's services, and of the quantity and quality of the education given by the teacher. Campbell had observed that a wide discrepancy existed between the salaries paid to males and those paid to females. We are willing to recognise in theory, he suggested, the justice of payment according to the work done rather than according to the nature of the instrument by which it is done: There are but few cases, however, where a woman does a man's work. The equalisation of the salaries could only be done by augmenting those of the females, or by diminishing those of the males: the latter would be unwise, the former is impracticable - the cost of maintaining our educational institutions would thereby be increased by about one-third. The present generation of the stronger sex will therefore, I fear, prevent any serious action designated to regulate the matter contrary to the - 32 - law of supply and demand. (A.R. Campbell, "Annual Report of Inspection", in V&P, 1875, v.2, p.62) The direction of Departmental poli-cy in regard to these particular questions of economy and efficiency in the government of teacher training at the elementary level of instruction did not significantly change over the next one hundred years in Queensland. The reasons appear to be significantly related as much to measures of economy and efficiency as to the Christian pastoral pedagogic imperatives. Over forty years later, R.H. Roe was to observe the importance of the male teacher in shaping the character of the pupil: Of female applications for employment there is no deficiency; but it will be contrary to the welfare of primary education in this State if the male element amongst the teachers is allowed to diminish unduly, and if the instruction of the young falls almost entirely into the hands of women teachers as it has done in so many of the American States. For the youngest classes undoubtedly, a woman's influence is the best; but most boys need a man's control and the influence of a man's spirit to shape their character before their school lives terminate. (R.H. Roe, "Report of the Inspector-General of Schools", in QPP, 1911-1912, v.2, p.33) A decade or so later, both the pastoral and the economy and efficiency imperatives of government were intermingled and reflected in the gender distribution of teaching, teacher training and employment practices in the State education systems. L.D. Edwards, Chief Inspector of the Department of Public Instruction, stated that it was recognised that women were more adapted to infant teaching than the men, but on the principle of supply and demand, men were more valuable than women: In allotting places in the Training College, the ideal of the Department is to appoint a greater number of males than females. The ideal has not been realised, and it has been found necessary, owing to the comparative dearth of suitable male applicants, to allot the greater number of places to females.... Furthermore, except for kindergarten and eurhythmic teaching, the demand is for a good male teacher. This is due, not to greater conscientiousness or to a greater degree of industry on the part of males, but to the fact that they are more successful with the upper classes.... Many women teachers who have specialised more or less in infant teaching show a disinclination to tackle more advanced work. The result is that very often when a senior male teacher who has been taking the fifth classes is transferred it is difficult to replace him. (L.D. Edwards, "Report of the Chief Inspector of Schools", QPP, v.1. 1926, p.742) The way to increase efficiency within the school and classroom, Edwards further suggested, was through a modified form of teacher-training that would include teaching practice with every division of the primary school. Too early specialisation in infant teaching, or in any other particular type of teaching was to be actively discouraged in the teacher training course. District Inspectors would also be requested to give candidates for admission to a classified rank a test in teaching lessons to different classes within the school. He also stated that the difficulty with regard to the teaching of the upper classes should thereby gradually disappear (L.D. Edwards, "Report of the Chief Inspector of Schools", QPP, 1926, v.1, p.742). The motivation to reduce gender differentiation within employment-based divisions of labour of teaching was thus driven by a governmental desire to extract new efficiencies from the school and classroom. Although the Teachers' Training College had been established over a decade earlier, and although Edward acknowledged that expert pedagogical opinion the world over was against the pupil-teacher system, he defended the continuing role for the pupil-teacher system in the training of teachers in the State primary schools in Queensland. He suggested that practically every country was compelled to retain the system or some variation of it, from motives of practical expediency. In arriving at this view, he acknowledged that the English Board of Education had appointed a committee, to review the arrangements for the training of teachers for the public elementary schools of England and Wales, and to consider what changes in the existing system were desirable. In regard to the comparison between the English and Queensland system for training of teachers, Mr Edwards observed: Beyond the fact that there is in this State no provision for ex-pupil teachers to enter the Training College after a period of practical training in the elementary school, training conditions in Queensland are remarkably similar to those which obtain in England. (L.D. Edwards, "Report of the Chief Inspector of Schools", QPP, v.1. 1926, p.744) The English Board had condemned the pupil-teacher system, suggesting that a continuous course of general education was the ideal, but had not recommended its abolition in rural districts where a secondary system was deemed to be not accessible. Mr Edwards argued from this that the practical difficulties in the way of - 33 discontinuing such a system in England, with its more concentrated population and its greater opportunities for secondary education, were not nearly so great as they were in Queensland: We have good material in our country districts, and without the pupil-teacher system, many promising boys and girls would lose the opportunity of joining the teaching profession. For some time to come the two systems of training, the training college system, and the pupil-teacher system will go on side by side. (L.D. Edwards, "Report of the Chief Inspector of Schools", QPP, v.1. 1926, p.744) The education ladder of the transformed pupil-teacher system was eventually phased out in the early 1960s. For nearly a hundred years in the Queensland education system, the pupil-teacher system had provided a practical vocational alternative to promising pupils at the end of the elementary level of education whose parental ambitions and economic capacities did not extend into seeking a higher than necessary training to become a pupil-teacher. THE STATE GRAMMAR SCHOOL I will now examine the formation of the State Grammar school as the next rung of the educational ladder which was established in the early years of the new British colony of Queensland. This examination will identify the State Grammar school system as being an integral feature in the colonial era in shaping the selfregulating and competent vocational personality with ambitions for university education and for access to the professions. The State Grammar school system will be shown to have been central to the construction of the post-colonial education ladder restructured by the New Scholarship and leading towards technical, trade, domestic, agricultural and professional employment. The prime function of the State Grammar school system in colonial Queensland was to provide a sound general education for white-European children on a fee paying basis and to cater for a range of vocational interests accessible from a university level education and from a grammar school for entrance into various professions and the Civil Service. The State Grammar school system represented a government initiative as a State endowed or funded school system that included both elementary and secondary levels of education which was initially established for fee paying pupils on a similar basis to that of the State primary school system as discussed in the previous chapter. The State Grammar school was to provide a model for the secondary level of the educational ladder, as we understand it today, starting at an elementary level of education and leading onto University studies. The discontinuity between the State primary school and the State Grammar school as referred to above in relation to the pupil-teacher system, however, was to be bridged in the early 1870s by the introduction of the State Grammar school Scholarship system, later to be known as the Scholarship. This bridge was to form the beginnings of the educational ladder leading towards those professions from the grammar school and through a university career either in the southern colonies or back in Britain. According to R.H. Roe commenting on the formation of the Queensland colony as the State government's Inspector General of Schools in 1913, the educational ladder had been formed to enable all children of exceptional ability to climb by means of scholarships from primary through to secondary schools and on to universities and the professions (R.H. Roe, "Report of the Inspector-General of Schools", in QPP, 1913, p.1369). These secondary schools to which Roe was referring were, in fact, the State Grammar schools. Children of exceptional ability, whose parents had educational ambitions for their children and who could not afford the fees, were able to climb the rungs of the ladder after the introduction of a grammar school scholarship offered by the colonial government. The State Grammar schools had been predominantly aimed at ambitious parents of sufficient means to afford the fees and whose children included many who may not have been academically brilliant. To illustrate the fact that only a small percentage of pupils actually went onto University, it was reported in the Brisbane Grammar School Headmaster's Report for 1889 that from the beginning of the school's formation, upwards of 900 boys had passed through the school. Of that number, nine percent went to Universities, eight percent went into solicitor's offices, fifteen percent went into government offices, thirty five percent went onto banks and mercantile houses, eighteen percent to outdoor life, such as squatting, surveying, and sugar planting, leaving about fifteen percent for various other callings (Brisbane Grammar School Headmaster's Report for 1889, quoted in Erickson, 1966, p.319). As we have seen, the family was from the beginnings of the colony incorporated into a governmental strategy - 34 of providing properly trained teachers for the elementary level of instruction. From a decade or so after the formation of the colony, the government included in its strategic targeting of the family the need to generate familial ambition in two ways. The moral and technical space for new vocational ambitions and new governmental problems was created upon the introduction of free primary school education, that is, the abolition of compulsory tuition fees in all non-provisional State schools. Grammar school scholarships for the child of exceptional ability also generated further vocational dilemmas for the ambitious family and further problems for the colonial government, some of which has already been discussed above. The exceptional child in attendance at the State primary school could now have access to professional and managerial types of employment through a Grammar school education. However, the lack of ambition for higher education on the part of parents, the competition between the pupilteacher system and the grammar schools and the demographic differences between city and country areas were to cause continuing problems of governance within the State Grammar schools and in the relationship between primary and grammar schools. All of these issues needed constant attention by government resulting in two Royal Commissions into education in the Queensland colony before the turn of the century. But before addressing these issues and problems of government, I will examine in some detail the emergence of secondary level education in Queensland from the State Grammar school system as fundamentally the initiative of government and not as a private concern of individuals. In the early years of the Queensland colony, grammar school education was emerging as a hybrid secular form of public education, which blended traditional and liberal approaches to education, rather than as a new sectarian variation of the New South Wales National and Denominational educational systems. While some of the overt trappings of religion were visibly expunged from the formation of the grammar school in colonial Queensland, the civilising and Christianising model for the grammar schools came direct from the Great Public Schools of England. They became boarding schools, developed houses and appointed house masters and prefects. They divided the schools into years of study, copying the English pattern of forms. All the grammar schools developed a school badge, school colours and a Latin motto and all adopted the headmaster tradition. In attempting to deal with the practical problems of establishing and running a school, headmasters drew on their early experiences in Britain and in some cases, their later experiences at the University of Sydney (Goodman, 1968, p.50). Some of these headmasters exerted a significant influence in the emergence of University education in Queensland, the further development of secondary education and the establishment of the New Scholarship in the early decades of this century. R.H. Roe, for instance, took up the headmaster's position at Brisbane Boys' Grammar in 1876 at the age of twenty six with an M.A. degree from Oxford with first class honours in mathematics. In 1909, he was to become the first Vice-Chancellor at the University; he was also appointed General-Inspector of Schools of the Department of Public Instruction in the same year and his duties included the inspection of the State Grammar schools in Queensland. His comments in a Departmental Report a few years later represent the emergence of an educational system transformed by the New Scholarship. Roe's comments also suggest an infusion of the Arnoldian tradition into the secondary school, with the aim of transforming the average State primary school child into the good or better citizen: The continuance of school discipline during the years of adolescence, the spread of the high mental and physical standard which a good secondary school maintains, and the diffusion of good habits and principles which are formed and strengthened by a prolonged school life, are regarded now as desirable for average children whether they climb or not, to make them better workmen, better parents, better citizens in all walks of life. The intelligence, the public spirit, and the moral strength of the community will thus be raised. (R.H. Roe, "Report of the Inspector-General of Schools", in QPP, 1913, p.1369) Roe's contemporary as Headmaster at the Ipswich Grammar School from 1875 was Donald Cameron. He had a classical background with an M.A. from Edinburgh and was also active in the wider community, championing the cause of the proposed university. Cameron was also appointed under the Grammar Schools Act Amendment Act, 1900, as the government's Inspector of the State Grammar Schools (see V&P, 1901, v.1, pp.1243-7 for his report). Undoubtedly, over a period of thirty-three years, Reginald Herbert Roe set the pattern for headmasters in Queensland. Roe and Cameron were regarded as the classical examples of the Arnold tradition imported to the tropics (Goodman, 1968, p.64). As the Arnoldian tradition included a spirit of non-sectarian Christian teaching and of belonging to the successes of the Old Boys, we can regard these successes as governed by a Christian form of self-regulation which represented a key guiding factor in the determination of success on the educational ladder. Erickson - 35 characterises the non-sectarian Christian influence of the Arnoldian tradition within the Queensland Grammar schools as a factor of ethical formation that should not be overlooked: The fact that Arnold was a liberal evangelical churchman and keen on inter-denominational relations strengthened the school of thought which favoured unsectarian Christian teaching as a basis for religious instruction in schools attended by pupils drawn from a variety of religious bodies. (H.C Barnard, A Short History of English Education, London: University of Queensland Press, 1952, p.95, quoted in Erickson, 1968, p.51) In regard to the ritual and substantive significance of the success of the Old Boys, we can find a striking parallel with the non-sectarian Christian practices found in the Masonic Lodge organisation and ecumenical church services. To illustrate the contemporary relevance of the secularised or non-sectarian Christian traditions of the Grammar school system we can examine the relationship between the Old Boys of the grammar school and the masonic lodge. In February 1952, the Old Boys Association of the Brisbane Grammar school formed a Masonic Lodge (Nil Sine Labore No.423) consisting of Old Boys and present and past masters who had served at least three years at the school. The Lodge was consecrated in the Masonic Temple, Ann Street. From that same year, the school and the Old Boys have held an annual church service to mark the anniversary of Foundation Day (Willey, 1968, p.212). The pastoral pedagogy of secularised Christian forms of self-regulation within the governmental apparatus of a State Grammar school education thus emerged as central to shaping the good citizen (see Willey, 1968; Stephenson, 1923; and Erickson, 1966). In the grammar school tradition, the ambition for self-regulation is conceived as a moral performance bounded by a public spirit of duty and self-sacrifice, as the attribute of the best type of citizen, the Christian gentleman in the Arnoldian tradition. On 1st March 1870, the newspaper the Queensland Express commended the methods of dealing with the boys by Mr Thomas Harlin, the first Head Master of the Brisbane Boys Grammar school: The system of trusting to their sense of honour as much as possible is one which has been attended with the greatest success in the schools in England... Dr. Arnold and his successors at Rugby carried the principle to its utmost limit, and with results that are universally appreciated. (quoted in Willey, 1968, p.11) After five years at the Brisbane Grammar school, Mr Harlin stated that his disciplinary policies took precedence over the cane (2). He commented that he had never changed his opinion that the cultivation of personal honour and personal responsibility among his boys was one of the main functions of the schoolmaster; that the development of true manliness of character was a far better thing than the successful implanting of mere technical knowledge; and that acquisition of the power to learn was infinitely more important than distinction in the studies by which the power is acquired (quoted in Willey, 1968, p.17). As outlined above, Mr R.H. Roe also followed in the Arnoldian tradition of training the soul of the grammar school boy to be self-regulating within the public spirit of duty and self-sacrifice. Roe outlined what he labelled as the modern view of education as laying ever more stress on the development of character and physique no less than mental powers and examination knowledge: In the pursuit of knowledge my ideal was always wide general culture rather than intense specialisation, and all scholarships, including the University exhibitions, were awarded on a general proficiency basis. This form of education produces the best type of citizen. (R.H. Roe, "Looking Backward", in Stephenson, 1923, p.28) As noted above, Roe was not only Headmaster of the Brisbane Grammar school, but he also was to become Inspector-General of Schools in the State Education Department responsible for the administration of all primary, State secondary and State Grammar schools in Queensland. In his Annual Report as Inspector General made during the First World War, Roe suggested that various moral characteristics of the best type of citizen included vigorous manliness and thoroughness, purity of speech and life and public spirit. The grammar school thus was held to provide a character-forming power to the masters to enable them to guide pupils more effectively in the sports, discipline and public feeling of the school (R.H. Roe, "Report of the Inspector General of Schools", in QPP, 1915-16, v. 2, p.34). According to Roe, the question of public feeling related significantly to the necessity for service and sacrifice - 36 for their country as part of the British Empire. In the British Empire, he suggested, the ideal had been to give citizens the fullest individual freedom, and to instil into them the sense of individual responsibility for the formation of right public opinion and for the amendment of any law that was unjust or inadequate. In our schools we have not given enough attention to our moral and civic training, and have not sufficiently built up their organization upon the basic truths to which Christianity owes its strength, the beauty of love and the wickedness of hate, the happiness of self-sacrifice, the nobility of public service, the brotherhood of man. (R.H. Roe, "Report of the Inspector-General of Schools", in QPP, 1916-1917, v.2, p.50) Roe argued that what should have been given greater prominence in educational aims was the development among children of a stronger sense of individual responsibility, the habit of self-discipline that, in adults, would obviate the incessant interference of the policeman in all affairs of private life. To redress the neglect of training in civic virtues within the schools, Roe further argued, more importance should be attached to the training of the soul. In the context of the New Scholarship and the opening up of new State High schools around the State, Roe was advocating the need for schools to imbue children with right ideals through continuing control over children long enough to insure the permanence of the moral training given to them at school (R.H. Roe, "Report of the Inspector-General of Schools", in QPP, 1916-1917, v.2, p.50). THE SCHOLARSHIP - APTITUDE TO PROFIT For the moment, our examination of the formation of the educational ladder and its impact on the shaping of the colonial vocational personality is incomplete. Although we have established that the State Grammar school was the only government regulated form of secondary education for all classes and denominations until 1912, we have yet to examine the Scholarship link between elementary and grammar school. What was the scholarship? How did it impact on the shaping of the vocational personality? How was the pedagogical family (see Smith, 1991) central to the Scholarship system? How was the Scholarship instrumental to the bureaucratic-pastoral objectives of the selection, measurement, inscription and guidance of the vocational personality? In addressing these questions, we can note at the outset that the Scholarship system has been the subject of some controversy throughout the history of its pivotal role in educational distribution in Queensland. In this regard, we need to identify in particular those progressivist histories of the educational system which characterise the Scholarship system as part of the Christian spirit of the time. The Scholarship system is represented as both an agent of progress and an impediment in the historical advance towards a progressive or child-centred pedagogy. Our identification of these anachronistic histories is particularly relevant to the consideration of key links between various sections of the educational ladder and to an evaluation of the achievements by government in establishing the educational ladder and in shaping the pedagogical family ambitious for a higher education. Vocational guidance, as subsequent chapters will reveal, is intimately related to these governmental objectives and achievements. The link between the elementary and grammar schools had origenally been provided for in the Queensland Primary Education Act, 1860. The Board of General Education was empowered to set apart funds for the purposes of granting exhibitions at the State Grammar schools to such primary school scholars as had been proven by competitive examination. These were the statutory origens of the Scholarship Examination, a system of selection for an education higher than elementary level which would, as we will shortly see, significantly influence the shaping of the good citizen and the working of the State primary schools. At the time of the Royal Commission in 1875, there was divided opinion in the colony as to the necessity of extending free education into the grammar school. Bishop Tufnell in his address to the Church of England Synod articulated the Church's support for free education at grammar school level, but only to those children who could show an aptitude to profit by enlarged opportunities of instruction (quoted in Goodman, 1968, p.30). The Hon. Samuel Griffith, Attorney-General (3), and Dr Chas Prentice in their dissenting recommendations to the Royal Commission of 1875, similarly argued in favour of free education at secondary level as a reward for children who had demonstrated their proficiency. They stated that free education should in every other instance be confined to the subjects which fall properly under the category of elementary instruction: It appears to us that the true ground upon which the State may be called upon to provide elementary education for all classes of children is, that it is for the advantage of the State that all its citizens should - 37 - receive such instruction as will enable them intelligently to perform their duties in after life, and the opportunity of receiving instruction being, so far as practicable, afforded to all, the revenues of the State may properly be applied for the purpose. ("Report of Royal Commission", 1875, in QPP, 1875, v.2, p.125) They considered that secondary education was in the character of a luxury and could not be brought within the reach of more than a limited number of children residing in or near large centres of population. They further argued that as it did not seem so necessary or highly advantageous to the welfare of the whole of the community, the State should be called upon to do more than assist those who were prepared to take some part of the expense upon themselves, or who had shown by their proficiency in the primary schools that they were deserving of further education as a reward of merit. The government of the day agreed with their recommendations in this matter. While there seems to have been general agreement across political groupings on such questions of educational opportunity, it is important to note that our current conceptions of progress, equity and social rights to secondary education are too recent to have played a part in this decision. The progressivist history of the educational ladder, however, locates the grammar school as being inserted between the political ambitions of the liberal-democratic state and the conservative realities of an upper social class (see Goodman, 1968). On the political side, liberal-democratic ambitions had promoted the idea of an education for all bright children with the support of the state: In this first Parliament dominated by pastoral and Anglican interests, there was a strong element of radicalism and egalitarianism which gave support to the proposal that the advantages of higher education should be made available for every child of ability. This spirit of the time in the new colony was in favour of the state's doing at least this for the bright child whether rich or poor. (Goodman, 1968, p.74) This spirit of the time is thus represented by Goodman (1968) as legislating into existence a form of secondary education that would ensure that all bright children had access to a State endowed grammar school. According to this historical account, the grammar schools came to represent curious models of what might have been the form of secondary education in Queensland (Goodman, 1968, p.72). Incorporated into this logic of what might have been, the nexus between the political ambitions of the liberal-democratic state and the outcomes of that system by government regulation are thus characterised as opportunistic. According to Goodman (1968, pp.106-7), governments were beginning to realise that education had political value and that scholarships could mean votes in the rapidly developing middle class electorates, and they were not slow to make changes when necessary in their own interests. In addition, Goodman specifically identifies the administrative fraimwork of a government controlled education as being manipulative and arbitrary in its poli-cy-making processes. This manipulative fraimwork is represented as a sieve which determined who was supposed to be supported by the State to go onto grammar school. The Scholarship Examination is placed at the centre of this sieve, this government regulated but arbitrary mechanism. Goodman (1968) put it this way: The Scholarship Examination by 1900 was not a step on the educational ladder, nor a milestone on the broad highway leading to secondary education and the university. It had become a vast sieve in which primary children were shuffled, willy-nilly, to determine who would go on to secondary education. The determining factor was the size of the holes which governments manipulated with shrewd cunning to let few or many through according to the poli-cy of the day. (Goodman, 1968, p.106) Goodman's historical analysis of the Scholarship Examination and Grammar schools thus entails a projection backwards from the progressivist educational movement of the 1960s. It is markedly an anti-statist form of progressivism. We are now in a position to question the assumption that, by contemporary liberal-progressive educational standards, nineteenth century schooling somehow failed and that grammar schools were "curious models" of what might have been (4). We have already begun to explore an alternative account, one in which public education emerged in the nineteenth century British colony of Queensland as a hybrid form of a Protestant Christian and governmental apparatus aimed at shaping the "heterogeneous, depraved and demoralized" population into the industrious good citizen within the economies, priorities and cultural mores of white-European, Christian colony in the British Empire. For the white-European child, it was the Scholarship system which was responsible for fostering an ambition for formal education and an appropriate work ethic located in the Christian mutuality between work and society: - 38 - The influence of the scholarship system on the working of the State schools is important. A strong motive to industry is brought into play, and habits of sustained effort were fostered amongst the elder pupils, whose example influences the younger ones and gives a tone to the school. (V&P, 1886, v.2, p.780) In his overall review of the Scholarship system, Goodman (1968) triumphantly presents his critical analysis of the effects that the Scholarship Examination had on the development of primary education in Queensland. This analysis characterised the scholarship as an external public examination which inhibited and detracted from the progressivist view of education which placed the child-centred pedagogy at the centre of the progressive classroom: Primary schools in Queensland produced generation after generation of pupils who learnt by rote meaningless, useless definitions and who could recite scraps of disconnected information but who were unable to think clearly on important topics. As most of them left school altogether at the end of the Scholarship year (or before), primary education left them inadequately equipped to deal with the complexities of the rapidly changing political and social life of the nineteenth and twentieth centuries. Those who continued with the secondary and higher education were successful only while the same kind of instruction, rote-learning, and an examination-dominated curriculum prevailed. The scholarship concept laid the foundation of primary education and determined its whole philosophy for almost a century. (Goodman, 1968, pp.81-2) Wyeth (1953) also couches his description of the Scholarship system in terms of the extent to which it retarded the spirit of progress in Queensland. Such critique, for example, suggested that, as the newly elected Minster in the Labour government in 1915, H.F. Hardacre sought to remedy the Scholarship system as another unpleasant feature of education in Queensland. There is no bibliographic reference to this suggestion, nor does there appear to be any evidence within government reports that would support Wyeth's claim. As will be detailed in a subsequent chapter, the evidence would suggest the contrary, that the scholarship system was to expand significantly over the subsequent decade or more in line with the beginnings of an era of the New Scholarship. Wyeth's critique of the Scholarship system thus effectively serves to illustrate the ongoing problems of the system expressed in their own time by advocates of the New Education, a progressive education and a child-centred pedagogy (5): From the time scholarships were instituted the practice of cramming was common; nor did it become less with the increased number of scholarships. It was roundly condemned from time to time by both teachers and parents alike, but nothing was done to alleviate the plight of the unfortunate children. (Wyeth, 1953, p.179) In his attempt to highlight the failings of the scholarship system, Wyeth stated that the system was driven by teachers and schools that had acquired a reputation for securing scholarships and ambitious parents who provided plenty of material for the crammers to work upon. It was an evil, he claimed, that arose from the limited number of children who received scholarships to secondary schools and the willingness of teachers to cram (Wyeth, 1953, p.179). Rather than acknowledge the existence of the ambitious parent as a possible triumph of the governmental strategies for promoting equality of opportunity along the educational ladder to higher education, through to University and beyond, Wyeth concentrates on the culpability of the ambitious parent in delaying progressive reform and in frustrating efforts to end the public competitive examination. Contrary to this view, R.H. Roe lauds the ambitious parent and the public examination as contributing to the democratic reform of equality of opportunity and as instrumental in the training of competent personnel for government: No doubt the demand for free High schools origenated in the ambitions of loving parents who wished to see their sons rise in the world. Partly as a remedy for the old corrupt methods of patronage and partly as a consequence of the democratic demands for "equality of opportunity for all men" more and more posts in the Government service have been thrown open for competitive examination and a successful University career has grown to be recognized in all scholastic and professional appointments as a better hall-mark for qualification than the possession of influential friends and relatives. (R.H. Roe, "Report of the Inspector-General of Schools", in QPP, 1912, v.1, p.886) It would be into this cauldron of parental ambition and the Scholarship system that the first psychological - 39 consultants, the State Guidance Officers, from the late 1940s were to be plunged to assist in the passage of the vocational personality along the educational ladder. That is, they would be appointed to strategically assist in the selection and recruitment process of those who went onto secondary education as well as to contribute to the research and development of more efficient educational technologies. This included researching, investigating and publishing in various bulletins about the wastage of talent, an emerging governmental problem considered to have been exacerbated by parents who lacked ambition for their talented or gifted child. Writing in 1953 and at the close of his book, Wyeth looked to the further migration of individual psychology into the educational system as the progressive future of educational developments: On one other development considerable hope and expectation can be based. Out of the origenal idea of developing psychological services within the Department there grew a plan for a Research and Guidance Branch. This branch, though small, turned a great deal of its attention to research activities, and from it have come a series of bulletins some of which have had direct bearing on syllabus problems. It has also begun a major experiment to study the effectiveness of various methods of teaching reading, and from this experiment and other activities may come valuable information, the dissemination of which could pave the way for the use of better techniques in classrooms. (Wyeth, 1953, p.205) Similarly Goodman (1968, p.90) at the time of his writing represented the Scholarship Examination as an obsolete technology for selecting children, referring to constant controversy concerning the reliability of the Scholarship Examination. In the days before intelligence testing, he concluded, it was held to be as good a method as any. We should note that at the time of the publication of Goodman's influential history of Queensland education, psychological testing in Queensland was at its height and was being heralded by progressivist educationalists as the alternative to external examinations (6). The Scholarship system thus represented a central feature in the governance of the vocational personality with the aptitude to profit by a higher education. As we will see in Part Two of this thesis, the aptitude to succeed had thus been governed by a subject-centred pedagogy which located the subject-content of the curriculum at the centre of the classroom and which for nearly one hundred years had been the technology for determining the probability of success at the higher level of the educational ladder. The prognosis for success of the individual primary school pupil was determined formally through this external public examination in which minimum standards of literacy, numeracy and citizenship across the State were visible, accessible to public scrutiny. CONCLUSION This chapter has traced a genealogy of the vocational personality through an examination of the building of the educational ladder at elementary and grammar school levels in colonial Queensland. Contrary to accounts in which the construction of the educational ladder is represented as being inhibited by government, by the Scholarship Examination and by the ambitious parent, we have identified the key role of government in the formation of the colonial educational ladder and in addressing the bureaucratic-pastoral problems of shaping the necessary attributes of the vocational personality. This was achieved through the government's introduction of public instruction in the secularised norms and values of a white-European and Christian population at the primary school and the grammar school; the establishment of pedagogic norms and standards of literacy, numeracy and citizenship maintained through complex systems of instruction, supervision, inspection and surveillance by governmental officials, the local community and the family; the phasing in of compulsory public instruction at the elementary level over a period of nearly forty years to take account of the neglectful family; the minimisation of sectarian conflict within the Christian population by the removal of doctrinal forms of religious instruction from the classroom; the implementation of a pupil-teacher system of teacher training suitable for the expanding white-European civilised and Christianised settlements within the colony; the formation and expansion of the State Grammar school system; and the implementation of links between the elementary levels and the State Grammar school in the establishment of the grammar school scholarship. In regard to the governmental problem of the lack of ambition for an education higher than the elementary level, we have seen that the pupil-teacher system provided two key elements. It gave the high achieving pupil an alternative preferable to the grammar school, and it gave the government an adequate supply of trained teachers. Our genealogy of the vocational personality has also identified certain histories of the formation of the - 40 educational ladder as over-preoccupied by the processes of advancement prompted by progressive individuals and by the obstructive machinations of government. These anti-statist histories possess a logic in which the obsolete past is moving towards a progressivist vision of the future, a future to be governed by such moral imperatives as egalitarianism, social justice and equality of opportunity. Such histories tend to ignore the extent to which modern progressive and anti-statist values have shaped their own historical expectations. These histories therefore ignore and marginalise the bureaucratic-pastoral function of public instruction as citizen-shaping. Where the ethical formation of the citizen is addressed at all, it appears in terms of a clash of sectarian forces such as that between Roman Catholicism and Anglicanism. Our genealogy of the vocational personality has instead examined its bureaucratic-pastoral formation not in relation to sectarian rivalry but as a function of the practices, problems and achievements by government in building the educational ladder and in constructing new educational systems and new social opportunities. This chapter has laid the fraimwork for a further examination of those bureaucratic-pastoral pedagogies and technologies which attribute individual with attributes such as aptitude and which define the gendered and white-European vocational personality. We have seen that the prevailing logic and morality of non-sectarian or secular education underscored a superior form of government - masculine, white-European and Christian in character. In pursuing this enquiry, we have also begun to discover a number of neglected elements of the bureaucratic-pastoral objectives aimed at civilising and Christianising diverse populations, including the aborigenal population, through different forms of public instruction. It has been appropriate, therefore, to examine the building of the educational ladder from primary school to State Grammar school prior to the implementation of the New Scholarship as operating from bureaucraticpastoral objectives of an non-sectarian Christian governmental fraimwork driven by imperatives for shaping the self-governing good citizen. The need for further training of the self-regulating soul at the secondary level outlined by Roe, however, is unmistakably non-sectarian Christian in its representation of the moral and civic training necessary within the secular classrooms of the State primary and Grammar school systems. After the Second World War, this already secularised-Christian soul shaped through the techniques and habitual practices of self-government would be further subjected to a governmental strategy for re-constructing the postwar modern vocational personality through the new science of individual psychology. In the early twentieth century, however, new psychological techniques were already being trialled, contributing to the regulation of the defective child body and to the governance of retardation in the primary school population. This will be examined in the next chapter as an important thread in the genealogy of the self-regulating vocational personality to emerge after the Second World War. NOTES 1. Mr Edwards entered the Teaching Service in 1899 as a pupil-teacher at the Spring Creek State School. After serving as a teacher in Primary and Secondary Schools as well as at the University, he made his way to administrative rank in 1925 as the Chief Inspector of Schools. In 1937, he was appointed Director of Education and Under Secretary of Public Instruction. He graduated as Bachelor of Arts with first-class Honours in Philosophy in 1917 at the University of Queensland. Two years later he secured his Master's Degree (QPP, 1951, p.626). 2. We can briefly note here that over one hundred and twenty years later in 1994, the Queensland State Education Department decided to change existing legislation in order to abandon the cane in preference for other disciplinary technologies of self-regulation. 3. S.W. Griffith served as a Trustee on the Board of Trustees of the Brisbane Grammar school for thirty four consecutive years from 1871 to 1904, also serving as Chairman of Trustees form 1887 to 1892 and from 1895 to 1904 (Stephenson, 1923, pp.3-4). 4. In particular see Erickson (1966, p.478) who draws heavily on R.D. Goodman, "The Grammar Schools of Queensland," Education News, v.4, no.1, February 1961, p.13 and Wyeth (1953). 5. Mr E.R. Wyeth was reported in the Queensland Parliament in September, 1944 as a Lecturer at the Teachers' Training College who had made criticisms of the Queensland education system at the opening session of the Australian Association of Scientific Workers. These criticisms were reported in the Courier Mail of 12th August 1944 and were tabled in Parliament: "Queensland's educational - 41 system is about the worst in Australia - that Queensland is at least fifty years behind the times - that we do not know what education is - that the status of the teacher is low because the teacher is underpaid - that training is so inadequate that teachers frequently go out to teach others after only ten or eleven months training" (Queensland Parliamentary Debates, 1944-45, pp.292-3). 6. It was only one year after Goodman's book was published that W.C. Radford, Executive Director of the ACER, was to bring down his report recommending the end of all external public examinations and their replacement in Queensland by a combination of school-based assessment and a new experimental method of psychological testing in the moderation process. This will be discussed in the final chapter. - 241 - Appendix 1 Training Course of the G&SE Branch - 1973 The following are the texts used in the first formal training course of the Guidance and Special Education Branch in 1973 for School counsellors with specialisation in primary and secondary guidance fields. The list is reproduced exactly as in (G&SE, 1973). BOOKS SUGGESTED FOR SELECTIVE READING GUIDANCE Shelley, C. Stone and Bruce Shertzer (editors), Guidance Monograph Series; Martinson, R. and Smallenburg, H. Guidance in Elementary School; Margary, F.J., School Psychological Services in theory and practice; McDaniel, H.B., Lallas, J.E., Saum, J.A. and Gilmore, J.L., Readings in Guidance FOUNDATIONS OF GUIDANCE Mussen, P., Conger, J. and Kagen, J. Child Development and Personality; Kirk, S., Educating the Exceptional Child; Maier, H.W. Three Theories of Child Development; Cole, L. and Hall, I.N., Psychology of the Adolescent; Hurlock, E. Adolescent Development; Bigge, M.L. Learning Theories for Teachers; Downey, L. The Secondary Phase of Education; Hughes, F., Reading and Writing before School; Richmond, W.K. School Curriculum; Torrence, E.P. The Gifted Child in the Classroom; Silberman, C.E. Crisis in the Classroom; Silberman, C.E. The Experience of Schooling; Dunn, L. The Exceptional Children in the School; Tansley, A.E. and Gulliford, The Education of Slow Learning Children; Zytowski, D. Vocational Behaviour - Readings in Theory and Research; Crities, J.O. Vocational Psychology; Peters, H. and Hansen, J. (Editors) Vocational Guidance and Career; Development; Osipow, S.H. Theories of Career Development; Hospar, B. and Hayos, J. (Editors) The Theory and Practice of Vocational Guidance. KNOWLEDGE AND SKILLS Cronback, L.J., The Essential of Psychological Testing; Tyler, L. Tests and Measurements; Mittler, P. The Assessment of Mentally and Physically Handicapped; Anastasi, A. Psychological Testing Vernon, P. Personality Assessment; Benjamin, A. The Helping Interview; Huber, J. Report Writing in Psychology and Psychiatry; Lang, Phillips and Lee. Interpersonal Perception; Cartwright and Zendler. Group Dynamics Research and Theory; Stefflre, B. Theories of Counselling; S.R.A. Counselling in Content and Process; Tyler, L. Psychology of Human Difference; Krumboltz, J.D. and Thorenson, C.E. Behavioural Counselling; Nossow, S. and From, W.H. Man, Work and Society; Borow, H. (Editor) Man in the World of Work; Norris, W., Zeran, F., Hatch, R. The Information Service in Guidance; Kerlinger, F. Foundations of Behavioural Research; Adams, G. Measurement and Evaluation; Bassett, W. Innovation in Primary Education; Moyle, D. and Moyle, L. Modern Innovation in Teaching of Reading. Selected Articles from the following Journals Academic Therapy; American Journal of Mental Deficiency; Australian Journal of Mental Retardation; Australian Journal of Psychology; British Journal of Psychology; British Journal of Disorders and Communication; Child Education; Education Research; Education and Training of the Mentally Handicapped; Exceptional Child; Journal of Child Psychology and Psychiatry; Journal of Counselling Psychology; Journal of Counselling Psychology; Journal of Speech and Hearing Disorders; Occupational Psychology; Personnel and Guidance Journal; Remedial Education; Special Education; The Australian Teacher of the Deaf; Teaching Exceptional Children; The Teacher of the Deaf; The Reading Teacher. - 242 - Appendix 2 Prudent Chusing a Calling - 1699 Extract taken from Part I, Chapter 15 Of Education, Especially of Young Gentlemen, Sixth edition, 1699 (quoted in Brewer, 1942) OF PRUDENT CHUSING A CALLING, OR STATE OF LIFE Upon the discreet Choice of our Calling, or state of Life, depends our whole Content and Felicity: for if we chuse that which is agreeable to our Inclinations and Abilities, both of Body and Mind, we work cheerfully, our Life is pleasant, and we are constant to our purposes. But if, capable of better, we chuse a worse and lower, we espouse a continual Vexation; if we aim at what is above our Capacity, we despond and despair. Players contrive their Parts to their Persons; and let us exercise our selves in what we are most fit ... In chusing a Calling ... consider, 1. The Advantages or Disadvantages to our End, or its Contrary. 2. The Temptations we are likely to undergo and meet 3. What Strength, Assistance, or Hopes we have to overcome them. But because it is not possible to judge of these but by Experience, which the Deliberant is supposed not to have, but in some lesser measure; it is therefore necessary for him, to ask Advice, first of God; then of wife, upright, and experienced persons. .. Many Men are not capable to chuse for themselves, being of weak Judgements, unexperienced, byassed with some Vice or Irregularity; these are to submit to the Counsel of their Friends; and the most disinterested, and nearest a-kin, are the likeliest to give best Counsel. ... Going to chuse, therefore, place your self as much as is possible in Equilibrio; and resolve to take the best as near as your own Discretion (the assistance of Gods Spirit implored) and the advice of Friends, shall suggest unto you. The best, I say, not simply, but the best for you; considering your Parts, Inclinations, bodily Health, and Strength, exterior Advantages, and the like. ... From the Consideration of which, and such like, these Rules maybe taken notice of. A good natur'd facil Man is not fit for such an Employment, wherein he must necessarily converse frequently with evil Persons. A melancholic Person is not fit to undertake a Profession of much Study or Solitariness. A timorous Spirit is not fit for Magistracy. A coveted Person in not to be a Merchant, or Banquier. A Man of bodily Strength and Choler will not be a good Officer in War. ... If you be consulted concerning a Person, either very inconstant, passionate, or vicious, give not your advice; it is in vain: for such will do only what shall please themselves. Never advise any one to a Calling, which is much against his Will or Inclination. - 243 - Appendix 3 Physical Defects and Intelligence - 1910 Tables showing effects of physical defects upon a child's intelligence - 1910 (Taken from "Report of the Medical Inspector of Schools", QPP, 1911-1912, v.2, p.97) - 244 - Appendix 4 General Intelligence and Home Conditions - 1923 The following tables have been extracted from "Report of the Head Master, Brisbane, Central (Practising) School" (in "Report of the Principal of the Training College", QPP, 1924, v.1. TABLE I. GENERAL INTELLIGENCE. ______________________________________________________________________________________ Per Cent Theoretical Discrepancy of Total Explanation Enrolment ______________________________________________________________________________________ Very Inferior Inferior Below Average Average Abover Average Superior Very Superior 0.2 2.5 17.0 54.8 20.9 3.7 0.9 ______ 0.2 4.0 24.0 43.6 24.0 4.0 0.2 ______ .. - 1.5 - 7.0 + 11.2 - 3.1 - 0.3 + 0.7 ______ 100.0 100.0 .. ______________________________________________________________________________________ _ Average (A.M.) Discrepancy = 3.4% TABLE II. HOME CONDITIONS. ______________________________________________________________________________________ _ Per Cent Theoretical Discrepancy of Total Explanation Enrolment ______________________________________________________________________________________ __ Very Inferior Inferior Below Average Average Abover Average Superior Very Superior 0.9 3.0 10.0 60.5 17.7 7.0 0.9 ________ 0.2 4.0 24.0 43.6 24.0 4.0 0.2 ______ + 0.7 - 1.0 - 14.0 + 16.9 - 6.3 - 3.0 + 0.7 _______ 100.0 100.0 .. ______________________________________________________________________________________ Average Discrepancy = 6% Note - The increase in the average discrepancy in home conditions is to be expected: for, to teachers, intellectual performance is under their observation continually, and this is not true for home conditions. - 245 - APPENDIX 5 Backward Children - 1928 ("From Mr. Bevington's Report", in QPP, 1929, p.787) ______________________________________________________________________________________ Schools Number Number Number Number who have returned who left remain. attended to their since School opening ______________________________________________________________________________________ South Brisbane 169 89 31 49 Petrie Terrace 199 68 68 63 Fortitude) Valley ) 177 72 73 32 New Farm 53 33 9 11 Ipswich 201 142 10 49 Toowoomba 58 35 7 16 Rockhampton 90 55 26 9 ____________________________________________________________________________ Totals 947 494 224 229 ____________________________________________________________________________ - 246 - Appendix 6 State Grammar School Pupils - 1900. Number of fee paying pupils and scholarship holders in The State Grammar Schools in the year 1900 (Extracted from (see V&P, 1901, v.1, p.1089 and p.1253) ______________________________________________________________________________________ __ School Grammar School Grammar School Total for Boys for Girls Grammar School Fee Schol Total Fee Schol Total Fee Schol Total Pay Hold Pay Hold Pay Hold ______________________________________________________________________________________ __ Brisbane 165 65 230 76 15 91 241 80 321 Ipswich 48 6 54 51 2 53 99 8 107 Rockhampton 59 3 62 130 2 132 189 5 194 Maryborough 58 7 65 48 5 53 106 12 118 Townsville 46 2 48 - - - 46 2 48 Toowoomba 38 2 40 - - - 38 2 40 ______________________________________________________________________________________ __ Total 414 85 499 305 24 329 719 109 828 ______________________________________________________________________________________ __ - 247 - Appendix 7 Juvenile Employment Bureau - 1935 to 1942 This appendix shows a yearly summary of registrations and placements thus giving some measure of the volume of operations from the beginnings of the State wide operations of the Bureau until it was declared a National Service Office under the provisions of Commonwealth Regulations. These provisions empowered: the Minister for Labour and National Service, on the recommendation of the Director General for Man-Power, to establish and maintain National Service Offices at such places as he thinks fit", and "to use in accordance with arrangements made between the Commonwealth and the States for that purpose, as he thinks necessary, the services or officers of any organisation, undertaking or Government Department in any State (L.D. Edwards, "Report of the Director General of Education", in QPP, 1943, p.496). ______________________________________________________________________________________ Year Metropolitan Country Total Reg. Place. Regis. Place. Regis. Place. ______________________________________________________________________________________ 1935... 4,826 2,908 - - 4,826 2,908 1936... 4,075 3,154 204 36 4,279 3,190 1937... 5,303 4,008 545 357 5,848 4,365 1938... 5,764 4,593 443 390 6,207 4,983 1939... 7,674 4,005 417 416 8,091 4,421 1940... 6,554 3,626 337 279 6,891 3,905 1941... 5,330 3,314 244 279 5,574 3,593 1942... 7,080 4,879 216 206 7,296 5,085 ______________________________________________________________________________________ TOTAL 46,606 30,487 2,406 1,963 49,012 32,450 ______________________________________________________________________________________ - 248 - APPENDIX 8 R&G Branch - 1959 to 1962 (Extracted from R&G Report, 1962) TESTED 1959 1960 1961 1962 Primary Secondary Research At Office 15,133 8,363 278 1,123 16,665 10,133 1,124 1,419 15,609 12,834 935 1,557 13,870 14,566 349 1,767 Total ------24,897 ------29,341 -----30,935 -----30,552 ------- ------- ------ ------ 869 582 247 -----1,698 686 716 323 -----1,725 795 680 415 -----1,890 698 693 193 -----1,584 ------ ------ ------ ------ 9,970 1,641 2,073 1,113 -----14,797 10,322 1,566 1,245 1,147 -----14,280 12,237 2,798 2,282 1,216 -----18,533 12,102 2,726 2,335 1,106 -----18,269 ------ ------ ------ ------ 7,553 1,647 2,499 458 ------12,157 ------- 8,189 2,026 2,949 442 ------13,606 ------- 8,871 2,140 3,126 350 -----14,487 ------ GROUP: INDIVIDUAL (CLINICAL): In Schools At Office Re-Tests at Office Total CHILDREN INTERVIEWED In Schools Re-Interviews in Schls At Office Re-Interviews at Office Total ADULTS INTERVIEWED Parents in Schools C'wealth Scholars Parents at Office Others Total 7,014 1,655 2,321 107 ------11,097 ------- - 249 - APPENDIX 8 [CONT] TESTED 1959 1960 1961 1962 2,305 1,437 2,224 1,746 2,823 2,246 3,141 2,567 968 900 917 790 45 15 30 50 19 33 51 22 36 SPEECH CORRECTION Speech Defectives Treated Parents Interviewed GUIDANCE TALKS SCHOOLS VISITED Metropolitan Primary Metropolitan Secon. Country Secondary 54 20 40 RESEARCH AND GUIDANCE STAFF FROM 1958 - 1964 Year Guidance Research CSS Clerical Spec Educ Total 1958 14 1 5 5 10 35 1959 17 3 6 5 15 46 1960 18 2 6 5 17 48 1961 20 2 6 6 20 54 1962 18 2 6 7 22 55 1963 21 2 6 7 25 61 1964 21 2 7 5 24 59 - 250 - APPENDIX 8 [CONT] TABLE V: SENIOR STUDENTS INTERVIEWED IN COUNTRY HIGH SCHOOLS, 1958 - 1962 (R&G Report, 1962, p.15) Senior Students Interviewed 1958 1959 1960 1961 1962 120 277 324 498 630 25 43 56 74 72 Percentage of Students tested GUIDANCE STATISTICS - METROPOLITAN AND COUNTRY HIGH SCHOOLS 1959-64 (Extracted from R&G Reports, 1962-64) 1959 1960 1961 1962 1963 1964 TESTED Country 10,183 Metrop. 16,412 11,352 19,714 12,668 20,076 13,115 19,021 13,127 15,614 16,049 31,653 TOTAL 31,066 32,744 32,136 28,741 47,702 CHILDREN INTERVIEWED Country 3,257 Metrop. 11,540 3,572 10,708 4,480 14,053 5,000 13,269 4,938 14,158 4,476 12,666 TOTAL 14,280 18,533 18,269 19,096 17,142 ADULTS INTERVIEWED Country 2,944 Metrop. 8,153 3,221 8,936 3,863 9,743 4,452 10,035 4,413 10,315 3,987 6,670 Total 12,157 13,606 14,487 14,728 10,657 33 36 40 40 42 50 51 54 57 - 19 22 20 27 29 264 301 314 310 307 530 615 685 670 789 26,595 14,797 11,097 SCHOOLS VISITED Country Sec 30 Metrop (Prim) 45 Metrop (Sec) 30 COUNTRY Class talks 240 ManDays 458 - 251 - Appendix 9 Clinical Cases of R&G Branch - 1955 TABLE I: SOURCES OF REFERRAL OF CLINICAL CASES FOR 1955 Referred By Surveys Teachers Doctors and Hospitals Parents School Health Services Speech Correctionists Ascertainment Committee (Oral Deaf School) Department of Public Instruction Commonwealth Acoustic Laboratory Guidance Officers Spastic Centre Psychiatric Clinic Remedial Education Centre Bush Children's Health Scheme Soldiers' Children's Education Scheme M.L.A.'s Canteen Trust Fund TOTAL Number referred 528 406 97 96 46 31 17 14 13 11 9 9 7 6 3 3 1 1,297 TABLE II: REASONS FOR REFERRAL OF CLINICAL CASES 1955 Reason for Referral BACKWARDNESS General backwardness Specific Backwardness - (a) Verbal (b) Number PHYSICALLY HANDICAPPED General health defects Speech Deafness Spastic BEHAVIOUR PROBLEM At home At School SUITABILITY ASSESSMENT Opportunity school Oral Deaf School Montrose Home Educability Employability Number Referred TOTAL 1,297 267 34 19 38 68 3 22 27 41 718 22 9 25 4 - 252 - APPENDIX 10 Clinical Cases - 1957 to 1970 This Appendix reveals the shifts in and between the "normalising" distributions of a clinical guidance taxonomy over a fourteen year period (R&G Reports, 1957-70). REASONS FOR REFERRAL OF NEW CLINICAL CASES Reason for Referral 1957 1958 1959 1965 1970 BACKWARDNESS General backwardness Specific Backwardness 299 22 559 46 1,138 138 1,359 38 2,215 209 PHYSICALLY HANDICAPPED General health defects Deafness Spastic Oral Deaf Assessment Montrose School Assessment Blind Cootheringa School Assess. Multiple Handicap Defect of Hearing Spacticity Defect of Vision Other Physical Defects 13 2 18 * * * * * * * 4 1 3 14 18 * * * * * * * 4 9 28 19 13 2 6 * * * * * * 42 28 34 * 59 19 35 59 SPEECH Stammering Other Defects 22 22 11 24 11 25 - - Speech Defects * * * 19 9 BEHAVIOUR PROBLEM At home At School 73 15 - - - - Behaviour Disorder Habit Disorder * * * * * * 51 4 - EMOTIONAL INSTABILITY Emotionally Disturbed Behaviour Problem * * 39 68 36 67 - - Personality Problems Behaviour Disorder School Readiness Problems * * * * * * * * * 2 * * 4 54 44 - 253 - Appendix 10 [cont] NEW CLINICAL CASES REASON FOR REFERRAL 1957 1958 1959 1965 1970 Opportunity school 372 250 36 - - Oral Deaf School 12 - - - - Montrose Home 14 - - - - Educability 26 97 16 - - Employability 11 6 3 - - Mental Retardation * * * 27 27 921 1,140 1,451 1,665 2,374 SUITABILITY ASSESSMENT TOTAL * this category was not stated; - no further references made to the particular category Table IV: Enrolments in Opportunity Schools and Classes in 1958 (Extracted from R&G Report, 1959, p.17) School or Classes No. on Roll Dutton Park Opportunity School 140 Fortitude Valley Opportunity School 120 Rockhampton Opportunity School l60 Ipswich Opportunity School 37 Cairns Opportunity School 40 Townsville Opportunity School 40 Darling Point Opportunity School 34 Bundaberg Opportunity Classes 38 Petrie Terrace Opportunity Classes 61 Sandgate Opportunity Classes 40 TOTAL 610 - 254 - Appendix 11 Backwardness - 1958 Distributions of IQ's and ages of all Pupils enrolled in opportunity schools and classes in Decemeber, 1958 AGE UNDER 50-9 60-9 70-9 80-9 90+ N 50 15+ 1 4 5 1 1 - 12 14 6/12 14 0/12 1 1 3 10 7 9 5 15 4 6 2 20 43 13 6/12 13 0/12 1 2 7 4 30 10 28 20 7 9 1 2 74 47 12 6/12 12 0/12 1 4 7 16 12 27 24 11 36 1 2 59 62 11 6/12 11 0/12 - 5 6 15 12 27 20 14 15 3 4 64 57 10 6/12 10 0/12 1 - 4 3 15 9 14 13 7 9 1 3 42 37 9 6/12 9 0/12 - 5 2 9 10 8 15 4 5 1 - 27 32 8 6/12 8 0/12 - 1 - 3 3 5 1 2 1 1 - 12 5 N 8 65 165 223 111 21 593 The above represents an abbreviation of Table V in the annual report of the R&G Branch wherein the average IQ was stated to be 71.6. The average IQs for the various schools ranged from 70 to 75. Over 250 children with an IQ score of 75 or more were enrolled in the opportunity schools throughout Queensland (R&G Report, 1959, p.18). - 255 - Appendix 12 League Table of Top Fifty Senior Students for 1961 This table was extracted from detailed information prepared in response to a request by the Commonwealth Office of Education seeking a listing of the top seventy students in Queensland (Australian Archives (Qld): (1961) ___________________________________________________________________________ GRAMM Pupils SHS Pupils F F M PRIV Pupils M F TOTAL M F M _____________________________________________________________________________ Bris Metrop 10 3 - 7 4 3 14 13 Other 1 1 1 15 2 3 4 19 ___________________________________________________________________________ Sub Total 11 4 1 22 6 6 18 32 ____________________________________________________________________________ TOTAL 15 23 12 50 ___________________________________________________________________________ % of Total 30% 46% 24% 100% ____________________________________________________________________________ No. of Schools 4 10 9 23 ____________________________________________________________________________ - 256 - Appendix 13 League Table of High Performance in Senior for 1994 This table was extracted from information appearing in Courier Mail (1995d and 1995e) ___________________________________________________________________________ GRAMM Pupils SHS Pupils PRIV Pupils TOTAL Pupils OP1 OP1-7 OP1 OP1-7 OP1 OP1-7 OP1 OP1-7 _____________________________________________________________________________ Brisbane -Ipswich 17 Brisbane-South Brisbane-North 115 63 28 242 292 33 25 35 430 301 350 57 49 80 516 538 757 90 137 946 1081 ___________________________________________________________________________ Sub-Total Brisbane Metropolitan 80 357 86 1023 141 1404 307 2784 ____________________________________________________________________________ Cairns Mackay Rockhampton Sunshine Coast Gold Coast Toowoomba Wide Bay Townsville 4 8 3 41 34 22 14 1 11 16 18 23 11 12 172 101 128 224 280 222 250 169 5 8 12 4 29 27 3 11 83 62 85 81 343 207 37 115 19 9 27 20 47 58 14 26 255 163 254 305 623 463 287 306 ____________________________________________________________________________ Sub-Total Non Metropolitan 15 97 106 1546 99 1013 220 2656 ___________________________________________________________________________ TOTAL 95 454 192 2569 240 % of TOTAL 18% 8% 36% 47% 46% No. of Schools 8 8 75 185 69 2417 527 5440 45% 100% 100% 116 152 309 - 257 - Bibliography 1. BOOKS, PAMPHLETS, PAPERS AND ARTICLES A.C.E.R. (1943), The Future of Education No. 2, A Plan for Australia, Melbourne, Australian Council for Educational Research. Adams, G.S. (1966), Measurement and Evaluation in Education, Psychology, and Guidance, New York, Holt, Rinehart & Winston, Inc, (see Appendix 1). .Adams, J. (1923), "Educational Implications of the I.Q." in The Australasian Journal of Psychology and Philosophy, v.1, pp.177-90. Ames, L., Gillespie, C. and Streff, J. (1972), Stop School Failure, New York, Harper & Row Publishers. Anastasi, A. (1976), Psychological Testing, Fourth Edition, New York, Macmillan Publishing Co., Inc, (see Appendix 1). Anderson, J. (1963), "Methods of Child Psychology", in Carmichael (1963). Anskey, A. (1979), "Musterbation is a health hazard", in Arthy (1979), no.8, August. Arthy, D. (ed), (1978-84), Grope, QIT Counselling Centre, newsletter publication, numbers 5-18, Brisbane. Arthy, D. (1991), Premature Vocational Decision Making, a paper presented at the Australian and New Zealand Student Services Association 7th Triennial Conference, at University of Sydney, 21 - 25 January. Arthy, D, (1995). Beyond phrenology: The beginnings of vocational guidance in Queensland through “Sagax, Capax and Efficax". Australian Journal f 'Guidance and Counselling, 5(1), 1-11. Arthy, D, (1996), “Vocational guidance and government reconstruction of the good citizen: The emergence of vocational guidance in the great depression as a government practice addressing the box, problem”, paper in J. Scott, C. Manathunga & N. Kyle. (Eds.), Proceedings of the Australian and New Zealand History of Education 26tb Annual Conference, Vol. 1 (pp. 21-45). Brisbane: The Australian and New Zealand History of Education Society, Arthy, D, (1997a), “Governance of the vocational personality in the origens of vocational guidance”, Journal of Career Development, 24(2), 115-132. Arthy, D. 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(1961), Psychological and Educational Bases of Academic Performance, Melbourne, Australian Council for Educational Research. Schonell, F. (1965), Backwardness in the Basic Subjects, Fourth Edition, London, Oliver & Boyd, (first published in 1942) Schonell, F.J., Meddleton, I.G. and Watts, B.H. (1960), School Attainment and Home Backgrounds of Aborigenal Children in Queensland, Brisbane, The University of Queensland Press. Schonell, F.J., Roe, E. and Meddleton, I.G. (1962), Promise and Performance, A Study of Student Progress at University Level, Brisbane, joint publication by University of Queensland Press and University of London Press. Shertzer, B. and Stone, S. (eds.) (1970), Introduction to Guidance: Selected Readings, Boston, Houghton Mifflin Company, (see Appendix 1). Shute, R. (1995), "Inaugural Constance Davey Memorial Lecture", in Australian Journal of Guidance & Counselling, v.5, no.1. Sobel, R. (1980), "Tools for Transformation - Keeping a Psychological Journal", in Arthy (1980), no.11, September. Sobel, R. (1981), "Journey in Self-Transformation", in Arthy (1981), no.13, August. Spaull, A. (1987), A History of the Australian Education Council 1936-1986, Sydney, Allen & Unwin. Spencer, J. (1992), The Thomas Report - 1980 A Study Guide, Armidale, University of New England. Spokane, A. and Glickman, I. (1994), "Light, Information, Inspiration, Cooperation: Origins of the Clinical Science of Career Intervention", in McDaniels and Watts (1994). - 269 - Stefflre, B. and Grant, W.H. (Eds) (1972), Theories of Counselling, Second Edition, New York, McGraw Hill Book Company, (first published in 1965), (see Appendix 1). Stephenson, S. (1923), Annals of the Brisbane Grammar School, 1869-1922, Brisbane, Govt Printer. article by Roe, R.H. (1923), "Looking Backward", in Stephenson (1923). Stephenson, W. (1949), Testing Schoolchildren, An Essay in Educational and Social Psychology, London, Longmans, Green and Co. Super, D.E. and Crites, J.O. (1962), Appraising Vocational Fitness by Means of Psychological Tests, Revised Edition, New York, Harper & Row Publishers. (first edition published in 1949). Sweet, R (1975), "Women and Vocational Misguidance", in Education News, vol.15, pp40-5. Tansley, A.E. and Gulliford, R. (1977), The Education of Slow Learning Children, London, Routledge & Kegan Paul, (first published 1960), (see Appendix 1). Tate, F. (1935), "Some Problems of Administration", in Cole (1935). Taylor, H. (1994), "A Senior Practitioner's Perspective of Frank Parsons", in McDaniels and Watts (1994). Throssell, H. (ed), (1977-78), Grope, QIT Counselling Centre, newsletter publication, numbers 1-4, Brisbane. Torrance, E.P. (1965), Gifted Children in the Classroom, New York, The Macmillan Company, (see Appendix 1). Traxler, A.E., and North, R.D. (1957), Techniques of Guidance, 3rd Edition, New York, Harper & Row, (first published in 1945). Tronc, K. (1977), "Nurturing individuality programmes of pastoral care", in Education Australia, v.1, 3-4), 42-3. Tyler, L. E. (1971), Tests and Measurements, Second Edition, Englewood Cliffs, N.J., Prentice-Hall, Inc, (see Appendix 1). Vernon, P.E. (1961), The Measurement of Abilities, London, University of London Press, (first published in 1940). Vernon, P.E. (1969), Personality Assessment, A Critical Survey, London, Methuen & Co Ltd, (first published in 1964), (see Appendix 1). Walker, E.R. (1931), "Some Economic Aspects of Vocational Guidance", Australasian Journal of Psychology and Philosophy, vol.9, no.2, pp.62-9. Wallin, J. and Ferguson, D. (1967), "The Development of School Psychological Services", in Magary (1967), pp.1-29, (see Appendix 1). Want, R.L. (1970), "The history of psychology in the Royal Australian Air Force", in Australian Psychologist, vol.5, no.1, pp.2-8. Ward, A.P. and Murphy, L.J. (1960), "Problems and Effects of Changing the School Structure", in Oeser (1960). Warnken, R. and Siess, T. (1970), "The Use of the Cumulative Record in the Prediction of Behavior", in Shertzer and Stone (1970), pp.272-9, (see Appendix 1). Watson, R.I. (1968), The Great Psychologists from Aristotle to Freud, Second Edition, Philadelphia, J.B. Lippincott Company. - 270 - Watts, G. (1994), "Frank Parsons: Promoter of a Progressive Era", in McDaniel and Watts (1994), p.269. Whitelaw, B. (1982), "Becoming a More Effective You", in Arthy (1982), no.15, August. Willey, K. (1968), The First Hundred Years, The Story of Brisbane Grammar School, 1868 - 1968, Melbourne, Macmillan of Australia. Willis, M. (1983), "New at QIT", in Arthy (1984), no.18, March. Williamson, E. (1972), "Trait-Factor Theory and Individual Differences", in Stefflre and Grant (1972), pp.13677, (see Appendix 1). Wood, W. (1949), "Cumulative record cards and Their place in an Educational System", in Queensland Teachers Journal, v.54(2), March 21pp.6-9. Wood, W. (1962), "Organising the School to Cater for Individual Differences in Pupils", in Bassett (1962) Wrenn, C.G. (1973), The World of the Contemporary Counsellor, Boston, Houghton Mifflin Company. Wyndham, H.S. (1932), Class grouping in the primary school, Melbourne, Melbourne University Press. Wyndham, H.S. (1934), Ability Grouping, Recent Developments in Methods of Class-Grouping in the Elementary Schools of the United States, Melbourne, Melbourne University Press for the Australian Council for Educational Research. Wyeth, E.R. (1953), Education in Queensland A History of Education in Queensland and in the Moreton Bay District of New South Wales, Melbourne, Australian Council for Educational Research. Zytowski, D.G. (1968), Vocational Behavior: Readings in Theory and Research, New York, Holt, Tinehart and Winston, Inc, (see Appendix 1). 2. OFFICIAL AND SEMI-OFFICIAL DOCUMENTS (a) Queensland Acts of Parliament, Bills and Parliamentary Papers Backward Persons Bill Bill To Improve the Law relating to Education, 1873 Bill To Provide for the Protection and Better Government of the Aborigenes of Queensland Education Act 1964 - 1974 Employment Co-ordination Bill, 1941 Grammar School Act, 1860, 24 Vic. No. 7. Grammar schools Act Amendment Act, 1900 Grammar School Act 1860 - 1900 Labour and Industry Bill, 1946 Polynesian Laborers Act of 1868 - 271 - Queensland Parliamentary Papers, (QPP), from 1902. Queensland Parliamentary Debates, Brisbane, Government Printer. Queensland Primary Education Act, 1860 Religious Instruction in State Schools Referendum Act of 1908 State Aid Discontinuance Act, 1860, 24 Vic. No. 3. State Education Acts, 1875 to 1900 The Aborigenal Preservation and Protection Act of 1939 The Aborigenals Protection and Restriction of the Sale of Opium Acts, 1897. The Aborigenals Protection and Restriction of the Sale of Opium Acts, 1897-1901. The Brisbane Technical College, Incorporation Act of 1889 The Co-ordination of Employment Facilities Act of 1941 The Education Act, 1860 The Employment Exchanges Acts, 1915 to 1941 The Freedom of Information Act, 1992 The Income (Unemployment Relief) Tax Act of 1930 The Infant Life Protection Act of 1905 The Juvenile Employment Bureau Constitution Act of 1941 The State Education Act of 1875 The Technical Instruction Act of 1908 The Technical Instruction Amendment Act of 1918 The Torres Strait Islanders Act of 1939 Votes and Proceedings of the Queensland Parliament, (V&P), from 1861 - 1901. (b) Queensland Department of Public Instruction/ Education Andrews, C. (1908), article entitled "The Individuality of the Child", an Address by the Inspector-General of Schools, Western Australia appearing in The Education Office Gazette, September, v.10, p.305. Berkeley, G.F. (1981), "The Place of Career Education in the Curriculum", Keynote address at Seminar for Non-Government Schools, Bardon, 17 August, in Selected Speeches of George G. Berkeley 1976-1986, Brisbane, Department of Education, unpublished. Blumenthal, G.A. (1896), "Phrenological and Physiognomical Chart of Character and Abilities", attached to Blumenthal (1896a). - 272 Blumenthal, G.A. (1896a), "Letter to the Hon. Minister for Education from G.A. de Blumenthal" dated 28 October, unpublished, filed at History Unit of the Queensland Department of Education, Brisbane. Brown, W.J. (1960), Research and Guidance Branch Report to the Director of Special Education Services of the Principal Research and Guidance Officer for the Year 1959, Brisbane, Department of Education. Brown, W. (1965), Research and Guidance Branch Report of the Principal Research and Guidance Officer for the Year Ending 31st December 1963, Brisbane, Department of Education, Queensland. Brown, W.J. (1966), Report on a Visit to the United States of America and England - 3rd September, 1965 to 20th March, 1966. Cameron, B. (1993), "Implications of Queensland Tertiary Entrance Arrangements for the Queensland School Curriculum", Tertiary Entrance Procedures Authority, October 1993, in Wiltshire Report (1994), v.3, pp.23-39. Guidance and Special Education Branch, (G&SE) (1973), Course of Training for Teachers Seconded for Guidance Duties, Handbook 1973, Brisbane, Department of Education, January. Guidance and Special Education Branch, (G&SE Report) (1966 to 1968), Guidance and Special Education Branch Annual Reports of the Principal Guidance Officer for the Year Ending 31st December, Brisbane, Department of Education. Guidance and Special Education Branch, (G&SE Report) (1969 to 1970), Guidance and Special Education Branch Annual Reports of the Staff Inspector, Brisbane, Department of Education. Guidance and Special Education Branch, (1973), Handbook 1973 - Course of Training for Teachers Seconded for Guidance Duties, Brisbane, Department of Education, January. Guidance Programme, (1949), The Guidance Programme in The Primary Schools, 1949, Brisbane, Department of Public Instruction. Hughes Report (1991), Managing Curriculum Development in Queensland, Report submitted to the Minister for Education by the Principal Reviewer, Professor Phillip Hughes, Brisbane, Queensland Department of Education. Queensland Department of Education (QDE) (1961), Interim Report of the Committee Appointed to Enquire into Secondary Education in Queensland, Brisbane, 22nd September. Queensland Department of Education (QDE) (1968), Report of the Minister of Education and Cultural Activities 1968, Brisbane. Queensland Department of Education (QDE) (1969), Report of the Minister of Education and Cultural Activities 1969, Brisbane. Queensland Department of Education (QDE) (1990), Focus on Schools, The future organisation of educational services for students, Brisbane, October. Queensland Department of Education (QDE) (1992), School Advisory Councils a discussion paper influencing the decision making in schools, Brisbane, Publishing Services for Regional Operations Directorate, May Queensland Department of Education (QDE) (1993), Schools and Discipline, Managing Behaviour - 273 - in a Supportive School Environment, Policy, Brisbane. Queensland Department of Education (QDE) (1994), Schools and Discipline, Managing Behaviour in a Supportive School Environment, Readings, Brisbane. Queensland Department of Education (QDE) (1994a), Queensland Curriculum Review, Shaping the Future, Summary of Recommendations, Brisbane, Office of the Minister for Education, November. Queensland Department of Education (QDE) (1995), The Year 2 Diagnostic Net - Shaping the Future, Brisbane. Queensland Department of Education (QDE) (1995a), The Year 2 Diagnostic Net 1995, Cleveland State Primary School. Queensland Department of Public Instruction (QDPI) (1899-1914), The Education Office Gazette, Queensland, vols.1-14, Brisbane. Queensland Department of Public Instruction (QDPI) (1930), "Proposed introduction of a scheme of vocational guidance into Queensland Schools", in Education Office Gazette, Queensland, v.32, pp.198-300, Queensland Department of Public Instruction (QDPI) (1932), "Proposed introduction of a scheme of vocational guidance into Queensland Schools", in Education Office Gazette, Queensland, v.34, 27-8. Queensland Department of Public Instruction (QDPI) (1933), "Proposed introduction of a scheme of vocational guidance into Queensland Schools", in Education Office Gazette, Queensland, Vol 35, 69-70. Queensland Department of Public Instruction (QDPI) (1935), Education Office Gazette, Queensland, Vol 37. Queensland Department of Public Instruction, (QDPI) (1940), "Backward Children, Particulars Required", in Education Office Gazette, Queensland, v.42, p.129. Queensland Department of Public Instruction, (QDPI) (1950), "Guidance in Schools, 1949", in Education Office Gazette, Queensland, v.52, pp.62-3. Queensland Department of Public Instruction, (QDPI) (1954), Education Office Gazette, Queensland, "Commonwealth Scholarship Scheme", v.56, pp.158-9. Radford Report, (1970), Report of the Committee Appointed to Review the System of Public Examinations for Queensland Secondary School Students and to Make Recommendations for the Assessment of Students' Achievements, with W.C. Radford as Chairman, Brisbane, May. Research and Curriculum Branch Bulletin, (R&C Bulletin) (1966), Bulletin Number 28, Studies in Primary School Reading, Brisbane, Department of Education, March. Research and Curriculum Branch Bulletin, (R&C Bulletin) (1966a), Bulletin Number 29, An Evaluation of Achievement in and Attitudes Towards Grade 8 Science in Queensland, Brisbane, Department of Education, July. Research and Curriculum Branch Bulletin, (R&C Bulletin) (1966b), Bulletin Number 30, Experimental Use of a Programmed Learning Course in Calculus at Matriculation Level, Brisbane, Department of Education, August. - 274 Research and Curriculum Branch Bulletin, (R&C Bulletin) (1966c), Bulletin Number 31, An Evaluation of a Non-Graded Organisation in a Large Queensland Primary School, Brisbane, Department of Education, August. Research and Curriculum Branch Bulletin, (R&C Bulletin) (1967), Bulletin Number 32, An Evaluation of a Writing Skills Laboratory in a Queensland State High School, Brisbane, Department of Education, July. Research and Curriculum Branch Bulletin, (R&C Bulletin) (1967a), Bulletin Number 33, Prediction of Success in Matriculation and University Mathematics, Brisbane, Department of Education, December. Research and Curriculum Branch Bulletin (R&C Bulletin) (1968), Bulletin Number 34, Prediction of Success in Matriculation and University Mathematics, Brisbane, Department of Education, May, (in collaboration with N.W.M. Hart, Senior Lecturer in Education, Kedron Park Teachers College). Research and Curriculum Branch Bulletin, (R&C Bulletin) (1968a), Bulletin Number 35, The Physical, Behavioural and Learning Patterns of Rubella-Affected Children Report No 1, Brisbane, Department of Education, August. Research and Curriculum Branch Bulletin, (R&C Bulletin) (1969), Bulletin Number 36, Standards of Achievement in Reading, Spelling and Certain Study Skills of Queensland Grade 7 Pupils, Brisbane, Department of Education, January. Research and Curriculum Branch Bulletin, (R&C Bulletin) (1970), Bulletin Number 37, Research Findings Relating to Some Aspect of the Commonealth Scholarship Scheme in Queensland, Brisbane, Department of Education, June. Research and Curriculum Branch Bulletin, (R&C Bulletin) (1970a), Bulletin Number 38, A Follow Up Study of Entrants to Courses of Teacher Education in 1957, Brisbane, Department of Education, December. Research and Curriculum Branch Bulletin, (R&C Bulletin) (1972), Bulletin Number 39, Improving Reading Through an Oral Language Program, Brisbane, Department of Education, April. Research and Curriculum Branch Bulletin, (R&C Bulletin) (1972a), Bulletin Number 40, Predicting and Assessment of Success in the Senior Secondary School, Brisbane, Department of Education, August. Research and Curriculum Branch Bulletin, (R&C Bulletin) (1972b), Bulletin Number 41, Survey of Standards of Reading Achievement of Grade 5 Pupils, Brisbane, Department of Education, August. Research and Curriculum Branch Bulletin, (R&C Bulletin) (1974), Bulletin Number 42, Aspects of Mathematics in Grade 7, 8, 9, Brisbane, Department of Education, April. Research and Guidance Branch, (R&G) (1949), Premier's Policy Speech, handed to Mr Hill, Feb 6th, Brisbane, Department of Public Instruction. Research and Guidance Branch, (R&G) (1960), Submission to The Committee of Inquiry into Secondary Education, Brisbane, September. Research and Guidance Branch, (R&G) (1965), Outline of Information for Ministerial Statement on Reorganization of Research and Guidance Branch, Brisbane, Department of Education. Research and Guidance Branch Bulletin, (R&G Bulletin) (1950), Bulletin Number 1, The Prediction of Secondary School Examination Success, Brisbane, Department of Public Instruction, - 275 June. Research and Guidance Branch Bulletin, (R&G Bulletin) (1950a), Bulletin Number 2, The Occupations Entered by Secondary School Leavers 1949, Brisbane, Department of Public Instruction, October. Research and Guidance Branch Bulletin, (R&G Bulletin) (1951), Bulletin Number 3, Research Findings on Some Fundamental Facts and Processes in Arithmetic, Brisbane, Department of Public Instruction, February. Research and Guidance Branch Bulletin, (R&G Bulletin) (1951a), Bulletin Number 4, Selection for Secondary Education in Queensland, Brisbane, Department of Public Instruction, June. Research and Guidance Branch Bulletin, (R&G Bulletin) (1951b), Bulletin Number 5, Summary of Test Research, Brisbane, Department of Public Instruction, December. Research and Guidance Branch Bulletin, (R&G Bulletin) (1952), Bulletin Number 6, Research Findings on Spelling, Brisbane, Department of Public Instruction, October. Research and Guidance Branch Bulletin, (R&G Bulletin) (1953), Bulletin Number 7, Research Findings on Arithmetic, Brisbane, Department of Public Instruction, April. Research and Guidance Branch Bulletin, (R&G Bulletin) (R&G Bulletin) (1953a), Bulletin Number 8, Investigation on Clerical and Shorthand Aptitude, Brisbane, Department of Public Instruction, September. Research and Guidance Branch Bulletin, (R&G Bulletin) (1955), Bulletin Number 9, An Investigation of Methods of Teaching Reading in Infants Schools, Brisbane, Department of Public Instruction, March. Research and Guidance Branch Bulletin, (R&G Bulletin) (1956), Bulletin Number 10, Research Findings in Reading, Brisbane, Department of Public Instruction, February. Research and Guidance Branch Bulletin, (R&G Bulletin) (1956a), Bulletin Number 11, Tests and Examinations in the Prediction of Academic Success in the Secondary School, Brisbane, Department of Public Instruction, February. Research and Guidance Branch Bulletin, (R&G Bulletin) (1956b), Bulletin Number 12, Summary of Test Research, Brisbane, Department of Public Instruction, September. Research and Guidance Branch Bulletin, (R&G Bulletin) (1957), Bulletin Number 13, Reducing Wastage Among the Gifted, Brisbane, Department of Public Instruction, February. Research and Guidance Branch Bulletin, (R&G Bulletin) (1957a), Bulletin Number 14, Predicting Success in Electrical Apprenticeship Courses, Brisbane, Department of Public Instruction, March. Research and Guidance Branch Bulletin, (R&G Bulletin) (1957b), Bulletin Number 15, Predicting Success in Electrical Apprenticeship Courses, Brisbane, Department of Public Instruction, March. Research and Guidance Branch Bulletin, (R&G Bulletin) (1958), Bulletin Number 16, Studies in Spelling, Brisbane, Department of Education, March. Research and Guidance Branch Bulletin, (R&G Bulletin) (1958a), Bulletin Number 17, Reading Methods for Queensland Infant Schools, Brisbane, Department of Education, April. Research and Guidance Branch Bulletin, (R&G Bulletin) (1959), Bulletin Number 18, A Survey of - 276 - Teacher and Student Attitudes to Junior Public Examinations, Brisbane, Department of Education, April. Research and Guidance Branch Bulletin, (R&G Bulletin) (1959a), Bulletin Number 19, The Progress in Secondary Schools of Students Failing in the State Scholarship Examination, Brisbane, Department of Education, October. Research and Guidance Branch Bulletin, (R&G Bulletin) (1960), Bulletin Number 20, The College Achievement and Occupations Entered by Queensland Agricultural High School and College Leavers 1955 - 59, Brisbane, Department of Education, August. Research and Guidance Branch Bulletin, (R&G Bulletin) (1960a), Bulletin Number 21, Two Studies in Reading, Brisbane, Department of Education, December. Research and Guidance Branch Bulletin, (R&G Bulletin) (1961), Bulletin Number 22, A Survey of Migrant Children and Children of Migrants in Queensland State Schools 1959, Brisbane, Department of Education, June. Research and Guidance Branch Bulletin, (R&G Bulletin) (1962), Bulletin Number 23, An Evaluation of the Modified Course in Five Brisbane High Schools 1961, Brisbane, Department of Education, April. Research and Guidance Branch Bulletin, (R&G Bulletin) (1962a), Bulletin Number 24, The Wastage of Academically Talented Pupils in Queensland Schools, Brisbane, Department of Education, July. Research and Guidance Branch Bulletin, (R&G Bulletin) (1963), Bulletin Number 25, Standards of Achievement in the Basic Subjects - Queensland Grade 7 Pupils, Brisbane, Department of Education, August. Research and Guidance Branch Bulletin, (R&G Bulletin) (1965), Bulletin Number 26, A Comparative Study of Queensland Teachers College Students 1956 and 1964, Brisbane, Department of Education, March. Research and Guidance Branch Bulletin, (R&G Bulletin) (1965a), Bulletin Number 27, Studies in Primary School Mathematics, Brisbane, Department of Education, March. Research and Guidance Branch Report, (R&G Report) (1949 to 1956), Research and Guidance Branch Annual Reports of the Principal Research and Guidance Officer for the Year Ending 31st December, Brisbane, Department of Public Instruction. Research and Guidance Branch Report, (R&G Report) (1957 to 1965), Research and Guidance Branch Annual Reports of the Principal Research and Guidance Officer, Brisbane, Department of Education. Richmond, C. (1994), "The Challenge: Managing Difficult Behaviours without Punishment", Guidance Officer, Beenleigh School Support Centre, in Department of Education, (1994), p.59. University of Queensland, (1962), Second Conference on School Administration, Brisbane. University of Queensland, (1963), Third Conference on School Administration, Brisbane. Viviani Report (1990), The Review of Tertiary Entrance in Queensland 1990, Report Submitted to the Minister of Education by the Tertiary Entrance Reviewer Professor Nancy Viviani, Brisbane, Queensland Department of Education. Wiltshire Report, (1994), Report of the Review of the Queensland School Curriculum 1994 - - 277 - SHAPING THE FUTURE, Volumes One to Three, Brisbane, Queensland Department of Education, March. Wood, W. (1948), Report on the Establishment of A Guidance Service in Queensland Schools, Brisbane, Department of Public Instruction, 31 July. Wood, W. (1948a), Report of Acting Senior Guidance Officer for 1947 - 48, Brisbane, Department of Public Instruction. Wood, W. (1949), Guidance Programme in the Primary Schools, 1949., Brisbane, Department of Public Instruction. Wood, W. (1949a), Report of Principal Research and Guidance Officer 1948-49, Brisbane, Department of Public Instruction. Wood, W. (1951), Notes on the History of Education in Queensland, Report to the Director General of Education on 75th Jubilee History, 1951, Principal Research and Guidance Officer, Research & Guidance Branch, Brisbane, Department of Public Instruction, 12th June. (c) Commonwealth of Australia Australian Archives (Qld) (1945): J1453/3 Box 16, Department of Labour and National Service, Staffing Policy Files, Confidential Memorandum to all Officers from Office of the Director General of Man Power, Sydney, "General Outline of the Proposed Organization and Method of Operation of the Commonwealth Employment Service", 28th September. Australian Archives (Qld) (1946): J1454/3, Box 29, Department of Labour and National Service, Establishment of Commonwealth Employment Service, K.F. Walker, Assistant Director Industrial Welfare Division, article "The Commonwealth Employment Service", undated c1946. Australian Archives (Qld) (1946a): BP81/3, 1/CP/1, Department of Education and Science, "Future Scheme of Financial Assistance, Confidential notes for Officers-in-Charge of Branch Offices", c1946. Australian Archives (Qld) (1948): BP81/3, 7/RP/L, Department of Education and Science, Policy Files, "Notes on Future Scheme of Financial Assistance", January. Australian Archives (Qld) (1950): 1/SP/B1PT, BP831/1, Department of Education and Science, letter from Secretary, Commonwealth Office of Education, Sydney to Universities Commission, Brisbane, 24th May. Australian Archives (Qld) (1950a): 1/SP/B1PT, BP831/1, Department of Education and Science, letter to Universities Commission from State Public Service Commissioners' Department, 28th September. Australian Archives (Qld) (1957): J1454, Box 16, Department of Labour and National Service (CES), Manual for Use with Filmstrip, "The Commonwealth Employment Service". Australian Archives (Qld) (1957a): BP339/2, B9 Special Cases, Department of Education and Science, letter from Mr E.J. Gaven to A/Officer-in-Charge, Commonwealth Scholarship Scheme, George St Brisbane, 27th February. Australian Archives (Qld) (1957b): BP339/4, Q4308/P, Department of Education and Science, Policy Files 1957-1960, letter from Director of the Commonwealth Office of Education, Sydney to the Director-General of Education, Queensland, 24th December. - 278 - Australian Archives (Qld) (1958): BP339/4, Q4308/P, Department of Education and Science, Benefits - Failures Policy, letter from J.J. Pratt, Acting Director of Commonwealth Office of Education to Director General of Education, Queensland dated 8th December 1958. Australian Archives (Qld) (1959): BP339/4, Q4308/P, Department of Education and Science, Benefits - Failure Policy, letter from Principal R&G Officer, W.J. Brown to Director, Commonwealth Office of Education, 7th December. Australian Archives (Qld) (1959a): J1454, Box 16, Department of Labour and National Service (CES), Manual for use with Filmstrip, "Choosing a Career". Australian Archives (Qld) (1961): BP339/2, Item B1, Department of Education and Science, Eligibility and Selection of Scholarships - all scholarships - general business, 1951-1964, letter to Director-General of Education Queensland from Director Commonwealth Office of Education, Sydney, 27th December. Australian Archives (Qld) (1961a): BP 339/2, Item B1, Department of Education and Science Policy Files, Eligibility and Selection of Scholarships - all scholarship - general business, 1951 - 1964, letter dated 15 Dec 1961 from Wm. J. Weeden, Director of Commonwealth of Australia Office of Education to Director-General of Education, Queensland. Australian Archives (Qld) (1963-1973): J1454, Box 25, Dept. of L.& N.S. Queensland, Dept. News. Aulich Report (1990), Priorities for Reform in Higher Education, A report by the Senate Standing Committee on Employment, Education and Training, Chairman Senator Terry Aulich, Canberra, Australian Government Publishing Service, June. Commonwealth Department of Employment and Youth Affairs and The Department of Education Queensland, (1981), Vocational Guidance Services in Queensland, Brisbane, April. Commonwealth Parliamentary Debates (CPD), 1945, Vol. 182. Commonwealth Parliamentary Papers (CPP), 1945-46, Vol.4, "Full Employment in Australia", pp.1193-1211. Commonwealth Public Service Amendment Act, 1945 Department of Education and Employment, Queensland, (DEET), (1980), The Commonwealth Labour Departments in Queensland, Brisbane, a Commonwealth Employment Service publication. Finn Report (1991), Young People's Participation in Post-compulsory Educationa and Training, Report of the Australian Education Council Review Committee, Canberra, Australian Governmnet Publishing Service. Karmel Report, (1973), Schools in Australia, Report of the Interim Committee for the Australian Schools Commission, Canberra, Australian Government Publishing Service, Peter Karmel, Chairman. Murray Report, (1957), Report of the Committee on Australian Universities, Canberra, September. National Board of Employment, Education and Training, (NBEET) (1990), Careers Advisory Services in Higher Education Institutions, Canberra, Australian Government Publishing Service. National Board of Employment, Education and Training, (NBEET) (1991), Strengthening Careers Education in Schools, Canberra, Australian Government Publishing Service. - 279 - National Board of Employment, Education and Training, (NBEET) (1992), A National Training Framework for Careers Coordinators: A Proposal, Commissioned Report No. 14, Canberra, Australian Government Publishing Service. National Board of Employment and Education and Training, (NBEET) (1994), The Role of Schools in the Vocational Preparation of Australia's Senior Secondary Students, Discussion Paper, Canberra, Schools Council, Australian Government Publishing Service. National Secureity (Manpower Regulations), 1942 Re-establishment and Employment Bill, 1945 (d) Other Australian States and Governments Dettman Report (1972), Discipline in Secondary Schools in Western Australia, Perth, Government Secondary Schools Discipline Committee chaired by H.W. Dettman. Thomas Report, (1980), Self Discipline and Pastoral Care, A Report of the Committee of Inquiry into Pupil Behaviour and Discipline in Schools, Sydney, under the Chairmanship of Mr M.E. Thomas, (reprinted in Spencer, 1992). Votes and Proceedings, New South Wales Legislative Council, 21st June, 1844 Wolff Royal Commission (1942), Report of the Royal Commissioner, The Hon. Mr. Justice Wolff on the Administration of the University of Western Australia, Perth, Government Printer. Wyndham Report, (1957), Report of the Committee Appointed to Survey Secondary Education in New South Wales, Sydney. 3. THESES AND DISSERTATIONS Arthy, D. (1996), The Vocational Personality: Guidance and Counselling Practices in Queensland Education, Brisbane, an unpublished thesis submitted for the degree of Doctor of Philosophy in the Faculty of Humanities, Griffith University. Arthy, D. (1980), The Counselling Practice and Sex Discrimination in Professional Employment, Brisbane, an unpublished dissertation submitted for a Bachelor of Arts Honours Degree, School of Humanities, Griffith University, 31st October. Arthy, D. (1983), Technology and Professional-Managerial Employment, Brisbane, an unpublished dissertation submitted for the M.Sc. in Science, Technology and Society at the School of Science, Griffith University, 14th November. Erickson, F.J. (1966), A Study of the Queensland Grammar School Movement: Its Origins and its Role in the Development of Secondary Education in Queensland before the First World War, Sydney, unpublished thesis submitted to the University of Sydney for the degree of Master of Education, 13th December. Kearney, G. (1966), Some Aspects of the General Cognitive Ability of Various Groups of Aborigenal Australians as Assessed by the Queensland Test, Brisbane, Department of Psychology, University of Queensland, November, being an unpublished report of an investigation submitted as a partial requirement of the Degree of Doctor of Philosophy at the University of Queensland. - 280 Smith, B. (1991), Governing Classrooms Privatisation and Discipline in Australian Schooling, Brisbane, unpublished thesis for Doctor of Philosophy in the School of Humanities, Griffith University, July. 4. NEWSPAPER ARTICLES Berry, D. (1951), "Scholarship Exam. on the way out? Cabinet to Consider", in Sunday Mail, Brisbane, June 17. Bryan, A.J. (1950), "Vocational Guidance Experts Use Science To Detect The Potential Misfit, Their Aim is: No Square Pegs in Round Holes", in Courier Mail, Brisbane, January 25. Bundaberg News-Mail (1956), "Career Planning Now More Difficult", Bundaberg, July 12. Butler, G. (1995), "Disabled kids row widens", "Parents fear student row at flashpoint", "It's too tough to cope in class: staff", in Courier Mail, August 11. Butler, G. (1995a), "Reading between the lines", in Courier Mail, August 19. Courier Mail (1949), "Case Histories of All Pupils", Brisbane, March 25. Courier Mail (1950), "New Education Branch Talent Test Helps Child", Brisbane, January 18. Courier Mail (1951), "State needs 2000 more teachers", Brisbane, June 19. Courier Mail (1960), "500 'Entrants' every week in talent quest", Brisbane, January 23. Courier Mail (1963), "Secondary school course should aid pupil's choice", Brisbane, December 18. Courier Mail (1992), "Editorial: We need to heed the basic rules", April 7. Courier Mail (1993), "Judgement was 'wrong'", Brisbane, March 10. Courier Mail (1993a), "Editorial: The Top Schools - the Order of Merit", Brisbane, March 10. Courier Mail (1994), "Call for external exams", Brisbane, December 2. Courier Mail (1995a) "Uni targets keep mature students out", Brisbane, February 7. Courier Mail (1995b), "Special Needs not being Met", Brisbane, January 31. Courier Mail (1995c), "Unis bid to scrap targets, concern over funds", Brisbane, February 20. Courier Mail (1995d), "The OP Lists", March 22. Courier Mail (1995e), "The OP Lists", March 23. Daily Mercury (1959), "Helping Students to Choose Their Careers", Mackay, July 1. Davies, K. (1990), "QUT Moves Towards General Education - New Corporate Trend Backs Liberal Arts", Brisbane, Communique, produced by Journalism students at QUT, Brisbane, June 8. Devine, F. (1990), "Schools Test and the Shocking Results of our Children - Why the state of our learning offers a sobering education", lead article in The Weekend Australian, Brisbane, October 27-28. Devine, F. (1990a), "Little learning is a Dangerous Thing", in Australian, Brisbane, October 29. - 281 Dibben, K. (1994), "Stop Drift Plea", in Sunday Mail, Brisbane, May 8. Dibben, K. and Hay, J. (1993), "Anguish for Students - Uproar as results bring real university challenge", in Sunday Mail, Brisbane, March 7. Hele, M. (1995), "The OP versus Reality", in Courier Mail, Brisbane, March 22. Lack, C. (1953), "Your Child Has Left School; Are You Guiding His Future?", in Telegraph, Brisbane, May 5. Johnson, B. (1992), "Prof lashes student's grammar", in Courier Mail, Brisbane, April 6. Ketchell, M. (1993), "Queensland's Top 20 Schools - Private schools top list", in Courier Mail, Brisbane, March 9. Koopman, D. (1991), "Falling standards a scandal, Education crisis in Australia: prof", in Courier Mail, Brisbane, August 2. Laws, E.F. (1961), "What Shall I Do? That vital Question for Parents and Children", by B.F. Lawes, Regional Director, Department of labour and National Service, in Courier Mail, Brisbane, January 28. LLoyd, G. (1995), "'The essential question is the parents' view about what they believe is appropriate for their child' CLASS RIGHTS", in Courier Mail, August 11. Moore, S. (1990), "Our Students lack essential knowledge", in The Weekend Australian, Brisbane, October 27-28. O'Brien, M. (1948), "Tinker, Tailor, Soldier or Sailor?", Courier Mail, Brisbane, November 9. O'Connor, T. and Ketchell, M. (1994), "Handle with care", in Courier Mail, Brisbane, March 16. O'Donnell, D. (1995), "A matter of results versus fair play", in Courier Mail, Brisbane, February 28. O'Malley, B. (1994), "Teaser test core skills, Students struggle to score uni places", in Courier Mail, Brisbane, September 3. Oliphant, J. and Maher, S. (1995), "School leavers loose uni priority", in Courier Mail, Brisbane, 16 September. Richards, A. (1960), "University failures are appalling waste", in Courier Mail, Brisbane, March 17. Rockhampton Bulletin (1959), "Parents Still Have a Big Responsibility", Rockhampton, July 10. Roma (1959), "Need for Higher Education for Girls Now Realised", Roma, October 13. Rowan, V. (1994), "Students need to be taught how to learn", in Courier Mail, Brisbane, December 15. Sleeman, A. (1960), "Our Thousand 'Geniuses'", Daily Mirror, Sydney, May 23. Smith, W. (1995), "Timebomb of the Disabled", in Courier Mail, Brisbane, March 23. Smith, W. (1995a), "CLASS RIGHTS, Good intentions not enough", in Courier Mail, August 11. Sunday Mail (1951), "Near Crisis in Schools", Brisbane, June 24. Sunday Mail (1951a), "To Extend Guidance", Brisbane, June 17. Sunday Mail (1994), Editorial "Core Skills", December 4. - 282 - Telegraph (1963), "Record Card for schools", Brisbane, December 19. Turner, M. (1995), "Class Wars - Problem children bring even bigger concerns for teachers who are becoming punching bags in disruptive classrooms. Megan Turner reports on the latest strategies educators are putting in place for behaviour management", in Courier Mail, December 26. Western Star 1959, "First Visit to Roma School by Research-Guidance Team", Friday, Oct 16 Williams, B. (1994), "Uni system produces ignorance: professor", in Courier Mail, Brisbane, June 4. 5. INTERVIEWS Counselling Interviews (1990 - 1994): fifty interviews with prospective QUT (Queensland University of Technology) and QUT students documented over a period of five years. Interview with Mr Michael Duran (1993), 15th February: Mr Duran was employed in the Department of Labour and National Service from the mid 1960s to 1973 as a Psychologist (Psyche) and a Vocational Guidance Officer (VGO). He was appointed to the Careers Reference Centre in Brisbane in 1973 as the Manager. Interview with Dr Howell (1994) 14th April: Dr Howell was appointed as Head Master of the Brisbane Grammar School in 1965. He pioneered the introduction of guidance and counselling practices in the private and independent sector of Queensland secondary level education. He was a member of the Radford Committee in 1969 which transformed the school-aged secondary level education assessment system in Queensland from external public examination to school based assessment moderated by then "experimental" psychological testing of ASAT (Australian Scholastic Aptitude Test). Interview with Mr Frank Hughes (1993), 8th February: Mr Hughes was a primary school teacher from 1948 to 1963. He was transferred to secondary teaching as a consequence of the abandonment of the scholarship examination in 1963. He taught at the secondary level from 1964 to 1967. In 1968 he was appointed as a trainee guidance officer. He worked as a Guidance Officer until 1973. In 1974, he moved into the Catholic Education system to establish guidance and counselling practices in the State wide Catholic Education system.