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Masculinity at Prince Alfred College 1960-1965

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Masculinity at Prince Alfred College 1960-1965 5"4'ot- ÊV Princes Men Masculinity at Prince Alfred College 1960 - 196s Leah Simons Dip Ed, B Ed (Queensland University of Technology), M Ed Studies (University of Adelaide) Thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Education, Universify of Adelaide September 2001 Table of Contents Abstract I Declaration lll Acknowledgments iv Chapter 1: Introduction Gender, schooling and history 2 Historical images of masculinity 16 Prince Alfred College 1869-1965 24 South Australia and Adelaide in the 1960s 31 aa Methodology JJ Chapter 2: Religion 47 Methodism 47 Religious instruction 51 School chaplain: Kyle Waters 55 The Headmaster's addresses 62 Summary 66 Chapter 3: Princes Men 68 Being a PAC boy 70 Not fitting the mould 84 Summary 93 Chapter 4: School Culture and Impact 95 The development of school culhue 95 School impact 103 Role models 111 Jack Dunning: Headmaster 111 Masters t2t Prefects 138 Summary t46 Chapter 5: Discipline 150 Types of discipline 150 Effects of discipline 161 Fairness of discipline 168 The role of Scouts and Cadets 177 Scouts t74 Cadets' view of Scouts 177 Cadets 179 Scouts' view of Cadets 189 Summary 191 Chapter 6: Competition and Success 194 Sport 194 Academic achievement 220 Streaming and classroom seating plans 221 Importance of academic achievement 232 Summary 239 Chapter 7: Conclusion 240 Appendix I 257 Appendix II 259 Appendix III 26t Appendix IV 262 Bibliography 263 Abstract This study is an oral history based on interviews with fifty men who left Prince Alfred College (PAC) between 1960-65. The aim was to define the codes of masculinity that were accepted and taught at the school and any other definitions of masculinity that were occurring sirnultaneously. Prince Alfied College was established in 1869 as a Wesleyan Methodist boys' college in Adelaide, South Australia. The school was based on the British model and promoted muscular Christianity right through to the 1960s. This was achieved throughout the school which was immersed in Christian ethics. Sport, discipline, Cadets, Scouts. academia and school culture were used as themes to promote ethics such as helping those less fortunate, being a team player, winning and losing with grace- being honest. bein-e fair, accepting consequences to one's actions, respecting one's elders and knowing that your actions affect those around you. A Christian gentlernan was defined as an upright. good citizen. a credit to the school, a leadet, useful in the community, of sound body and mind. He was expected to strive to the best of his ability and not to give up when things went wrong. Boys were taught to follow Christian ideals and teachings as a way of life rather than just apart of life, leflecting the Methodist culture. PAC gave the boys a good preparation for life by creating self confident. Christian gentleman to become leaders in the community. Thele are rnany different definitions of masculinity operating at any given point in time and the boys at PAC had rnany different ways of expressing their masculinity. The ethics of muscular Christianity ancl the Christian gentlemen were entwined ll throughout the school and both were acceptable definitions of masculinity. Cadets and sport highlighted muscular Christianity whereas, Scouts and academia emphasised the Christian gentlemen. Prince Atfred College w-as very successful in transmitting a Methodist emphasis of these codes of masculinity as all of those interviewed described these ethics and many stated how they use them in their lives today. lv Acknowledgments A big thanks to my anazingfamily David, Val and Tanya Simons for their love, encouragement and continued support throughout the entire process. Thanks to my supervisors Gillian Weiss and Margaret Secombe for their editing skills, patience and feedback. Thanks to Jean Barman for sharing her interviewing experiences and exchanging ideas about interviewing men. Tha¡ks to Dr. Webster the then Headmaster of PAC and the Old Scholars Association for allowing me to use their lists to contact potential interviewees. A big thanks to the PAC archivist, Brian Baldwin for all the wonderful information and allowing me to sift through the archives. To Milton Hasselof , retired Deputy of PAC, thanks for filling in the many gaps in my information and for always being available to answer my nrmerous questions. A special thanks to the frfty men who made time to be interviewed for this study. Tha¡ks to my work colleagues Donna Triggs, Fran Aitken, Ric Dance, Di Whitington, Andy Mewett and Pepina Argyropoulos for their encouragement and tolerance. Thanks to James Telfer for his support by helping me through many blocks, finding the fabulous book,,4 Christian Gentleman and for the background information on the military. A special thanks to my dear friend Julie McMillan, who maintained my sanity with her undying support, encouragement and advice throughout, especially the last few frustrating months. Saraswathi Karthagasu, Kristianne Stelmach and Chris Hurley thanks for saving my very sore arms by helping me with the typing. To Martin Foreman many thanks for helping with all those computer glitches that seem to appear when they are least needed. I Chapter 1: Introduction There is currently a growing concern about boys' behaviour and performance in school as well as a more general concern in society about unacceptable aggressive behaviour such as child abuse and beatings perpetrated by men. Additionally there is a growing number of young male offenders entering the prison system, many of whom have committed violent offences against other males. It is important to have an understanding of how and where these male behavioural characteristics were acquired and developed. The role of the family in society is changing and there is a general lack of appropriate role models for boys in many homes. Schools are potentially becoming more important in teaching boys acceptable male behaviour. An understanding of the links between schooling and masculinity is essential to how schools have been and continue to be a major tool of socialisation. To date there has been a lot of study on the role of schools in teaching femininity to girls but liule on the links between masculinity and schooling. Understanding the past can help educators to improve the future for male and female members of society alike. Behaviour and performance of boys today relates to the homes and schools of tomonow. These boys are the potential fathers and role models for the next generation. This study is about a small group of men who attended Prince Alfred College (PAC) in the early 1960s and what sort of men they were taught to be at school. They are some of today's male role models and are all fathers. This research is a historical investigation based on gender and how schooling effects the development of masculinity in boys. It is one step in the process of finding the links between masculinity and schooling from a historical perspective. This study does not deal with the links between families and the teaching of masculinity. 2 Gender, schooling and history Masculinity for the purpose of this research is defined as the social construct consisting of values and characteristics that were associated with the male gender during the early to mid 1960s. The biological sex of individuals does not encompass their social attributes or their socialisation process and therefore this study is based on gender. Gender is defined by Connell as .the way that social practice is ordered'.l This definition is broad and flexible in that it allows for 'masculine' women and 'feminine' men. It is therefore not always tied to sex. Connell also states that 'gender is a process and not a fixed social practice. It's about bodies, what bodies do and how they react.'2 Therefore there are many different masculinities at any given point in time. Hegemonic masculinþ is the definition out of the many that is set up as or considered the noÍn. This is usually based on middle class values and is therefore most often, but not exclusively, found in the middle class. Gender identities are complex, structurally determined processes that occur at the same time as the individual is actively constructing his/trer personal masculinity/femininity. Gender also interacts with social class, ethnicity and other factors that make up a person's backgtound and life experiences. Gender construction therefore occurs when individuals interact with society, developing their individual identities within particular cultural and historical contexts. As Kimmel states 'Men are not born; they are made. And men make themselves, actively constructing their masculinities within a social and historical context.'3 t R. V/. Connell (1995) Masculinities, Allen & Unwin, St. Leonards, Ch. 3, pp' 71-76' 2 ibid. t frrfì"tru"l Kimmel and Michael Messner (1995) Men's Lives,Allyn & Bacon, Boston, 3'd ed., p. xx. 3 Secondary schools are highly organised institutions that cater primarily for adolescents and as such are important arenas where individual gender identities are experienced, challenged and developed. Connell agrees that 'schools do not simply adapt to a natural masculinity amongst boys ... they are agents in the matter, constructing particular forms of gender and negotiating relations between them.'4 Carrigan, Connell and Lee 'see social definitions of masculinity as being embedded in the dynamics of institutions.'s Until recently Australian history has been written from a white, Anglo-Saxon, middle class, male perspective and has tended to focus on important events and the outstanding accomplishments of great people - usually men. This approach ignored the experiences and everyday lives of the majority of the people, as well as factors such as race, gender, sex, socioeconomic background and all the other facets that make us individuals: History was, and often still is, written from an ideal masculine perspective, which is assumed to be the nonn, and therefore personal issues have not traditionally been the subject of critical reflection and analysis.
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