1950's

Building a Better Society: The Role of Public Education in Post-War Australia


“History demonstrates achievements of nations and groups when motivated by belief and commitment, Penshurst Girls will continue to be truly great if pupils reaffirm the tried traditions of the past and continue their search for wisdom with trust and confidence”.

- Ms Sylvia Maud Shorter 1959 ("Blues", 2005)


In Australia, public education has a long and rich history that reflects the social and economic changes of the nation. Less than 200 years after the arrival of the first fleet, all NSW children were expected to be in school until they were 15 years of age, a third of those remained until they were 17 or 18(Penshurst Girls Union, 2005, p. 4). What is it like today and how has it become so? This article will focus on the development of public education in New South Wales after World War II(The Herald, 1943), and how it shaped the lives and opportunities of girls in particular. The Public Instruction Act of 1880 established a public school system in NSW and the other states soon followed suit (Australia Town and Country Journal, 1880). Partly due to the baby boomers (The Canberra Times, 1987), enrolments were rapidly rising. The increase in prosperity (immigration) also increased the demand for evolving technology and more pupils enrolled in secondary school to gain status. The emphasis was on teaching facts, basic skills, and manners. More uniformity was introduced, demonstrated in the identical classrooms (Penshurst Girls Union, 2005, p. 23). 

Beginning Phases

Our school began as one of the public system contributors, beginning as Hurstville School of Households Arts (Penshurst Girls Union, 2005, p. 5) and was part of Hurstville Public School where enrolments date 1917. In 1923, It was renamed Hurstville Girls’ School, serving the St George area from Bexley to Helensburgh in the South and Cronulla in the East (Penshurst Girls Union, 2005, p. 5). It would provide education to girls wishing to receive secondary education with three classes - 7th, 8th and 9th(The Herald, 1952). Apart from English, History, Mathematics and Science, a home science high school provided courses in life and career skills(The Herald, 1945). Any girl who wished to continue her education would transfer to Canterbury Domestic or St George Girls’ High School. The rail line did not open till much later, increasing the time dedicated to commuting. In 1935 the school was separated from the primary with Miss Edith Eckford as the first Principal of the then newly established Hurstville Central Domestic Science School. 

Struggle to Move

Plans for a new school building were all shelved when war broke out in 1939 (The Land, 1940). After the war, the site that was allocated in 1925 was given to Sydney Technical High School (Penshurst Girls Union, 2005, p. 6-7). Securing the new site was a long journey that began with William de Lisle Roberts property of a single storey building known as Kenilworth. The building was resumed by the Department of Education on 8th July 1931 and demolished in 1954/5. On August 8th 1946, the official polos call was commenced for building the new school on that site. Ms Sylvia Maud Shorter was the principal from 1943 to 1959, and oversaw the move to the new site in 1950. 

"Kenilworth" (1926). Penshurst Girls Union, 2005 pg. 8

Foundation

Hon.R.J  Heffron invested 57, 000 pounds into the school, meaning the work would undoubtedly be one of the best-equipped schools in the states; this was proven when Miss Farr (Inspector for Home Science School) observed it to be very modern and one of the most important in Sydney (Penshurst Girls Union, 2005, p. 15). The cost turned out to be an amount equivalent to 9 million AUD today (Penshurst Girls Union, 2005, p. 11). The work commenced in 1950 with the foundation stone laid on 14th June 1950 by Hon.R.J.Herron. Image The school’s official opening was on 1st July 1955.  The school building was finally completed in 1955. The students reported to have hoped the school would always be “courteous, kingly and industrious”, making all their acts “deed, not words”.

"Guard of Honour" (1955). Penshurst Girls Union, 2005 pg. 15

Curriculum

Apart from English, History, Mathematics and Science, a home science high school provided courses in life and career skills.  Each week, two girls from each class would be chosen for the practical lesson. One girl assumed the role of cook and hostess, whilst the other was a visitor. 

 Third years followed up with an invalid cookery course. Needlework was compulsory for most girls up to third year and was regarded as creative hearts. First years began their secondary needlework course by sewing and embroidering a bag, apron and panties. Second years made a blouse and skirt or pyjamas. And embroidered collar or guest towel. Third years did frocks, slips or nightdresses in addition to working a cross-stitch table center for the intermediate certificate examination. The outside was an art appreciation course covering the history of art, embracing art form accompanied by practical exercises in design, expression and application of techniques and processes. The commercial course focused on shorthand, typewriting and business work to give an understanding of the business organisation and provides a store for practice for everyday knowledge used in the future. In the first year, girls would decide upon commercial or home economics following two years, enriched through the adding machine, electric typewriter, duplicators and filing cabinets. Economics was taught to fourth and fifth-year leaving certificate students (Penshurst Girls Union, 2005, p. 36), interest was stimulated by illustrated talks by officials of business organisations. 

"Third Year Home Nursing" (1959). Penshurst Girls Union, 2005 pg. 34

"Combined School Athletics Carnival" (1926). Penshurst Girls Union, 2005 pg. 30

In summary, drastic events bring long-term effects and are followed by decades of progression to make up for all those that we missed as history took a turn.