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                    <text>Public Record Office Victoria, &lt;a href="https://www.flickr.com/photos/public-record-office-victoria/6287143107"&gt;VPRS 14514.P1.Unit 40&lt;/a&gt;</text>
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                    <text>Courtesy Alf Mckenzie</text>
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              <text>Alf was born in Skipton, central Victoria, in 1927. His father was a rabbiter and then a boundary rider on the Trawalla South Station following the death of his own father. The family lived on the property and, as it was a long way from town, Alf and his twin brother did correspondence schooling, with his mother as supervisor: ‘we did correspondence at the breakfast table; my mum with the bucket of water to wash the dishes in front of her’. When the boys were old enough to ride a horse together, they travelled to a neighbouring Pura Pura station where the owner had provided some land for a one-teacher primary school. This was followed by a number of moves, which saw Alf educated in Trawalla, Beaufort and Ballarat. When Alf was at school in Trawalla he would visit the Beaufort library and he says, ‘I think I discovered the world at that library’. He would read the Illustrated London News and other periodicals and recalls that this was at the time of the Spanish civil war. A particular highlight of his education was his time at Ballarat Technical School, the most valuable aspects being the confidence it instilled in him and the time the teachers had to converse with and get to know the students. He also notes the trust teachers had in students to complete tasks and work independently. Alf taught at two Geelong technical schools for one year prior to his teacher training at South Yarra Teachers College. He was then accepted to teach at the School of Mines in Ballarat, also spending some time as a teacher in Britain and the United States. His interest in metals and chemistry had been encouraged at school and he also spent some time working as a metallurgist. Alf mentions that the highlight of his teaching was ‘the students, the interaction with the students’ and although he had to deal with a few ‘larrikins’ it was the students that kept him teaching: ‘that’s what education should be about, a joint exercise’. He also believes, ‘it’s very difficult to dissociate life in general from schooling and if you were a teacher from life’. &#13;
&#13;
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              <text>1.&lt;span&gt;Page from Alf McKenzie's Pupil's Record Book from Boys' Technical School Ballarat, 1942. Courtesy Alf Mckenzie&lt;/span&gt;&lt;br /&gt;2. School of Mines, Ballarat, c1950. Photographer unknown. Public Record Office Victoria, &lt;a href="https://www.flickr.com/photos/public-record-office-victoria/6287143107"&gt;VPRS 14514.P1.Unit 40&lt;/a&gt;&lt;br /&gt;3. &lt;span&gt;Alf McKenzie's Pupil's Record Book from Boys' Technical School Ballarat, c1942–1943. Courtesy Alf Mckenzie&lt;/span&gt;</text>
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                    <text>&lt;a href="https://viewer.slv.vic.gov.au/?entity=IE1867178&amp;amp;mode=browse" target="_blank" rel="noopener"&gt;State Library Victoria, H88.45/10&lt;/a&gt;</text>
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              <text>Audrey grew up in the small western Victorian country town of Winiam East, just southeast of Nhill and 75 kilometres from the South Australian border. She attended the local primary school until grade eight and studied a range of subjects.  She particularly remembers her needlework and music classes, suggests she would just ‘scrape through English’ but ‘was always good at maths’. She also remembers being very dissatisfied with her history classes, which mainly focused on Europe, and that they were ‘mostly dates and what happened on those dates and parrot like’ and ‘it was all so far removed from anything we had contact with’. Audrey then completed two years of correspondence schooling, in which she studied a range of subjects, including shorthand and bookkeeping. She remembers there were a few options for students once they finished primary school: some boarded at Nhill High School, a few kilometres away, while others attended boarding schools in Adelaide. She was the only student in her area who chose to do correspondence to complete her secondary schooling as she felt that she was ‘too shy, too young to venture out to a big place like Nhill to board’. She notes that few young people from her community went on to tertiary study as most returned after school to the farms to work with their families. After she had completed her correspondence studies she helped on the farm and then worked on the telephone exchange in Nhill before moving to Warrnambool. Audrey remembers the strong influence of the Depression on the families in her region with many struggling greatly, and suggests poverty inhibited the academic success of some of the children. She recounts how her mother would bake and deliver food to the neighbours, creating a strong ethic of care within her family: ‘I think it made you very considerate of people that were poor, you know, helpful and considerate. Dad and mum were wonderful citizens like that. And I think it rubs off on the kids’. </text>
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              <text>Looking down Victoria Street, Nhill, Victoria, 1920–1950. Photographer unknown. &lt;a href="https://viewer.slv.vic.gov.au/?entity=IE1867178&amp;amp;mode=browse" target="_blank" rel="noreferrer noopener"&gt;State Library Victoria, H88.45/10&lt;/a&gt;</text>
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                    <text>Girdlestone High School, James Street, Perth (detail). </text>
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                    <text>&lt;a href="https://encore.slwa.wa.gov.au/iii/encore/record/C__Rb2054602" target="_blank" rel="noopener"&gt;State Library Western Australia, 008334D&lt;/a&gt;</text>
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                    <text>Lara de la Harpe,&amp;nbsp;&lt;a href="https://findingoldshanghai.wordpress.com/2016/09/26/blog-post-title/"&gt;&lt;em&gt;Finding the Old Shanghai&lt;/em&gt;&lt;/a&gt;, blog</text>
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              <text>Barbara was born in Shanghai in 1932 and spent much of her childhood in China and Hong Kong, being schooled within the English education system. She remembers that her childhood and schooling experiences were ‘not typical, but it has allowed me to, I think, get used to a whole range of different people; it doesn’t throw me’. Barb completed her Leaving Certificate in Perth and then studied for an Arts Degree, with a double major in English and Psychology, followed by a teaching qualification. Barb’s first teaching appointment was at Girdlestone Girls’ High School in Perth. She describes it as a ‘stretched out primary school’, as teachers tended to teach a range of subjects similar to primary teachers. In the mid 1950s Barb moved to Malaysia with her husband and spent thirteen years teaching there and in Singapore, before moving back to Perth in 1969. On her return she taught in a School for the Deaf in Cottesloe for a short time, working extensively with the parents to support them in teaching their children. She then decided to move into the Guidance area in schools and did a year of training at Swanbourne High School in 1971. After completing a Counselling Psychology course at WA Institute of Technology, Barb taught at another School for the Deaf, this time in a Guidance capacity. She moved to Chidley Education Centre, ‘a remedial centre for children in remote areas’, and then to Kwinana High School. After her three years at Kwinana, Barb applied for a promotion to senior education officer, which involved managing and coordinating guidance officers in the area. She then moved on to a position as district guidance officer, secondary services, in the south-east region. Barb reflects on the many issues related to gender, class and migration that she confronted in her various roles. And she talks about the collegiality within the Guidance area, remembering that ‘because we were a branch, we formed a very tight unit … I could ring thirty people up to get some help and say tell me what you think about this … which means that we’re exchanging ideas and so on all the time’. She also remembers that many people were engaged in the wider psychology sphere, reading journals and ‘wanting to do something different’. </text>
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                    <text>Courtesy Barry Carrozzi, from his blog:&amp;nbsp;&lt;a href="https://inthismy70thyear.wordpress.com/2012/07/12/day-77-school-days-coburg-484-bubs-to-grade-6/" target="_blank" rel="noopener"&gt;&lt;em&gt;In This My 70th Year&lt;/em&gt;&lt;/a&gt;</text>
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              <text>&lt;p&gt;Barry decided when he was eleven that he wanted to be a teacher. This was quite an aberration in his family; his father was a labourer for the Board of Works and ‘no one in our extended family had ever been to university’. He received a studentship to the University of Melbourne, which he noted ‘was the only way working-class boys could get into the university in those days’. His first teaching position was at Glenroy Technical College where he taught English and Social Studies. He had a keen interest in remedial English teaching and, after four years at Glenroy Tech, he did a training year at the Psychology Branch. His teaching experience and training in psychology enabled him to develop an interest in pedagogy that involved the students in their classes rather than dictating to them: Barry encouraged the students to write and then use their writing as a basis for their reading. His career included many varied roles in education, curriculum and advocacy – he sat on the Committee for Teaching English to Remedial Students (CTERS) and later became executive officer; he wrote about English teaching; organised a set of readers to be written by ‘a whole bunch of prominent Australian writers’; and tutored remedial English at the University of Melbourne. He was also on the Victorian Association for the Teaching of English Committee and was president from 1978 to 1980. Barry observed much change in education during his career and noted the ‘decision to allow schools to develop their own curriculum’ as ‘the most dramatic change’. He also remembers there was a lot of ‘experimentation’ going on in the early 1970s and that there was recognition that ‘relationships are actually at the core of good teaching’.&lt;/p&gt;
&lt;p&gt;For more on Barry's life and careers, see his website: &lt;a href="https://inthismy70thyear.wordpress.com/" target="_blank" rel="noreferrer noopener"&gt;&lt;em&gt;In This My 70th Year&lt;/em&gt;&lt;/a&gt;&lt;/p&gt;</text>
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              <text>1. Barry Carozzi's Class at Bell Street Primary School, Grade 1B, 1949. &lt;span&gt;Photographer unknown. &lt;/span&gt;Courtesy &lt;a href="https://inthismy70thyear.wordpress.com/2012/07/12/day-77-school-days-coburg-484-bubs-to-grade-6/" target="_blank" rel="noreferrer noopener"&gt;Barry Carrozzi&lt;/a&gt;&lt;br /&gt;2. &lt;span&gt;&lt;span&gt;Barry Carozzi's Class at Bell Street Primary School, Grade VIA, 1954. Photographer unknown. Courtesy &lt;a href="https://inthismy70thyear.wordpress.com/2012/07/12/day-77-school-days-coburg-484-bubs-to-grade-6/" target="_blank" rel="noreferrer noopener"&gt;Barry Carrozzi&lt;/a&gt;&lt;br /&gt;3. &lt;/span&gt;&lt;/span&gt;Melbourne Teachers College, c1950s. Photographer unknown. &lt;a href="http://search.slv.vic.gov.au/MAIN:Everything:SLV_VOYAGER2015093%C2%A0"&gt;State Library Victoria, H2009.153/17&lt;/a&gt;&lt;span&gt;&lt;span&gt;&lt;br /&gt;&lt;/span&gt;&lt;/span&gt;&lt;span&gt;4. Looking east from Wiseman House to the Technical School Glenroy, 1956. Photographer unknown. &lt;a href="https://moreland.libero.com.au/libhist/WebOpac.cls?VERSION=2&amp;amp;ACTION=DISPLAY&amp;amp;RSN=817&amp;amp;DATA=MHD&amp;amp;TOKEN=U86HEHKdzv710&amp;amp;Z=1&amp;amp;SET=4" target="_blank" rel="noreferrer noopener"&gt;Moreland City Council, Brunswick Historical Society, 6746&lt;/a&gt;&lt;br /&gt;5. Aerial view of Essendon High School, c1950-1960. Photographer Charles Daniel Pratt, Airspy Collection. &lt;/span&gt;</text>
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              <text>Graham was educated in a range of locations in the 1950s and 1960s – for his primary and early secondary schooling, in the United Kingdom; on the ship when he returned to Australia with his family and, finally, in Perth. He remembers that when he was at secondary school in Perth, ‘they were just starting to introduce Malay and Japanese’ into the language program. He also remembers the influence of his science teacher, Sylvia Blytvich, who had a strong rapport with her students. Graham chose to pursue Science at the University of Western Australia and took up a scholarship for educational studies. He believes he wasn’t a particularly good teacher and, after three years of teaching in secondary schools in Western Australia, he decided to further his studies and move into the guidance area. Graham finished his psychology degree in 1975 and shortly after this he ‘saw in the education circular adverts for counselling assistants’. He was awarded a job and worked for the Guidance and Special Education Branch, participating in some further training in his first couple of years. His role included career and course advice, some personal counselling, testing of children referred with ‘problems’ and at one stage he also took on an extra role of driving instructor! In his first post as a Guidance Officer, Graham remembers that he ‘used to go to the State Film Library and borrow vocational films, and I’d put them on at lunchtime’ to inspire students to think about their career possibilities. Graham noticed many changes in the area of Guidance over his long career, including increased bureaucratic requirements, the separation of career counselling from the guidance role and the shift to Guidance Officers being ‘seen much more professionally competent these days, not just technical people, but you carve your own role’. </text>
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                    <text>&lt;a href="http://search.slv.vic.gov.au/MAIN:Everything:SLV_VOYAGER2015093%C2%A0"&gt;State Library Victoria, H2009.153/17&lt;/a&gt;</text>
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              <text>Hec was born in 1925 in Collingwood and then the family lived in Hawthorn until he was about one and half when his father got a job with the railways, moving them to Dimboola. He has very fond memories of his first years of schooling at Dimboola Primary School, remembering that ‘it wasn’t like going to school in terms of being a chore; it was just fun all the time’. When Hec was in grade four the family moved back to Melbourne and he attended Alfred Crescent Primary School in North Fitzroy. He describes it as a ‘dour horrid place’, contrasting greatly with his early school experiences. Hec then went to Falconer Central School in North Fitzroy. He remembers that the students were streamed and suggests that many were ‘kids who were just waiting ‘till they were fourteen and they would leave’. Hec, however, went on to attend Northcote High School and then, due to the Depression and World War II, postponed further study, taking and took up a job as a junior clerk in the Victorian Railways. When he was eighteen, Hec joined the Air Force and served in the war, before returning to Australia and taking up a place in the Commonwealth Reconstruction Training Scheme, recalling that, ‘hundreds of teachers became trained under this scheme’. He discovered that teaching ‘was just made for me; I was as happy as can be’, and he went on to teach geography and accounting at various schools across Victoria. In 1961 Hec received a travelling scholarship from the Education Department and did an Associateship at the Institute of Education in London for a year. Hec studied the ‘teaching of geography at the sixth form level’ and looked at how geography was being taught in schools in the UK. Hec continued to engage in education when he returned to Australia, taking on a variety of roles, including as a teacher at Rusden Teachers College, Assistant Director of Secondary Education and Special Assistant to the Director General. Part of the Assistant Director role involved inspecting schools and observing teachers and their teaching. Hec describes the ways in which inspectors tried to support schools and his own work in developing ‘in-service camps’ and in particular his desire to develop ‘field study for geography’. In all his experience of education, Hec observed that, ‘If you tell a person he’s stupid or she’s stupid, they’ll oblige you, and if you tell groups of kids look you’re hopeless, they’ll be no hopers’. He therefore advocated education that was connected to real events and experiences and not just the ‘test for the sake of a test’.</text>
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              <text>1. &lt;span&gt;Alfred Crescent Primary School, Fitzroy, c1920-1954. &lt;a href="http://search.slv.vic.gov.au/MAIN:Everything:SLV_VOYAGER1807038" target="_blank" rel="noreferrer noopener"&gt;State Library Victoria, H2008.12/118&lt;/a&gt;&lt;/span&gt;&lt;br /&gt;2. &lt;span&gt;Old Commerce Building, University of Melbourne, c1935-1949. Commercial Photographic Co. &lt;a href="http://search.slv.vic.gov.au/MAIN:Everything:SLV_VOYAGER2010091" target="_blank" rel="noreferrer noopener"&gt;Harold Paynting Collection, State Library Victoria, H2009.185/10&lt;/a&gt;&lt;br /&gt;3. Aerial view of Essendon High School, c1950-1960. Photographer Charles Daniel Pratt, Airspy Collection. &lt;a href="http://search.slv.vic.gov.au/MAIN:Everything:SLV_VOYAGER1672588"&gt;State Library Victoria, H2008.41/77&lt;/a&gt;&lt;br /&gt;4. Northcote High School, 1982. Photographer Graeme Butler. Courtesy the photographer, Northcote Conservation Study sheet 07 19_1982 via &lt;a href="https://www.flickr.com/photos/7849945%40N02/27481724031" target="_blank" rel="noreferrer noopener"&gt;Flickr&lt;/a&gt;&lt;br /&gt;&lt;/span&gt;5. Melbourne Teachers College, c1950s. Photographer unknown. &lt;a href="http://search.slv.vic.gov.au/MAIN:Everything:SLV_VOYAGER2015093%C2%A0"&gt;State Library Victoria, H2009.153/17&lt;/a&gt;</text>
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                    <text>&lt;a href="https://viewer.slv.vic.gov.au/?entity=IE563323"&gt;State Library Victoria, H92.20/4036&lt;/a&gt;</text>
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              <text>Helen was born in Redcliffs, northern Victoria, and is the youngest of three children. The family moved to Lancefield during World War II and in 1945 they moved to West Preston, where her father was a vicar. A little later they moved to Blackburn and Helen attended Camberwell High, before finishing her secondary schooling at University High School. She was accepted into the latter due to her good results in the Leaving Certificate and she remembers that education, particularly for girls, was highly valued in her family. After completing her Matriculation, she went on to study teaching on a studentship, support that she recalls enabled many of her contemporaries to gain further education, as their families were not able to support them financially while at university. Her first teaching position was at Mont Albert Central School in the 1950s, before she moved to Brunswick Girls’ School to teach English, Geography and History, as well as some Maths ‘because they were short of arithmetic teachers’. She remembers that ‘you sort of pitched in and taught whatever’. After having time off to have a family, Helen went back to university to finish her Arts degree and took up teaching again in the 1970s at Montmorency High School. She remembers the ’70s as a very exciting time in education: ‘you had that feeling that people were sort of enthusiastic to do things’. Helen had a significant role in the teaching of Social Studies and led the development of the Community Involvement elective. She engaged students through film, guest speakers and excursions and reflects that ‘they were the most amazing experiences for those kids, that was the sort of teaching I liked, being able to facilitate that, where you were widening kids’ horizons – shocking them a bit, but making them think about what’s going on in the world’. </text>
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              <text>1. Lygon Street Building, University High, Parkville, Melbourne, 1966. Photographer unknown. Courtesy &lt;a href="http://www.unihigh.vic.edu.au/index.php/our-community/alumni/history"&gt;University High Alumni&lt;/a&gt;&lt;br /&gt;2. Melbourne Teachers College, c1950s. Photographer unknown. &lt;a href="http://search.slv.vic.gov.au/MAIN:Everything:SLV_VOYAGER2015093%C2%A0"&gt;State Library Victoria, H2009.153/17&lt;/a&gt;&lt;br /&gt;3. Schools &amp;amp; Technical Highs, including Camberwell High at bottom left (detail), c1951. Photographer Lyle Fowler. &lt;a href="https://viewer.slv.vic.gov.au/?entity=IE563323"&gt;State Library Victoria, H92.20/4036&lt;/a&gt;</text>
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                    <text>&lt;em&gt;&lt;a href="https://www.seymourcollege.vic.edu.au/wp-content/uploads/2018/10/Spirit-Magazine-1951.pdf"&gt;The Spirit, Seymour High School Magazine 4&lt;/a&gt;&lt;/em&gt;</text>
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                    <text>&lt;a href="https://www.slwa.wa.gov.au/images/pd015/015,812PD.jpg" target="_blank" rel="noopener"&gt;State Library Western Australia, 015811PD&lt;/a&gt;</text>
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              <text>Jean grew up in Broome in Western Australia in the 1930s, her father being involved in the pearling business. She attended a two-teacher school in Broome for her primary schooling, however, she spent a year in Melbourne when she was eight, staying with her grandmother and aunt and attending Thornbury State School. When she was eleven and a half she started boarding school Methodist Ladies College in Perth and remembers that when she started there at she felt underprepared, as many of the other students had studied algebra and French and her schooling in Broome hadn’t included these subjects. Jean could only travel home once a year to Broome on the ship, so her boarding school friends became like family to her. She recalls ‘you learned to be tolerant of other people’s foibles’. Contact with her family was minimal: ‘we wrote home once a week … no telephone calls, didn’t speak to them for long periods’. She remembers the long journey on the ship between Perth and Broome and the freedom afforded the dozen or so children who were travelling unaccompanied: ‘we virtually looked after ourselves, we were responsible for ourselves, and we were treated like that. We weren’t treated like ineffectual children’. She believes children were less demanding and left to their own devices more in those days. Jean was sixteen when she completed the Junior Certificate and, although she would have liked to continue on to the Leaving Certificate, her family’s financial situation was tight and it was decided she should attend Business School instead: ‘what I wanted to do was go on and get a degree in English and History, you see … well of course you don’t do that if you’re going to earn a living at that stage’. She had a number of office administration jobs and remembers that ‘I learned things all the way along the line, and it stood me in good stead for all the other things I’ve done since’.</text>
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                    <text>&lt;a href="https://viewer.slv.vic.gov.au/?entity=IE1284321&amp;amp;mode=browse" target="_blank" rel="noopener"&gt;State Library Victoria, H2014.1019/1&lt;/a&gt;</text>
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              <text>Kevin was born in Brunswick in the 1920s. His family were pioneering tobacco growers in the King Valley in Northern Victoria. His father’s family are related to the Ah Kets, ‘probably one of the most prominent Chinese families in the early Chinese history here’ and his mother’s family have links to the Hoy Lings; his grandfather was a merchant in the goldfields in Castlemaine and owned Ling Na restaurant in Little Bourke Street. Kevin was an only child and remembers that he was very independent and active: ‘I was always a go-getter, I was always a leader, it didn’t matter what it was’. He believes he went to ‘one of probably the best Primary schools in the State’ in which the students were expected to be inquirers and researchers. He then sat the entrance exam to University High School and, as an ambitious student, sportsman and leader, he excelled in everything in which he was involved. Although he was guaranteed a job with a leading sporting firm when he finished school, he opted to become a teacher instead and worked in a large number of Melbourne high schools in the 1950s and ’60s, including Upwey High, Burwood High, Dandenong High, Blackburn High and Nunawading High. In 1974 he became principal of the all-boys Northcote High School. He remembers this as a time of hope with the Whitlam government giving greater funding to schools; however, many were particularly run down, under resourced and in huge competition with independent schools. Northcote High had a population of mainly Greek and Italian students at the time, which created some racial tensions. While Kevin was principal he introduced female enrolments, creating what is now the co-educational Northcote High School. Of his teaching philosophy and principles Kevin notes that ‘my method of teaching was not that you had to remember things, I didn’t care what they said as long as they thought about it’. He remembers that he learnt during his time as Acting Principal at Eltham High School and Principal at Northcote High School during the 1970s that ‘there was no formula that any Principal or teacher could adopt for the rest of their life for teaching; you had to adapt to the circumstances’. He also states that good principals are ‘people who can communicate with people and understand how to handle staff’. Kevin made significant contributions to the secondary education sphere as a Chinese-Australian amidst both overt and subtle racism, however, he remembers his ambitions to achieve kept him competitive: ‘I’d be better than them anyway, what they could do I could do better’. </text>
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              <text>1. Kevin Yon as a young tennis player, c1930s–1940s. &lt;a href="https://www.legacy.com/obituaries/name/kevin-yon-obituary?pid=155874779&amp;amp;page=2" target="_blank" rel="noreferrer noopener"&gt;Legacy Obituaries&lt;/a&gt;&lt;br /&gt;2. Kevin Yon, playing tennis for University High School, 1931. Photographer unknown. &lt;em&gt;Age, &lt;/em&gt;27 May, 31 via &lt;a href="https://trove.nla.gov.au/newspaper/article/205632371" target="_blank" rel="noreferrer noopener"&gt;Trove&lt;/a&gt;&lt;br /&gt;3. Melbourne Teachers College, c1950s. Photographer unknown. &lt;a href="http://search.slv.vic.gov.au/MAIN:Everything:SLV_VOYAGER2015093%C2%A0"&gt;State Library Victoria, H2009.153/17&lt;/a&gt; &lt;br /&gt;4. Northcote High School, 1982. Photographer Graeme Butler. Northcote Conservation Study sheet 07 19_1982 via &lt;a href="https://www.flickr.com/photos/7849945%40N02/27481724031"&gt;Flickr&lt;/a&gt;&lt;br /&gt;5. Upwey High School (originally Upwey Higher Elementary), 1937–1945. Photographer unknown. &lt;a href="https://viewer.slv.vic.gov.au/?entity=IE1284321&amp;amp;mode=browse" target="_blank" rel="noreferrer noopener"&gt;State Library Victoria, H2014.1019/1&lt;/a&gt;</text>
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                    <text>&lt;a href="http://search.slv.vic.gov.au/MAIN:Everything:SLV_VOYAGER2015093%C2%A0"&gt;State Library Victoria, H2009.153/17&lt;/a&gt;</text>
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                    <text>&lt;a href="http://www.unihigh.vic.edu.au/index.php/our-community/alumni/history"&gt;University High Alumni&lt;/a&gt;</text>
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              <text>Lawrie Shears was born in 1921 and began his schooling at Windsor Primary School on his sixth birthday. He relished the opportunities school afforded and went on to study at Elsternwick Primary, Elwood Central School and University High School. This was quite a feat, as his father didn’t know that high schools existed and no one in his family had pursued an academic path. Although Lawrie initially wanted to be a lawyer, he ‘showed some signs of being able to be a good teacher’ and on finishing his Leaving Certificate he was offered a Junior Teacher role at Miller Street in North Fitzroy. His experiences with his senior teacher, Pauline Knight at Miller Street convinced him that he ‘wanted to be a teacher’. He went on to study at Teachers College and took up his first teaching position at Korong Vale in 1943 where he ‘stayed in the local pub, played tennis and did all those things’. He moved on to Bairnsdale High School soon after and established a social sciences classroom, displaying a tendency towards innovation and leadership that would characterise the rest of his career. His next teaching position was at Dookie Agricultural School, where he revolutionised the timetable and syllabus, before heading to London on a John and Eric Smyth Travelling Scholarship to complete a PhD in the dynamics of leadership in adolescent school groups. When Lawrie returned to Australia he took on a number of roles in which he instituted significant changes in education. The first was as a Planning and Survey Officer, which involved establishing a large number of Teachers’ Colleges across Victoria and ensuring students from country areas were able to access training opportunities by providing hostel accommodation. His next move was to principal of Burwood Teachers’ College in 1961 and he recalls this was labelled the ‘golden age of teacher education’. His influences in this realm included instigating better connections between practising principals and teacher education institutions, and sending students on trips across Australia to learn about the country they would be teaching in. The next stage in Lawrie’s career was as Director of Education in Victoria. In this role he wrote a series of influential papers regarding various elements of the education system and had responsibility for ‘education from babies to adults’. At this time, he also became the president of the Victorian Institute of Educational Research, which would foreshadow the Australian Council for Educational Research (ACER) and he recalls was ‘the premier institute in Australia’ at the time.</text>
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              <text>&lt;p&gt;1. &lt;span&gt;Students in class, Dookie Agricultural College, Victoria. Photographer Unknown. National Archives Australia, 11738199&lt;br /&gt;&lt;/span&gt;2. Blacksmith's Shop at Dookie Agricultural College, 1945. Photographer J Gallagher. National Archives of Australia, 11738248&lt;br /&gt;Melbourne Teachers College, c1950s. Photographer unknown. &lt;a href="http://search.slv.vic.gov.au/MAIN:Everything:SLV_VOYAGER2015093%C2%A0"&gt;State Library Victoria, H2009.153/17&lt;/a&gt;&lt;br /&gt;2. Lygon Street Building, University High, Parkville, Melbourne, 1966. Photographer unknown. Courtesy &lt;a href="http://www.unihigh.vic.edu.au/index.php/our-community/alumni/history"&gt;University High Alumni&lt;/a&gt;&lt;/p&gt;</text>
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              <text>1. Schools &amp;amp; Technical Highs, including Camberwell High at bottom left (detail), c1951. Photograph Lyle Fowler. &lt;a href="https://viewer.slv.vic.gov.au/?entity=IE563323"&gt;State Library Victoria, H92.20/4036&lt;/a&gt;&lt;br /&gt;2. Camberwell High (detail of images of Schools &amp;amp; Technical Highs in Victoria), c1951. Photographer Lyle Fowler. &lt;a href="https://viewer.slv.vic.gov.au/?entity=IE563323"&gt;State Library Victoria, H92.20/4036&lt;/a&gt;&lt;br /&gt;3. Melbourne Teachers College, c1950s. Photographer unknown. &lt;a href="http://search.slv.vic.gov.au/MAIN:Everything:SLV_VOYAGER2015093%C2%A0"&gt;State Library Victoria, H2009.153/17&lt;/a&gt;&lt;br /&gt;4. After Lecture Old Arts, 1st Term (interviewee not pictured), 1953. Photographer unknown. &lt;a href="https://gallery.its.unimelb.edu.au/umblumaic/imu.php?request=display&amp;amp;port=45208&amp;amp;id=f98e&amp;amp;flag=ecatalogue&amp;amp;offset=0&amp;amp;count=default&amp;amp;view=details"&gt;University of Melbourne Archives, 1986.0200.00002&lt;/a&gt;&lt;br /&gt;5. School of Mines, Ballarat, c1950. Photographer unknown. Public Record Office Victoria, &lt;a href="https://www.flickr.com/photos/public-record-office-victoria/6287143107"&gt;VPRS 14514.P1.Unit 40&lt;/a&gt;</text>
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                    <text>&lt;a href="http://www.unihigh.vic.edu.au/index.php/our-community/alumni/history" target="_blank" rel="noopener"&gt;University High School Alumni&lt;/a&gt;</text>
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              <text>Malcolm was born in 1940 in Brunswick in Melbourne and his parents had a fruit and confectionary shop on Bell Street, near the corner of Essex Street. They left the shop in 1947 and moved around Victoria quite a bit as Malcolm’s father acquired various jobs. They eventually settled in Melbourne and Malcolm attended Princes Hill Central School to Form Two and then went to University High School where he ‘matriculated and then went on to Melbourne Teachers College’. Some of his strongest memories of University High are related to his involvement in the cadets. He remembers that both involvement in cadets and Scouts inspired him to become a teacher: ‘as a patrol leader [you would] teach the others how to do the knots and all those sorts of things. And then in the cadets it was the same thing except you were teaching them how to pull a Bren gun down’. Malcolm was trained as a primary teacher; however, his first teaching appointment in 1960 was at Morwell High School ‘because they were short of teachers’. He taught English, History, Geography, Science, Art and French to Forms One and Two. This was the beginning of a teaching career that involved many varied roles including the sole teacher of a small country school, relieving teacher for the Warrigal inspectorate, librarian, delivery of professional development for the Library Branch [what is this?]  and finally Principal of Pascoe Vale North Primary School. Some of the major changes Malcolm observed during the seventies were the introduction of school libraries and the end of ‘printed curricula’. Malcolm believes another big change is that there is now ‘too much non-teaching’, which was ‘one of the reasons I think that I … resigned’. </text>
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              <text>Marilyn was born in Bendigo in central Victoria in 1939 and grew up the nearby towns of Broadford and Seymour. She remembers her primary school years in Broadford in which the children would sit around a big fireplace and listen to the teacher. She also remembers learning folk dances with the aid of a radio program. She was an ambitious student at Seymour High School, competing with the boys to get the highest grades. She remembers her mother placing a high value on education for girls: ‘my mum’s mother, now she didn’t want her girls to be working in factories, she made them stay at school for as long as possible so I think my mother probably had that sort of attitude too’. She also remembers the introduction of Australian History, remembering that, after studying British History, ‘suddenly we’re hearing it, we’re realising that we do have history as well’. She notes that Seymour High School offered students lots of opportunities and she became particularly involved in the softball team and the choirs, recalling the excitement of the first operetta that was performed in the Seymour town hall. Marilyn was inspired by some of the women teachers, such as her music teacher, enabling her to realise ‘wow I can do anything’. She went on to study teaching in Melbourne on a scholarship and became an art teacher. Her first teaching position was at Colac and then Broadford. After completing the three years of service attached to her scholarship she went to Europe and later, Queensland.</text>
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                    <text>&lt;a href="http://handle.slv.vic.gov.au/10381/97518" target="_blank" rel="noopener"&gt;State Library Victoria, H91.330/1155&lt;/a&gt;</text>
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              <text>1. High School, Ballarat, 1947. Victorian Railways Photographer. &lt;a href="http://handle.slv.vic.gov.au/10381/97518" target="_blank" rel="noreferrer noopener"&gt;State Library Victoria, H91.330/1155&lt;/a&gt;&lt;br /&gt;2. &lt;span&gt;&lt;span&gt;The High School, Ballarat, 1920–1954. Rose Stereograph Co. &lt;a href="http://handle.slv.vic.gov.au/10381/62965" target="_blank" rel="noreferrer noopener"&gt;State Library Victoria, H32492/2521&lt;/a&gt;&lt;br /&gt;3. &lt;/span&gt;&lt;/span&gt;Melbourne Teachers College, c1950s. Photographer unknown. &lt;a href="http://search.slv.vic.gov.au/MAIN:Everything:SLV_VOYAGER2015093%C2%A0"&gt;State Library Victoria, H2009.153/17&lt;/a&gt;&lt;br /&gt;4. After Lecture Old Arts, 1st Term (interviewee not pictured), 1953. Photographer unknown. &lt;a href="https://gallery.its.unimelb.edu.au/umblumaic/imu.php?request=display&amp;amp;port=45208&amp;amp;id=f98e&amp;amp;flag=ecatalogue&amp;amp;offset=0&amp;amp;count=default&amp;amp;view=details"&gt;University of Melbourne Archives, 1986.0200.00002&lt;/a&gt;&lt;br /&gt;5. &lt;span&gt;&lt;span&gt;Northcote High School, 1982. Photographer Graeme Butler. &lt;/span&gt;&lt;/span&gt;Northcote Conservation Study sheet 07 19_1982 via &lt;a href="https://www.flickr.com/photos/7849945%40N02/27481724031"&gt;Flickr&lt;/a&gt;&lt;br /&gt;6. Bowbrook School, 1965. Photographer unknown. London Metropolitan Archives, SC_PHL_02_0350_67_5540</text>
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              <text>Steve was born in Richmond in 1924 and spent a little time in his early childhood in Gippsland, where his father was a teacher, before moving back to Richmond to live with his grandmother when he started school. He began his primary education at Yarra Park School in Richmond and then attended West Preston State School. A strong memory of his primary school experience is the large class sizes – up to 70 children in a class – and the authority of the teachers, ‘you never queried what your teacher said, there was no challenging’. Steve recalls how young students at this time were quite independent, going across the road for lunch and riding bicycles long distances to get to school. He attended two high schools: the first, Coburg High, where he remembers his Latin teacher inspiring a long-lasting love of the language. The second high school he attended was Melbourne High, which he remembers fondly, noting Geology excursions, the library and academic rigor as important aspects of that experience. He left Melbourne High at the age of 15 and started work in the State Bank, studying commerce at university alongside his work. Part-way through his degree he left for World War II and continued his work and study when he returned. He worked for the State Bank for 49 years. Steve is proud of the family tradition of attendance at Melbourne High School and the value of academic study, instilled in him by both his family and his teachers. </text>
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              <text>1. Coburg High School, 1928. Photographer unknown. &lt;a href="http://www.picturevictoria.vic.gov.au/site/coburg/chs/15981.html" target="_blank" rel="noreferrer noopener"&gt;Coburg Historical Society, R3.12&lt;/a&gt;&lt;br /&gt;&lt;br /&gt;2. Old Commerce Building, University of Melbourne, c1935–1949. Commercial Photographic Co. Harold Paynting Collection, &lt;a href="http://search.slv.vic.gov.au/MAIN:Everything:SLV_VOYAGER2010091"&gt;State Library Victoria, H2009.185/10&lt;/a&gt;&lt;br /&gt;&lt;br /&gt;3. &lt;span&gt;Steven Mason's School Workbooks, 1920s-1940s. Courtesy Steve Mason&lt;/span&gt;</text>
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                    <text>Public Record Office Victoria, &lt;a href="https://www.flickr.com/photos/public-record-office-victoria/8165524462" target="_blank" rel="noopener"&gt;VPRS 14514:P1, Unit 6&lt;/a&gt;</text>
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              <text>Stuart was born in St Kilda East in Melbourne in 1938 and his family moved to Albury in the north of Victoria when he was three. He completed his primary and secondary schooling in Albury, first attending Albury Boys Public School and then going on to Albury Grammar School from grade 5. He remembers that opportunities for students to serve the school and build understandings of citizenship were particularly prominent. He was involved in the cadets and was a Vice House Captain. He partook in regular morning assemblies and at the end of the year the school community came together and did maintenance ‘around the ground, painting the windows, frames and all this sort of stuff’, through which, he notes, ‘you learnt a bit and you enjoyed it’. When reflecting on the values inherent in his education, Stuart expresses gratitude for ‘the privilege of all that was offered to me by the school, its ethos, and which I didn’t fully realise until thrown into life of my own and had a bit more maturity’. Stuart completed the Leaving Certificate and then moved to Melbourne, where he had a job at Melbourne Technical College and studied chemical engineering part time. When he turned eighteen Stuart had to undertake national service training and he regards his earlier cadet education as proving important background. He then worked in the area of gas and fuel for a time before his career took quite a turn and he trained to be an Anglican minister, working up until retirement as a chaplain in Melbourne and Geelong.</text>
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                    <text>Public Record Office Victoria, &lt;a href="https://www.flickr.com/photos/public-record-office-victoria/6287143107"&gt;VPRS 14514.P1.Unit 40&lt;/a&gt;</text>
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              <text>Val grew up in Ballarat and started school in the early 1940s, during World War II. Her mother was a teacher and her father worked in Melbourne on war-related business. She attended kindergarten, which she recalled was unusual for the time, before starting primary school at the State School in Humffray Street, Ballarat. One of her strongest memories of primary school was the care and commitment of her teachers. She remembered Miss Baxter, who helped her through her struggles with maths and sold silkworms to the children, encouraging them to be scientifically curious. She also recalls Mr. Sinclair, who brought gladioli into the classroom and ran a Friday afternoon quiz, which was very popular. Val completed her secondary school education at Ballarat Girls’ School and at 15 years of age went on to tertiary study at The School of Mines, where she trained in art and dressmaking. After completing her education, she worked as draughtswoman before becoming a teacher. The remainder of her career was spent teaching art and textiles at both secondary and tertiary levels. She taught at the secondary school that she had attended and notes the many changes that occurred there between her time as a student and a teacher, such as new buildings, the introduction of male teachers and changes in student attitude and discipline. In reflecting on her own school experiences, Val said that the most important thing was that ‘it broadened my mind and it prepared me for working’. Val’s experiences as a teacher allowed her to reflect on her own teachers and she ‘realised just what a wonderful set of people those teachers were’ and one of the strong memories of her teaching time was her Principal’s commitment to outdoor education through the purchase of some land for ‘a permanent school camp’. She recalled her experiences as a Girl Guide as valuable in enabling her to support the camping program at the school. In reflecting on the changes in education over her lifetime she noted the better conditions in which students now learnt and the increased range of subjects offered. </text>
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              <text>1. &lt;span&gt;&lt;span&gt;Ballarat School of Mines Staff, c1970s. Photographer Unknown. &lt;a href="Federation%20University%20Australia%20Historical%20Collection%20(Geoffrey%20Blainey%20Research%20Centre),%2018975" target="_blank" rel="noreferrer noopener"&gt;Federation University Australia Historical Collection (Geoffrey Blainey Research Centre), 18975&lt;/a&gt;&lt;br /&gt;2. Ballarat School of Mines Art Staff, including Valda D'Angri (third from right), c1970s. Photographer Unknown. &lt;a href="Federation%20University%20Australia%20Historical%20Collection,%2007301" target="_blank" rel="noreferrer noopener"&gt;Federation University Australia Historical Collection (Geoffrey Blainey Research Centre), 07301&lt;/a&gt;&lt;br /&gt;3. &lt;/span&gt;&lt;/span&gt;School of Mines, Ballarat, c1950. Photographer unknown. Public Record Office Victoria, &lt;a href="https://www.flickr.com/photos/public-record-office-victoria/6287143107"&gt;VPRS 14514.P1.Unit 40&lt;/a&gt;&lt;span&gt;&lt;span&gt;&lt;br /&gt;&lt;/span&gt;&lt;/span&gt;&lt;span&gt;4. Ballarat Primary School, Humffray Street, 1950s?&lt;a href="https://www.flickr.com/photos/public-record-office-victoria/6287573950" target="_blank" rel="noreferrer noopener"&gt;Public Record Office Victoria, VPRS 14514- P1-Unit 3&lt;/a&gt;&lt;/span&gt;</text>
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                    <text>&lt;a href="https://viewer.slv.vic.gov.au/?entity=IE1846802&amp;amp;mode=browse" target="_blank" rel="noopener"&gt;State Library Victoria, H88.33/95&lt;/a&gt;</text>
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              <text>Victoria* has been actively involved in educational change since becoming a teacher in the late 1960s. Her first teaching position was at Drouin High School where she was involved in development of materials for the internal assessment of Biology as responsibility for assessment began to be moved from predominantly external to mostly school-based. She remembers one of the influential figures in education at the time was Robert Reed, who in 1968 was Director of Secondary Education and phased out the Intermediate Certificate examinations and developed the ‘Ten Principles of Secondary Education’, which helped to guide reform. She recalls how this marked the end of segregated subjects such as woodwork and created foundations for greater equity in schools in which everyone had to have access to all subjects in the curriculum. 'Victoria went on to work in the Psychology Office of the Education Department in the 1970s, initially part-time while studying, and then taking on a full-time position that included some in-service training for teachers and some research work with Kyneton High School. Victoria remembers that the special annexe program initiated by the teachers at Kyneton High and supported by the Psychology Office of the Department of Education was highly successful: ‘It was really interesting to see that you could actually move a group of students to having better social relationships and more comfort with being around the school and so on’. She notes that the active progressive schools’ movement in Victoria was highly diverse, offering options for students who were disengaged socially, academically and emotionally from school and also options for more connected students and families wanting to push the boundaries of what education was about. She remembers it being an amazing time in education – ‘the sorts of things that you could do; it was incredible’. Victoria then joined the Australian Labor Party and in 1979 was involved in the Policy Committee for Youth, Sport and Recreation, initiating a subcommittee dealing with issues of youth unemployment and education. This subcommittee engaged with youth and developed a series of motions for the State Conference, enabling some substantial change in the ways education was structured and how it could better support all students. &#13;
&#13;
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              <text>MacRobertson Girls High School, c1953–1965 (detail). Australian News and Information Bureau. &lt;a href="State%20Library%20Victoria,%20H88.33/95" target="_blank" rel="noreferrer noopener"&gt;State Library of Victoria, SLV_H88.33/95&lt;/a&gt;</text>
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