“Every locality, however remote, and every family, however humble”: the formation of the Half-time schools of New South Wales 1866-1869 A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy at Charles Sturt University by Ashley Thomas Freeman DipT (Armidale CAE), BEd (Canberra CAE), MEd (UNE) Charles Sturt University August 2009 Table of Contents Certificate of authorship .................................................................................. i Acknowledgements ....................................................................................... iii Abstract .......................................................................................................... v Chapter One Introduction ............................................................................... 1 The Half-time schools of New South Wales .............................................. 5 Objective of this thesis ............................................................................... 8 Significance of this thesis ........................................................................... 8 Principal questions ................................................................................... 10 Methodology ............................................................................................ 11 Writer‟s position ....................................................................................... 18 Sources and literature reviewed ............................................................... 19 Context ..................................................................................................... 33 Clarification of terms used and referencing styles ................................... 40 Structure of the thesis ............................................................................... 41 Conclusion ................................................................................................ 42 Chapter Two The origins of Clause Twelve of the Public Schools Act of 1866 .............................................................................................................. 43 Introduction .............................................................................................. 43 Clause Twelve of the Public Schools Act ................................................ 43 Originators of the proposal encapsulated in Clause Twelve .................... 45 Henry Parkes ........................................................................................ 46 William Wilkins ................................................................................... 47 William McIntyre ................................................................................. 50 The possibility of other contributors .................................................... 55 The uncertain basis for the idea of using itinerant teachers ..................... 62 The absence of itinerant teaching from earlier educational legislation .... 64 Prior and existing itinerant teaching in New South Wales ...................... 65 Burragorang Roman Catholic Denominational School ............................ 67 The possibility of itinerant private teachers ............................................. 73 Itinerant teaching in Norway .................................................................... 82 Parkes‟s summation.................................................................................. 87 The unclear nature of the envisioned form of itinerant schooling ........... 89 Conclusion ................................................................................................ 92 Chapter Three 1867 - Experimenting with itinerant teaching ...................... 95 Introduction .............................................................................................. 95 Regulation Nine........................................................................................ 96 The 1867 Inspectors‟ Conference .......................................................... 103 Wilkins‟s circular ................................................................................... 105 The first applications for Half-time schools, April to June 1867 ........... 107 The impact of bushranging in the Braidwood district ............................ 116 The Clarke Brothers ............................................................................... 118 The commission of inquiry into crime in the Braidwood District ......... 119 Exploration of links between the commission of inquiry and itinerant teaching in the Jingeras .......................................................................... 125 The first itinerant teachers – Cobb and Smith in the Jingeras ............... 136 Inspector Harris ...................................................................................... 147 The other four itinerant teachers ............................................................ 149 Lacy at Farrington and Ballalaba ....................................................... 150 Louis at Long Reach and Rock View ................................................ 151 Tudor at Springfield and Bullamalita ................................................ 152 Szarka at Jamboye and Jerricknorra................................................... 153 Inspector Harris‟s „Instructions‟ ............................................................ 155 The nature of Half-time schools in 1867 ............................................... 160 The itinerant teachers ............................................................................. 163 Subjects taught and teaching standards .................................................. 165 The promoters of Half-time schools ...................................................... 165 Distances, transport and teaching patterns ............................................. 166 Accommodation for Half-time schools .................................................. 167 People served ......................................................................................... 168 Location of Half-time schools ................................................................ 170 Itinerant teaching at Burragorang .......................................................... 172 Conclusion ............................................................................................. 174 Chapter Four 1868 – Organising a system of itinerant teaching ................ 178 Introduction ............................................................................................ 178 Continuing in uncertainty ....................................................................... 179 Carwoola and Foxlowe Half-time schools ......................................... 180 Norongo, Anembo and Whinstone Valley Half-time Schools ........... 181 Cobbora and Buddenbelar Half-time Schools ................................... 184 Burragorang Half-time School ........................................................... 186 Intervention by the Council - Inspector Johnson ................................... 187 Inspector Johnson‟s report on Half-time schools ................................... 191 Inspector McIntyre replaces Inspector Harris in the Goulburn District . 205 The Council‟s response to Johnson‟s report .......................................... 206 A vision for Half-time schools ............................................................... 208 The special rules for the conduct of Half-time schools ......................... 213 Distributing the special rules .................................................................. 217 Half-time schools between February and July 1868 .............................. 219 Burragorang Half-time School ........................................................... 219 Oranmeir and Jerrabatgully Half-time Schools ................................. 219 Corang and Nerriga Half-time Schools .............................................. 221 Richlands Half-time School ............................................................... 222 Burra Burra and Snaphook Half-time Schools .................................. 223 Long Flat, Harolds Cross and Vernelly Half-time Schools ............... 223 Half-time schools to the end of 1868 ..................................................... 225 Crookwell and Laggan, and Bolong and Cooks Vale Creek Half-time Schools ............................................................................................... 225 Burragate and Wyndham Half-time Schools ..................................... 226 Upper Colo and Wheeny Creek Half-time Schools ........................... 227 Fairfield and Stoney Creek Half-time Schools .................................. 229 Norongo and Whinstone Valley Half-time Schools .......................... 230 Douro, Mulloon, Arnprior and Black Range Half-time Schools ....... 231 Cobbora Half-time School ................................................................. 231 Crookwell and Laggan Half-time Schools ......................................... 232 Long Reach and Rock View Half-time Schools ................................ 232 The nature of Half-time schools in 1868 ............................................... 233 The location of Half-time schools .......................................................... 241 The perceived and actual roles of Half-time Schools ............................ 244 The itinerant teachers ............................................................................. 249 Teaching patterns