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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</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>Primary: Cathedral Girls’ School, Shanghai, China (1936–1940) &#13;
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              <text>Primary: St Catherine’s School, Waverley, Sydney (1941–1942) </text>
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              <text>Teacher: Girdlestone Girls’ High School, Perth (1950s) </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>1. Girdlestone High School, James Street, Perth, January 1951 (detail). Western Australia Government Photographer. &lt;a href="https://encore.slwa.wa.gov.au/iii/encore/record/C__Rb2054602" target="_blank" rel="noreferrer noopener"&gt;State Library Western Australia, 008334D&lt;/a&gt;&lt;br /&gt;2. &lt;span&gt;Group of 13 senior students, St Catherine's, Waverley (interviewee not pictured), 1 November 1945 . Photographer Sam Hood. &lt;a href="http://archival.sl.nsw.gov.au/Details/archive/110007408" target="_blank" rel="noreferrer noopener"&gt;State Library New South Wales, Home and Away–11343&lt;/a&gt;&lt;br /&gt;3. Group of four senior students with their headmistress, St Catherine's, Waverley (interviewee not pictured), 1 November 1945. Photographer Sam Hood. &lt;a href="http://archival.sl.nsw.gov.au/Details/archive/110007408" target="_blank" rel="noreferrer noopener"&gt;State Library New South Wales, Home and Away–11349&lt;/a&gt;&lt;br /&gt;4. Cathedral Girls School, Shanghai, 2016. Photograph courtesy Lara de la Harpe. From &lt;em&gt;&lt;a href="https://findingoldshanghai.wordpress.com/2016/09/26/blog-post-title/" target="_blank" rel="noreferrer noopener"&gt;Finding the Old Shanghai&lt;/a&gt;&lt;/em&gt;.&lt;/span&gt;</text>
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              <text>Dorothy was born in 1916 in the Melbourne suburb of Coburg. Shortly after her birth, the family moved to Broken Hill, where her father worked until end of World War I. They then moved to Gippsland where her parents started a farm. Dorothy completed her primary education at a two-teacher school in Woodside and at the end of year eight she went to Melbourne to board with an aunt to finish her schooling. First, she attended Preston Girls’ School and then went to Melbourne Girls’ High School. She remembers that ‘not many schools went up to Year 12 – it was called Leaving Honours – but my father believed girls should be educated and should go too’. This enabled Dorothy to continue onto tertiary education, gaining a teaching qualification. She remembers that she ‘always wanted to be a teacher’, and worked first in the primary, then secondary teaching. She notes how ‘everyone had to start as a primary teacher’ and describes her first teaching position at a one-teacher school in St Leonards, near Geelong: ‘There were twenty-eight [students], which was the biggest [number] you could have in a one teacher school without a sewing teacher … you’d have to have everything up on the board when they came in’. Dorothy went on to teach in a range of schools during the 1950s – Lloyd Street Central, Ballarat Girls, Hampton High and McKinnon High. She then moved to Camberwell High and was made a senior mistress for the girls, which involved a significant disciplinary role. Dorothy was involved in developing a course at Camberwell High called ‘Human Relationships’, which involved sex education and other aspects of human behaviour. She was also given freedom to adapt the history curriculum so that there were no longer standalone American and British History subjects, but instead focused on world history. Dorothy remembers she was able to do many things that were unconventional during her teaching career because of the way she understood and interacted with the students: ‘so we were able to do those things – it’s not just the case of the kids, it’s your relationship with them’.</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>&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>&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" target="_blank" rel="noopener"&gt;University of Melbourne Archives, 1986.0200.00002&lt;/a&gt;</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>1. Demonstration of New Equipment at Seymour High School, from &lt;a href="https://www.seymourcollege.vic.edu.au/wp-content/uploads/2018/10/Spirit-Magazine-1960.pdf"&gt;&lt;em&gt;Spirit&lt;/em&gt;, Seymour High School Magazine 13&lt;/a&gt;, 1960 (interviewee not pictured). Courtesy Seymour College &lt;br /&gt;&lt;br /&gt;2. Seymour High School, from &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;, 1951. Courtesy Seymour College&lt;br /&gt;&lt;br /&gt;&lt;br /&gt;3. Seymour High School, from &lt;a href="https://www.seymourcollege.vic.edu.au/wp-content/uploads/2018/10/Spirit-Magazine-1960.pdf"&gt;&lt;em&gt;Spirit&lt;/em&gt;, Seymour High School Magazine 13&lt;/a&gt;, 1960. Courtesy Seymour College&lt;br /&gt;&lt;br /&gt;4. 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;&lt;br /&gt;&lt;br /&gt;5. After Lecture Old Arts, (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;</text>
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