Draft:History of Melbourne High School

Main article: Melbourne High School

A Goldfield school in Victoria - Informal educational institution (circa. 1850)

The History of education in Victoria (early - mid 1800s)

In 1844, a selected committee of the Victorian Legislative Council was appointed "to enquire and report upon the state of education in the Colony and to devise the means of placing the education of youth upon a basis suited to the wants and wishes of the community". This committee was critical of the Denominational system of school education, stating it as exceedingly costly and reported that it considered the present state of education in the Colony to be extremely deficient and that many children were receiving no education at all. The Committee recommended that one uniform system of education be established.

In response to the findings of the inquiry, The Denominational School Board was appointed in January 1848 "for the temporal regulation and inspection of the respective Denominational schools of the Colony within the district of Port Phillip" (Port Phillip being the then name of Victoria, as it was still part of the Colony of New South Wales) and was directed "to draw up a code of regulations for the conduct and inspection of schools of the different denominations, the appointment and remuneration of school masters, etc.

In 1851, Victoria became an independent colony from New South Wales, and inherited the dual system of publicly funded and (usually funded in part by the church) schools from NSW. During this time, the new colony saw the establishment of private schools, modelled after the english public school model, named "Grammar schools". Examples of these are Geelong Grammar School (est. 1855) and Melbourne Grammar School (est. 1858)

On the 30th of December, 1851, the National Education Board Incorporation Act was passed by the Victorian Legislative Council, instating the Board of Education, with its inaugural members H. C. E. Childers, Charles Hotson Ebden, James P. Palmer (President), Thomas H. Power, and William Westgarth was created. The two boards worked in conjunction until The Denominational School Boards and non-denominational boards were merged into a singular "Board of Education" in 1862 under the Act for the better Maintenance and Establishment of Common Schools in Victoria. As the Denominational School Board was now dissolved, land and school buildings vested in the Denominational Board were transferred to the Board of Education. This Act included clauses to protect marginalised denominations and secular education interests by restricting denominations to having a maximum of two members in the board The Act also required all schools receiving "consolidated revenue" (funding from the government) provide at least 4 hours of secular education daily, and disallow schools from refusing admission to students based off of religious standpoints.

Soon after, the Education Act of 1872 was passed by the Legislative Council of Victoria on the 17th of December 1872. The act lead Victoria to become the first Australian colony to introduce a public school system built upon principles of free, secular, and compulsory education, and appoint a “Minister of Public Instruction", in charge of the state education system. All children over the age of 6 years and no more than 15 years were now legally required to be sent to either Denominational or Public schools established by this act for at least 120 days a year, unless the child is receiving efficient instruction in another manner (private schooling for example), sick or at fear of infection, temporary or permanent infirmity, or any unavoidable cause, if there is no school the child can attend within 2 miles (measured by the nearest road from the child's residence), or if the child has already been educated up to the standard.

Financial Aid from the government to denominational schools ceased in 1874, however these institutions were still permitted to operate.

The National Model and Training School (1854 - 1905)

National Model and Training School - Front View

The National Model and Training School was opened on the 13th of September, 1854. Located in East Melbourne (on the current site of the Royal Australasian College of Surgeons) housed administration offices and the headquarters of Victoria's National Board of Education (mentioned above), a 'model' school for instruction of girls, boys, and infants, and a standard 'school' for teacher training. The school was known as the "Central Common School" as a result of the Common Schools Act. Following the Education Act of 1872 (cited above), the school was named State School 391. The Teacher Preparation division of the institution that had ceased in 1859 recommenced in 1870, before being transferred to the newly built Melbourne Teacher's College in 1889 in close proximity to the University of Melbourne (still in continuous operation by the university, with the building named the "1889 Building" ). Frank Tate was appointed as principal for the Teacher's College before leaving to become Director of Education in 1902. The Department of Education's offices were still located at the Spring St site until 1878.

After 1890, the school's studentship gradually reduced as the population in the area declined. The National Model and Training School officially closed in December of 1904.

Melbourne Continuation School (1905 - 1927)

Logo of Melbourne Continuation School

Same site, with name changed to "Melbourne Continuation School"

Physics Laboratory at Melbourne Continuation School

The Government had now established a continuation school in Melbourne that was intended to help the poorest child on the land to the University if he or she had brains.

— Thomas Bent, The Argus (08 April 1905)

Following the closure of the National Model and Training School, the Melbourne Continuation School was officially established by Frank Tate, then Director of Education, with the Boys (68 students) and Girls (135 students) instruction divisions being expanded to fill the entire building in the now absence of teacher training units and departmental offices. The change of name was due to a change in role the school played in the education system of Victoria. Initially established to also train teachers, the institution shifted its focus to primarily educate students between primary and tertiary education. The change marked the transformation into the first government secondary school in victoria offering a broader curriculum aimed at preparing students for further levels of education such as University. The name "Continuation school" being chosen to represent the role of the institution, to serve as a secular bridge between Primary education to Tertiary, which at the time was only offered by denominational private schools for a cost.

At it's inception in 1905, Melbourne Continuation School was the only non-denominational secular school to provide tuition to enable students to sit University entrance exams (The University of Melbourne being the only institution in Victoria at the time). The school also provided a two-year teacher preparation course to pupils aged 14 and over.

Tate's motivations to establish a school such as Melbourne Continuation School was to provide all students a publicly-funded path to University, previously a luxury only afforded to students from wealthy backgrounds (as you must have attended a private secondary school such as Scotch College (Victoria's first secondary college, then named "Scots College") to attend university)

Curriculum and Course of Study at Melbourne Continuation School

The Ordinary Study at Melbourne Continuation School typically lasted two years between the ages of 14 and 16. At the conclusion of this period, successful candidates were appointed as Junior teachers in the Department of Education.

Students looking to continue to University studies had the option of completing one extra year of tuition at the school, reliant on their satisfaction of the eligibility criteria

1. Holders of State School Scholarships, whose course extends over three years ,
2. Successful competitors for Training College studentships, which give entrance to that college without further examination,
3. A limited number of students who are desirous of passing the Junior Public examination before taking up their work as teachers may also return.

On the completion of this additional year of study, students will be eligible to complete the Junior Public Examinations to gain entry into the University of Melbourne.

Subjects taught at Melbourne Continuation College included English, History, Algebra, Geometry, Trigonometry, Arithmetic, Geology, Geography, Nature Study, Physics, Chemistry, Drawing, Singing, Methods of Teaching, Physical Culture and Military Drill, Sloyd and Cookery. With the addition of one of four languages offered being Greek, Latin, French, and German.

Admission to the School

Admission to Melbourne Continuation School was dictated by the applicant's satisfaction of the entry criteria

• Except in the case of holders of Government scholarships, all applicants for admission must be at least 14 years of age
• That they shall have obtained the Certificate of Merit or have passed the primary examination of the University, or have satisfied an Inspector of Schools that they are competent to take part in the course of study of the school
• That they show aptitude for teaching, are in sound health, are free from any physical defects likely to impair their efficiency as teachers, and are of good character.

Entry to the school was only possible during the start of the school year.

Applications for admission were to be forwarded to the Secretary of the Department of Education, with the

• Identification Number of the Certificate of Merit - A significant educational award in the state at the time, awarded to students who excelled academically in their final years of primary education, specifically in subjects such as reading, writing, and arithmetic. The certification was awarded by the Education Department after satisfactory completion of standardised tests or exams administered by the Department. Students also must have maintained good attendance and behavior.
• The date of birth of the prospective student
• Certificates of health (obtained from a licensed medical practitioner after a thorough medical examination),
• Certificate of Character (obtained from an individual who knew the applicant well, such as a clergyman or teacher) and
• Certificate of teaching aptitude (demonstrated past teaching experience, or a letter from an educational authority's evaluation of the applicant)

being attached to the application.

Fees at Melbourne Continuation School

Textbooks were provided to students of the school at the then current rates of materials. The fees of instruction were £6 per annum ($986.5 AUD as of 2023) was made payable to the Accountant, Education Department, Melbourne. No extra fees were required for instruction or tuition, but the pupils being given the option to rent a locker for 1 shilling per annum ($8.20 AUD as of 2023), and boys being charged 2 shillings per term, or 8 shillings per school year ($16.4 and $65.7 AUD respectively as of 2023) for the use of gymnastic and sport equipment. The school magazine (ours) also cost 6 pence per term ($49.33 AUD as of 2023).

Culture at Melbourne Continuation School

In 1910, the Melbourne Continuation School adopted the Prefect System, stating in the 1910 prospectus that it functioned well.

At this point in time, the 1910 Prospectus claimed that the school library was well-stocked with books and literary pieces. The quarterly magazine "Ours" was being published at the end of every term, The School Cadet Corps (now known as Army Cadets) was "efficiently trained, the boys receiving regulation instruction in military drill and in rifle shooting.", the pupils of the school being provided a "well-equipped gymnasium" in the training college, the "The Friendly Societies' Ground" being secured to function as a playing field for male pupils, and facilitate outdoor games with the 1910 prospectus stating "Perhaps nothing does more than games to develop esprit de corps in a school."

A boys swimming club was formed in 1910, with male pupils having practice carried out during the warmer parts of the year under the supervision of a head teacher, and the girls having an equivalent club, supervised by a female teacher.

Excursions for fieldwork in Geography and Nature studies were carried out occasionally during the year.

The Old Boys Association was established in 1907 to foster continuous friendship between peers who have graduated, and giving scope for aid in educational matters. A female pupils of the school also established a similar society.

The School Term

Term Dates and Lengths (1910)

Term	Start Date	End Date	Duration
First Term	8th Feb	21st April	10 weeks and 2 days
Second Term	27th April	30th June	9 weeks and 1 day
Third Term	13th Jul	5th Oct	12 weeks
Fourth Term	12th Oct	20th Dec	9 weeks 6 days

Single-sex education at Melbourne Continuation School

Even though Melbourne Continuation School was a co-educational institution, that definition only stemmed from students attending school within the same building. The school had strict rules pertaining to the separation of sexes in education, with the school mandating there be "there (be) very little interaction between girls and boys at the Continuation School, with separate playgrounds, divided classrooms and a strict rule that boys and girls were not to speak to each other."

A girl who attended the school in 1908 recalled that when the american fleet visited the school, then principal, Joseph Hocking, was so appalled at the opportunities it created for the fraternising of the sexes that he gave the girls a week’s holiday!

Uniform at Melbourne Continuation School

Male pupils at Melbourne Continuation School wore a college grey suit jacket, matching trousers or shorts with stockings and a tie with a white shirt and optionally a pocket watch whereas female pupils typically wore a white blouse and dark-grey skirt, or some variation of a full black dress. All pupils were required to wear a School hat with a hat badge, with male pupils being permitted to wear a straw hat and school ribbon in the summer months, however girls were expected to wear the straw hat and ribbon throughout the school year.

Renaming to Melbourne High School

Melbourne Continuation School was renamed "Melbourne High School" on February 17th 1912 due to reform of the curriculum and instruction now synonymous with High Schools of the 21st century.

Melbourne High School - South Yarra site (1927 - present)

Building the South Yarra site

By 1914, Melbourne Continuation School was deemed to be overpopulated. This marked the controversial decision to split the boys and the girls into separate schools.

Municipalities were eager to hold the even then well acclaimed Melbourne High School, with a 17-acre plot secured by Charles Forrest in 1870, including a high level portion (being the hill that the castle now sits upon), and a low-level swamp land (now situating the Woodful-Miller oval of the school) being selected for the construction of the new school.

Melbourne High School - Twenties Building (2006)

Prior to the commencement of building, then Chief Inspector of Schools Peter Martin Hansen conducted a tour of overseas schools in 1923-24 , to inspect how the new site may be constructed. He was impressed by the design of colleges in the U.S.A., which had quite a profound impact on the architectural design of Melbourne High School. He was particularly intrigued by the Grover Cleveland High School in St Louis, Missouri, which is mirrored in the design of the Twenties building.

In Feburary 1926, builder G.S. Gay commenced construction of the main building (now called the "Twenties Building") on the elevated portion of the land. The building is constructed of bricks made on-site with local clay, and white-coloured render to highlight openings, windows, crenellations, and panels, with a slate roof.

The castle was constructed in the collegiate-gothic style with a symmetrical central tower adorned with octagonal central turrets flanked by the north and south wings, terminating at a protruding end bay, much like the Grover Cleveland High School and other collegiate-gothic architecture.

The usage of this grandiose style was to emphasize the eliteness of the institution, with the castle then being highly visible in the skyline of the area.