Easter 1916 - the Background

Total Page:16

File Type:pdf, Size:1020Kb

Easter 1916 - the Background NICIE Thematic Unit Easter Rising 1916 Easter 1916 - The Background In 1916 Ireland was still part of the British Empire. The streets of Dublin looked quite like any English city. The Union Jack flag was flown on public buildings like the GPO and post boxes were painted red. British Army were common place on the streets. However in Ireland, there was renewed interest in the Irish language and in Irish culture and literature. Much of this interest was led by The Gaelic League, The GAA and The Gaelic Revival. People like WB Yeats were part of this cultural ‘revolution’. In the country as a whole a growing number of people believed that Ireland was a distinctive country and not just a region of the United Kingdom. They believed that while remaining within the British Empire, Ireland should be allowed to make many its own laws. This was called Home Rule. Two Home Rule Bills had been rejected in the British Parliament but the third Home Rule Bill had passed and was waiting to be enforced. It was thought that it would become law in the summer of 1914. The support of Irish M.P.s for the British government in parliament had led to this promise of Home Rule - after the end of the war. The Irish Parliamentary Party and in particular its leader John Redmond had encouraged Irish men to join the British Army and to fight against Germany. He hoped that this act of allegiance would help secure Home Rule after the war. In Europe in 1916 World War I had been ongoing for 2 years. Thousands of Irish soldiers were now fighting. Many had joined the British Army in the hope of getting a secure wage and of being able to fend for their families. Many lost their lives in the trenches and on the battle fields fighting against the German Kaiser William and his army. In the North East of Ireland, Unionists were opposed to the idea of Home Rule. They wanted to remain completely within the United Kingdom with parliament in Westminster. In order to protect their interests and to oppose Home Rule they had set up The Ulster Volunteer Force. Guns were imported and the UVF practise drilling and training. In response to this, the Irish Volunteers were founded by Eoin Mac Neill with the aim of ensuring that Home Rule was introduced at the end of the war. They also practise drilling and training. However, they have limited supplies of weapons. They too had been gun running. By 1916 The Irish Republican Brotherhood (IRB), a more militant group, had infiltrated the Irish Volunteers and other organisations associated with the Gaelic revival. With its connections to the Fenians, the IRB was not satisfied with Home Rule but wanted a completely independent Ireland. With Britain at war in Europe, the IRB was convinced that now was the time to stage an armed uprising. ‘England’s difficulty is Ireland’s opportunity’ was their thinking! Planning for a rising began and there were hopes of getting guns from Germany. A nationwide rising involving thousands of Irish Volunteers was planned for Easter Sunday. The IRB kept its plans secret from the leadership of the Irish Volunteers. That is where we pick the story up. NICIE Thematic Unit Easter Rising 1916 1 NICIE Thematic Unit Easter Rising 1916 Introduction To The Theme This information gives a brief context and provides a background to the events that unfolded in Dublin between April 23rd and 29th 1916. It is not necessary for the children to know much of this in any detail. The teacher may decide what to share with them. The history of Ireland and its relationship with Britain is so complicated that it cannot be fully explored within the context of this theme. The purpose of this Thematic Unit is to explore the events which happened in Dublin in that fateful week and what happened subsequently. The subject is one which engenders many differing views and opinions even now 100 years later. It is important that children have an accurate and unbiased account of what happened, an account that allows them to gain some understanding of the lead up, course and consequences of Easter 1916 in Ireland. They will learn about the people who took part in the Rising on both the Irish and the British side. They will find out about the buildings and the places connected to the Rising. They will gain some knowledge of the chronology of the Rising. During their learning they will also consider the mistakes and errors which led to the calamity of this event. They will be encouraged to think about questions such as; if and how the Rising was a success or failure. They will explore how lessons can be learned form History and from the Rising itself. The children will explore sources and they will be encouraged to use skills in the areas of Geographic and Historic investigation. They will also be encouraged to use all the Thinking Skills and Personal Capabilities. There are opportunities for them to develop the Core Skills of Communication and Using ICT. 2 NICIE Thematic Unit Easter Rising 1916 NICIE Thematic Unit Easter Rising 1916 The Lead Up! A set of cards which creates a timeline of the important events in the lead up to the Rising has been given. During this activity the children will complete some ‘guided’ research. The timeline which is provided will focus their research. They can use the event mentioned to locate information about the relevant date. This timeline should be cut up into 10 strips. The strips which are jumbled up can be given to the children who have 3 tasks to perform: 1. Find out the relevant dates for each of the events they have been given 2. Complete the timeline by filling in these dates on the space 3. Order the timeline to show the correct chronology of what happened in the lead up to the Rising Completion of this activity will give the children some background information so that they will have some knowledge of what the history to the Rising was. Once they have done this they could then complete the fourth tasks 4. Sort the short pieces of information which have also been provided to match them to the timeline and the relevant organisation. Alternatively this could be an extension activity or teacher led so that they teacher can assure that the children have the necessary knowledge to move forward with. NICIE Thematic Unit Easter Rising 1916 3 NICIE Thematic Unit Easter Rising 1916 Understanding The Times Event Date: Month /Year (To be completed by the children) Irish Volunteers Formed Cumann Na Nban Formed Irish Citizen Army Formed World War 1 Act Of Union Ulster Volunteers Formed The Easter Rising Famine Years Lockout Of Workers And Unrest Dublin Irish Republican Brotherhood Is Formed 4 NICIE Thematic Unit Easter Rising 1916 NICIE Thematic Unit Easter Rising 1916 Some Basic Information For Timeline Events This organisation was formed to support the workers who had been locked out of their places of work. Under this agreement Ireland was governed by British rule. There was no parliament in Ireland. This group wanted to make sure that Ireland remained under British rule and so they armed themselves and began to practise fighting if they needed to to protect the Act of Union. They did not want Home Rule. This war broke out in 1914 and lasted until 1918. Britain and the allies were at war with Germany. Many thousands of Irishmen fought with British forces. During this event trade unions in Dublin supported workers who were asking for better working conditions and hours of work. The employers locked the workers out and they got no pay. A planned rebellion. Most of the action taking place only in Dublin. Formed to counter the Ulster Volunteer Force this group wanted to ensure that Ireland was given Home Rule which had been promised for after WW1. This was an army made up of only women. They wanted to help Ireland get Home Rule and they were organised to help the men who might have to fight to achieve this. This secret organisation was formed. They were willing to fight for the indepence of Ireland. NICIE Thematic Unit Easter Rising 1916 5 NICIE Thematic Unit Easter Rising 1916 Plans That Were Shot Out Of The Water! The Ulster Volunteers had successfully brought more than 25,000 guns into Ireland by 1916. These were ready to be used to stop the granting of Home Rule. They had arrived in boats in Larne, Bangor and Donaghadee in April 1914. The Irish Volunteers had been less successful with the running of just about 1000 older rifles into Irleand in July 1914. These guns arrived in Howth. The leaders of the IRB knew that they needed more arms. As Germany and Britain were at war they contacted German leaders and arranged for guns and ammunition to be brought to Ireland from Germany. A man from Dublin called Roger Casement left Ireland to bring back these weapons and also the rebels hoped that the Germans would send soldiers to fight the British. They hoped that the Germans would help in the fight for Irish freedom. They would be disappointed. Roger Casement managed to get around 20,000 rifles from the Germans and several million rounds of ammunition but this was not the help that the IRB leaders had hoped for. The arms were being smuggled in on a boat called the Aud. It was captained by Captain Karl Spindler.
Recommended publications
  • Abolition of the Upper House Community Engagement – Updated 27 March 2001
    Abolition of the Upper House Community Engagement – Updated 27 March 2001 THE ABOLITION OF THE UPPER HOUSE IN QUEENSLAND INTRODUCTION Unicameral legislatures, or legislatures with only one chamber, are uncommon in democracies. It is usually considered that two chambers are necessary for government, and this is the case for the United Kingdom, Canada (at the Federal level) and the United States (Federally, and for all states except Nebraska.) However, some countries, usually small ones, are unicameral. Israel, Denmark, Finland, Luxembourg, Sweden, and Greece have only one chamber. All the Canadian Provinces, all the Malaysian States and some of the Indian ones, including Assam, are unicameral. Other single-chambered legislatures in the Commonwealth include New Zealand, Ghana, Cyprus, Sierra Leone, Tanzania, Uganda, Malta, Malawi, Zambia, Gambia, Guyana, Singapore, Botswana, Zimbabwe and (Western) Samoa. In Australia, the Federal Government has two chambers, as do the governments of all the states, except Queensland. At its separation from New South Wales in 1859, Queensland had two houses of Parliament, the Legislative Assembly and the Legislative Council. But in a move unique in Australian history, the Legislative Council abolished itself. EARLY DAYS OF THE LEGISLATIVE COUNCIL, 1860-1890 Queensland, separated from New South Wales in 1859, was the only colony to have a Parliament from its inception. When the Parliament of Queensland was first promulgated in 1860, there were two houses of Parliament. The first members of the Upper House, the Legislative Council, were appointed for five years by the Governor of New South Wales, so that Queensland would not be left permanently with nominees from the Governor of another colony.
    [Show full text]
  • Secret Societies and the Easter Rising
    Dominican Scholar Senior Theses Student Scholarship 5-2016 The Power of a Secret: Secret Societies and the Easter Rising Sierra M. Harlan Dominican University of California https://doi.org/10.33015/dominican.edu/2016.HIST.ST.01 Survey: Let us know how this paper benefits you. Recommended Citation Harlan, Sierra M., "The Power of a Secret: Secret Societies and the Easter Rising" (2016). Senior Theses. 49. https://doi.org/10.33015/dominican.edu/2016.HIST.ST.01 This Senior Thesis is brought to you for free and open access by the Student Scholarship at Dominican Scholar. It has been accepted for inclusion in Senior Theses by an authorized administrator of Dominican Scholar. For more information, please contact [email protected]. THE POWER OF A SECRET: SECRET SOCIETIES AND THE EASTER RISING A senior thesis submitted to the History Faculty of Dominican University of California in partial fulfillment of the requirements for the Bachelor of Arts in History by Sierra Harlan San Rafael, California May 2016 Harlan ii © 2016 Sierra Harlan All Rights Reserved. Harlan iii Acknowledgments This paper would not have been possible without the amazing support and at times prodding of my family and friends. I specifically would like to thank my father, without him it would not have been possible for me to attend this school or accomplish this paper. He is an amazing man and an entire page could be written about the ways he has helped me, not only this year but my entire life. As a historian I am indebted to a number of librarians and researchers, first and foremost is Michael Pujals, who helped me expedite many problems and was consistently reachable to answer my questions.
    [Show full text]
  • Urban Forms and the Politics of Property in Colonial Hong Kong By
    Speculative Modern: Urban Forms and the Politics of Property in Colonial Hong Kong by Cecilia Louise Chu A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Architecture in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Nezar AlSayyad, Chair Professor C. Greig Crysler Professor Eugene F. Irschick Spring 2012 Speculative Modern: Urban Forms and the Politics of Property in Colonial Hong Kong Copyright 2012 by Cecilia Louise Chu 1 Abstract Speculative Modern: Urban Forms and the Politics of Property in Colonial Hong Kong Cecilia Louise Chu Doctor of Philosophy in Architecture University of California, Berkeley Professor Nezar AlSayyad, Chair This dissertation traces the genealogy of property development and emergence of an urban milieu in Hong Kong between the 1870s and mid 1930s. This is a period that saw the transition of colonial rule from one that relied heavily on coercion to one that was increasingly “civil,” in the sense that a growing number of native Chinese came to willingly abide by, if not whole-heartedly accept, the rules and regulations of the colonial state whilst becoming more assertive in exercising their rights under the rule of law. Long hailed for its laissez-faire credentials and market freedom, Hong Kong offers a unique context to study what I call “speculative urbanism,” wherein the colonial government’s heavy reliance on generating revenue from private property supported a lucrative housing market that enriched a large number of native property owners. Although resenting the discrimination they encountered in the colonial territory, they were able to accumulate economic and social capital by working within and around the colonial regulatory system.
    [Show full text]
  • Augustine Birrell, Chief Secretary for Ireland, 1907-1916
    3.0 Those who Set the Stage 3.1 Those concerned with Home Rule (for and against) 3.1.2 Augustine Birrell, Chief Secretary for Ireland, 1907-1916 Birrell contributed indirectly to the Rising by failing (together with Asquith) to confront the Ulster unionists and by failing to take action against the republicans planning the Rising. Augustine Birrell (1850-1933) was from Liverpool. His father was a Baptist minister and his maternal grandfather a Free Church of Scotland minister; in later life he became an agnostic, but maintained a Liberal nonconformist outlook. A legacy enabled him to study law at Trinity Hall, Cambridge, following which he practiced as a barrister and gained recognition as an essayist and literary critic of distinction. Elected as the Liberal MP for West Fife in 1889, he served as a minister under Campbell-Bannerman, becoming Chief Secretary for Ireland in 1907, an office which he held until May 1916 when he resigned under a cloud in the aftermath of the Rising. The Chief Secretary was the official responsible for formulating and administering government policy in Ireland. Birrell was one of the most humane, committed and productive ministers ever to hold the office. He was well disposed towards nationalist Ireland, his ultimate objective being Home Rule. In the meantime, he had a total of fifty-six pieces of largely beneficial legislation enacted. These included acts for the establishment of the National University of Ireland and Queen’s University Belfast, and the 1909 Land Act, which accelerated the purchase of land by tenants and reduced agrarian strife.
    [Show full text]
  • Cumann Na Mban: During the Easter Rising
    Cumann na mBan: During the Easter Rising Dylan Savoie Junior Division Individual Documentary Process Paper: 500 words Once I learned about National History Day, I immediately wanted to do something related to my Irish heritage seeing as my mother was born in Ireland. In my research, I found the Easter Rising. Now that I had narrowed my selection down, I began to dig deeper, and I came across an Irish women's group, Cumann na mBan, that helped greatly in the Rising but has gone largely unnoticed in history. I tried to have a wide range of research. First, I began by searching for a video about Cumann na mBan. I had found an RTE documentary on the Easter Rising of 1916. It was in that documentary that I came across Fr. Oliver Rafferty, a professor at Boston College. I was able to obtain his email address, contact him, and we had a phone interview. I searched websites and books at my local and Boston Public Library, taking notes and citing them in Noodletools as I went. The Burns Library at Boston College has the most extensive Irish History collection outside of Ireland, so in January, I went there too and was able to obtain many primary sources. In February, I went to Boston College and interviewed Fr. Rafferty in person. I was able to talk with him and combine what I had learned in my research to understand my topic in more depth than I had before. After I collected my research, I decided that my project would be best represented in the form of a documentary.
    [Show full text]
  • The Governor of Queensland
    Factsheet 2.2 The Governor of Queensland Role of the Governor • recommending by a message to the Legislative Assembly, the passing of the Appropriation Queensland’s system of Government is a Bill(s) prior to their introduction in the House; constitutional monarchy. The Queensland Constitution Acts specifically recognise • having the discretionary powers concerning that the Parliament of Queensland consists the dissolution of the Legislative Assembly and of the Sovereign (expressed as the Crown) the appointment and dismissal of Ministers in and the Legislative Assembly. The Governor the event of a change of Government; is the personal representative of the • swearing-in the new Ministry at Government Sovereign in the State. House; The Governor is appointed by the • presiding over meetings of, and taking the Sovereign, by Commission, on the advice advice of, the Executive Council, which is tendered by the Premier. The appointment comprised of all members of the Ministry. In is for an unlimited term, but the accepted this role the Governor is titled Governor in convention is a term of five years. Council; The powers of the Governor are derived • issuing writs for the election of Queensland from his/her Commission, the Australia Senate representatives in Canberra; Acts, the Constitution (Office of Governor) Act 1987, the Constitution Act 1867 and • on the advice of the Government, issuing also by Acts which provide for approval writs for State elections; and by the Governor in Council. The Governor • granting a pardon, commuting a sentence, or in Council is a title used when the reprieving the execution of a sentence. Governor is acting by and with the advice of the Executive Council.
    [Show full text]
  • Lesson 2 Key • Suggested • Comic • Whiteboard Information Additional Creation • Pcs / • Comic Resources Software Laptops Creation E.G
    MODULE 4. THE EASTER RISING 2: AIMS AND IDEALS OF THE REBELS LESSON LESSON DESCRIPTION 2. The second lesson in the module will outline the aims and ideals of the rebels who took part in the Easter Rising. The lesson explores the views and ideology of revolutionary Nationalists on the eve of the Rising. We will see how the various participants did not all share the same motivations for, or expectations of, revolution. LESSON INTENTIONS LESSON OUTCOMES 1. Understand the differing • Be able to discuss the variety of expectations and reservations of viewpoints and ideologies held by the three groups involved in the the organisers of the Rising. Rising. • Employ ICT skills to express an 2. Describe the key beliefs understanding of the topic. expressed by leaders Patrick Pearse and James Connolly. 3. Demonstrate an understanding of the aims and ideals of the rebels through the use of digital media. HANDOUTS DIGITAL SOFTWARE HARDWARE AND GUIDES • Lesson 2 Key • Suggested • Comic • Whiteboard Information Additional Creation • PCs / • Comic Resources Software Laptops Creation e.g. Comic Storyboard Life • Video Editing • Video Storyboard Editing • Digital Image Software Design Sheet e.g. Movie Maker • Image Editing Software e.g. GIMP www.nervecentre.org/teachingdividedhistories MODULE 4: LESSON 2: LESSON PLAN 21 MODULE 4. THE EASTER RISING 2: AIMS AND IDEALS OF THE REBELS ACTIVITY LEARNING OUTCOMES The discussion will act as an Starter – Start the lesson by engaging in a discussion with the introduction to the themes in the students centered around the lesson. Students will have an idea different attitudes in Ireland at this of what cultural nationalism and time.
    [Show full text]
  • 141 the EASTER RISING and the FALL to FREEDOM Margaret Hawkins History Regards the 1916 Easter Rising in Ireland As a Dismal
    THE EASTER RISING AND THE FALL TO FREEDOM of a distinct nationality.3 Unfortunately for Ireland, these three never seemed to coincide effectively. This mishap did not prevent the Easter Margaret Hawkins Rising from becoming the cataclysm that began the chain reaction. Michael Collins claimed that the Easter Rising awoke “the sleeping spirit of Ireland.”4 Richard B. Finnegan and Edward T. McCarron History regards the 1916 Easter Rising in Ireland as a dismal argue that the Easter Rising became a symbol of Irish independence military failure, led by fanatic but condemned rebels resolute in their and a focal point for nationalist identity. They assert that 1916 was determination to achieve an independent, republican, Gaelic, united given a place of pride in Irish history, despite its “failure.”5 The fall to Ireland. However, the Easter Rising set into motion the means by freedom had begun. which Ireland would realize her freedom. Though the rebels did not The Easter Rising exhorted the first great push to an realize their aspirations, their actions set off a series of events that independent nation with its immediate effects. It had failed as a caused Ireland to unexpectedly stumble upon the path that would lead military venture, it had failed as a political gesture, and it had failed to them to freedom. This unanticipated fall onto the right path coincided arouse the support of Dubliners.6 The leaders of the Rising had with perfect timing. That year, the British Parliament had once again assumed that when the Rising began, the people of Dublin, angry at pushed Home Rule away from the Irish.
    [Show full text]
  • Hunger Strikes by Irish Republicans, 1916-1923 Michael Biggs ([email protected]) University of Illinois at Urbana-Champaign
    Hunger Strikes by Irish Republicans, 1916-1923 Michael Biggs ([email protected]) University of Illinois at Urbana-Champaign Paper prepared for Workshop on Techniques of Violence in Civil War Centre for the Study of Civil War, Oslo August 2004 “It is not those who can inflict the most, but those who can suffer the most who will conquer.” (Terence MacSwiney, 1920) “The country has not had, as yet, sufficient voluntary sacrifice and suffering[,] and not until suffering fructuates will she get back her real soul.” (Ernie O’Malley, 1923) The hunger strike is a strange technique of civil war. Physical suffering—possibly even death—is inflicted on oneself, rather than on the opponent. The technique can be conceived as a paradoxical inversion of hostage-taking or kidnapping, analyzed by Elster (2004). With kidnapping, A threatens to kill a victim B in order to force concessions from the target C; sometimes the victim is also the target. With a hunger strike, the perpetrator is the victim: A threatens to kill A in order to force concessions.1 Kidnappings staged for publicity, where the victim is released unconditionally, are analogous to hunger strikes where the duration is explicitly 1 This brings to mind a scene in the film Blazing Saddles. A black man, newly appointed sheriff, is surrounded by an angry mob intent on lynching him. He draws his revolver and points it to his head, warning them not to move “or the nigger gets it.” This threat allows him to escape. The scene is funny because of the apparent paradox of threatening to kill oneself, and yet that is exactly what hunger strikers do.
    [Show full text]
  • A Most Thankless Job: Augustine Birrell As Irish
    A MOST THANKLESS JOB: AUGUSTINE BIRRELL AS IRISH CHIEF SECRETARY, 1907-1916 A Dissertation by KEVIN JOSEPH MCGLONE Submitted to the Office of Graduate and Professional Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Chair of Committee, R. J. Q. Adams Committee Members, David Hudson Adam Seipp Brian Rouleau Peter Hugill Head of Department, David Vaught December 2016 Major Subject: History Copyright 2016 Kevin McGlone ABSTRACT Augustine Birrell was a man who held dear the classical liberal principles of representative democracy, political freedom and civil liberties. During his time as Irish Chief Secretary from 1907-1916, he fostered a friendly working relationship with the leaders of the Irish Party, whom he believed would be the men to lead the country once it was conferred with the responsibility of self-government. Hundreds of years of religious and political strife between Ireland’s Nationalist and Unionist communities meant that Birrell, like his predecessors, took administrative charge of a deeply polarized country. His friendship with Irish Party leader John Redmond quickly alienated him from the Irish Unionist community, which was adamantly opposed to a Dublin parliament under Nationalist control. Augustine Birrell’s legacy has been both tarnished and neglected because of the watershed Easter Rising of 1916, which shifted the focus of the historiography of the period towards militant nationalism at the expense of constitutional politics. Although Birrell’s flaws as Irish Chief Secretary have been well-documented, this paper helps to rehabilitate his image by underscoring the importance of his economic, social and political reforms for a country he grew to love.
    [Show full text]
  • List of Presidents of the Legislative Council and His Date of Presidency Since 1843
    List of Presidents of the Legislative Council and his date of Presidency since 1843 The Right Honourable Sir Henry POTTINGER, Bt, PC, GCB 26.6.1843 Sir John Francis DAVIS , Bt, KCB 8.5.1844 Sir Samuel George BONHAM, Bt, KCB 21.3.1848 Sir John BOWRING 13.4.1854 The Right Honourable the Lord ROSMEAD, PC, GCMG 9.9.1859 Sir Richard Graves MacDONNELL, KCMG, CB 11.3.1866 Sir Arthur Edward KENNEDY, GCMG, CB 16.4.1872 Sir John Pope HENNESSY, KCMG 22.4.1877 The Right Honourable Sir George Ferguson BOWEN, PC, GCMG 30.3.1883 Sir George William DES VOEUX, GCMG 6.10.1887 Sir William ROBINSON, GCMG 10.12.1891 Sir Henry Arthur BLAKE, GCMG 25.11.1898 The Right Honourable Sir Matthew NATHAN, PC, GCMG 29.7.1904 The Right Honourable the Lord LUGARD, PC, GCMG, CB, DSO 29.7.1907 Sir Francis Henry MAY, GCMG 24.7.1912 Sir Reginald Edward STUBBS, GCMG 30.9.1919 Sir Cecil CLEMENTI, GCMG 1.11.1925 Sir William PEEL, KCMG, KBE 9.5.1930 Sir Andrew CALDECOTT, GCMG, CBE, 12.12.1935 Sir Geoffry Alexander Stafford NORTHCOTE, KCMG 28.10.1937 Sir Mark Aitchison YOUNG, GCMG 10.9.1941 Sir Alexander William George Herder GRANTHAM, GCMG 25.7.1947 Sir Robert Brown BLACK, GCMG, OBE 23.1.1958 Sir David Clive Crosbie TRENCH, GCMG, MC 14.4.1964 Lord MacLEHOSE of Beoch, KT, GBE, KCMG, KCVO 19.11.1971 Sir Edward YOUDE, GCMG, GCVO, MBE 20.5.1982 Lord WILSON of Tillyorn, GCMG 9.4.1987 The Right Honourable Christopher Francis PATTEN 9.7.1992 Sir Joseph SWAINE, CBE, LLD, QC, JP 19.2.1993 The Honourable Andrew WONG Wang-fat, OBE, JP 11.10.1995 The Honourable Mrs Rita FAN HSU Lai-tai, GBM, GBS, JP 2.7.1998 * President of the Provisional Legislative Council (1997-1998) The Honourable Jasper TSANG Yok-sing, GBM, GBS, JP 8.10.2008 The Honourable Andrew LEUNG Kwan-yuen, GBM, GBS, JP 12.10.2016 .
    [Show full text]
  • Proceedings of the Society of Architectural Historians Australia and New Zealand Vol. 32
    Proceedings of the Society of Architectural Historians Australia and New Zealand Vol. 32 Edited by Paul Hogben and Judith O’Callaghan Published in Sydney, Australia, by SAHANZ, 2015 ISBN: 978 0 646 94298 8 The bibliographic citation for this paper is: Ryan, Daniel. “Tropical Panoramas: Competitions for Model Houses in Northern and Western Queensland 1923-1930.” In Proceedings of the Society of Architectural Historians, Australia and New Zealand: 32, Architecture, Institutions and Change, edited by Paul Hogben and Judith O’Callaghan, 524-535. Sydney: SAHANZ, 2015. All efforts have been undertaken to ensure that authors have secured appropriate permissions to reproduce the images illustrating individual contributions. Interested parties may contact the editors. Daniel Ryan, University of Sydney Tropical Panoramas: Competitions for Model Houses in Northern and Western Queensland 1923-1930 Technical controversies about the tropical house in the 1920s and early 1930s in Australia reveal the state of crisis that put the design of the house in Northern and Western Queensland on trial. Medical institutions, community organisations and a reluctant architectural profession all sought to develop a new ideal dwelling that would maintain the health and well-being of white settlers in the tropics. This paper explores the role played by the Public Health Organisation, the Queensland Town Planning Association and the Architectural & Building Journal of Queensland in organising a set of competitions for the tropical house in 1923 and 1930. It looks at how these bodies engaged architects in medical discourse on the tropical house and examines the reasons why the organisers deemed such competitions to have ended ultimately in failure.
    [Show full text]