Text of article published in The Week on Saturday 11 November 1876, page 25
(Photo of school) Original Ashgrove State School - 1890
OPENING OF THE ASHGROVE SCHOOL.
A FOUR mile walk, ride, or drive—it is quite a matter of taste which—along a road beautifully varied by hill and dale, and possessing some really fine views of the city, and suburbs, brings one to the Ashgrove School.
This school is situated on the Waterworks road, just beyond the ironbark ranges, and only a short distance the town side of what is familiarly known as the Gap, or that break in Taylor's range through which the road to the Enoggera reservoir runs. A few years back the district was the home of the wallaby, kangaroo, and dingo, which were hunted through its sylvan shades by the wild blackfellow. These have all been displaced by civilization, and on all sides the land is being reclaimed for cultivation and residence. On one side, on Ithaca Creek, are numbers of settlers, whose children will reap the advantage of the new school; on the other are farmers, whose offspring will also participate in the benefits. Indeed in the neighbourhood there is already a large population which is being continually increased by the accession of fresh settlers.
The school ground is situated on the side of a gentle rise, well sheltered from the cold western winds of winter, and very open to the cool summer breezes. The site could not well be better, being high and airy, and with that incalculable boon, a good supply of pure water. The school room, which is built near the roadway, is a well constructed house of 33 feet in length by 17 feet wide, with back and front verandahs of 8 feet in width, and, together with the adjoining teacher's residence, built by Messrs. Sands and Headlands, of Fortitude Valley, the plans prepared by the Colonial Architect, the whole expense covering about £650. Away in the further corner of the grounds is the teacher's residence—a comfortable four roomed house, with detached kitchen and servant's room. The area of the ground on which, these buildings are erected is over two acres, all cleared and stumped, the generous gift of Mr. G. R. Harding, the chairman of the school committee.
The grounds presented a very gay appearance on Saturday last, booths of bushes being erected down one side as a screen for the tables. which were beautifully spread with good things beneath, and bunting adorning every available part. The crowded grounds, elegant toilettes of the ladies, and waving banners, denoted that the occasion was one of more than ordinary interest. It was the feteday of the Ashgrove School; the first opened under the new Education Act. A number of invitations had been issued by the committee, and the responses were cordial, so that there was a large assembly gathered from far and near. Amongst those present we noticed—Sir Maurice O'Connell, President of the Legislative Council, and Lady O'Connell, the Chief Justice and Lady Cockle, Mr. Justice and Mrs. Lilley, the Hon. S. W. and Mrs. Griffith, the Hon. J. R. and Mrs. Dickson, the Hon. C. S. and Mrs. Mein, the Hon. A. H. and Mrs Palmer, the Hon. E. I. C. Brown, Mr. and Mrs. A. Stewart, Mr. and Mrs. C. J. Graham, Messrs. W. Fryar, G. Edmondstone, S. Fraser, M.L.A.'s, and several other of our leading citizens. There were upward of three hundred people at the opening, to whom sweet music was discoursed by a band engaged for the occasion. The proceedings were commenced by Mr. A. H. Palmer, who said that the duty had been deputed to him by the committee, of which he was a member, of asking the Hon. the Minister for Education on that first occasion of a school being opened under the new Act, to declare the Ashgrove School opened.
Mr. Griffith, in acceding to the request, said that the occasion afforded him very much pleasure, not only for the reason mentioned— that it was the first school opened under the new system — but because the opening of any new school was an event of some importance. But he did not intend to carry out the threat enunciated in the daily papers by disclosing anything of very great importance, nor would he keep them more than a few minutes. They would all remember that about the end of 1869, the government, of which Mr. Lilley was then head, declared that primary education should be free. If there was one who dissented, the step had this advantage—there could be no going back; and he believed that the people approved of the measure. All advantage had been taken of the Act, greatly to the benefit of the people who, he thought, as a whole, took a deeper interest in education since they contributed to its cost, and felt that all classes could reap its benefits. The next step taken was the introduction of a bill by Mr. Palmer, of which that gentleman and Mr. Lilley were the joint authors, having for its object the regulation of education. That bill did not become law in the colony, but resulted in one being passed, after public opinion had had time to find expression, providing for a system of education, in the colony. The matters which were of most importance then were these:—First, that the advantage of the system of education provided and paid for by the State should be reaped by all classes; secondly, there should be no competition in the State schools. In one respect it almost removed difficulty, but in reference to competition the system was not complete, for the Grammar schools competed with the State schools, and the result was a loss of power to the State and and the people. It was only a matter of time, probably two years, when this would be remedied, and they would have a University as the head and completion of the system, the only diversity of opinion being whether the time had come for it, or they should wait yet a few months.
With regard to what had been done since the system came into operation, they found it well managed with, good teachers and officers; and he was glad to find that not only was the organisation of the schools good, but the feeling of the people was enthusiastic in the matter, and there was scarcely a place where thirty children could be got together that there was not a school or an application for one. He could not speak for the other colonies, but in Queensland the people were determined to have schools, and if they toiled to contribute the necessary funds it was only in districts where they were extremely poor. He congratulated the people of that district on the establishment of the Ashgrove school. Its position was one to be prized, as it possessed the advantages of pure air and good water, whilst the teachers had the advantage not possessed by many in the colony of access to a good library in the capital. They were fortunate also in having secured Mr. J. Brunton Stephens as teacher, a gentleman who was without rival in the past of Australia, as a poet, and he congratulated them on the appointment. One word more: In the early history of the colony not only had the powers that belonged to persons in older Governments, but they had additional duties, as every nation had its own. Australia was beginning to form a character of its own. He had been able to detect an Australian by his appearance—not that there was anything to be ashamed of in it— but the colonies were acquiring national characteristics, and Queensland should endeavour to form her character as high as that of any country in the world; and he thought that no founders of an infant nation had better opportunities of carrying out that purpose than the colonists of Queensland had.
He concluded by expressing a hope that, as every nation had a character and voice of its own, no voice would rise more powerful, more sweet, than the song of the "youngest born." He had much pleasure in declaring the Ashgrove school open. (Cheers.)
The company then adjourned to the tables, which literally groaned with the profusion of refreshments, provided by the liberality of the committee, and of which about three hundred persons partook. After a little over an hour spent in roaming over the ground, inspecting the buildings, and in games amongst some of the juveniles, the company reassembled before the schoolhouse to hear more speeches.
Mr. Dickson said that he had been requested to make a few remarks to them. The honour had no doubt been accorded to him on account of the interest he had had the pleasure of taking in the initiation of that school, from the time when the gentlemen who formed the committee commenced their labours, and with the support of the residents carried the school to completion. He was not prepared in coming out that day to find they had not only succeeded in building a nice commodious school room, but also a teacher's residence, affording larger accommodation, and which was of a superior class than usual residence attached to schools. He thought he would only express the opinion of residents when he said that to bring matters to such a successful issue there must have been a large amount of energy displayed on the part of the gentlemen of the committee. When he was requested by Mr. Harding to meet the residents of the district for the purpose of initiating proceedings in connection with that school, there had been no lack of desire on the part of the residents to second Mr. Harding's exertions, for instead of one school there had been a desire to have two, so as to satisfy the residents there, and also those living nearer the Enoggera reservoir. He was glad to see that the inhabitants of both parts of the district had cooperated so cordially as to enable Mr. Harding to carry out his labours to a successful issue.
He expressed gratification at Mr. Harding having made the donation of over two acres of valuable land for the purpose of affording residents an opportunity of having a school in a locality where one was required, and in this liberal action, that gentleman had not only gained the esteem of the residents, but also set an excellent example to gentlemen in other localities where National schools were required. Doubtless, to complete the work, a great amount of labour had been required, and from the rapidity with which the arrangements had been completed, the committee must have incurred certain pecuniary responsibilities. He wished it had been permitted to him, as he believed it had been intended, to apply to some of the gentlemen present to contribute towards the cost of erection, which he understood was not entirely defrayed, but owing to Mr. Harding's great attention to the visitors, the opportunity had been allowed to pass. However, he might be permitted to express a hope that the gentlemen who had attended would forward their contributions to Mr. Harding, or if waited on would kindly assist in extricating the committee from any pecuniary liability which they had incurred. He congratulated them upon the success of the proceedings; and would, in concluding, say that a little information concerning the labours, difficulties, assistance received, and other details in connection with the school might be given before they separated.
Mr. Harding said that it had afforded him and his brother members of the committee great pleasure to have been addressed in the manner they had been that afternoon ; and the manner in which their invitations had been responded to, also afforded them great pleasure. Their labours had been a succession of pleasures from beginning to end. As chairman of the committee, he could state they were always ready to receive anything that might be given, for they had incurred some liabilities, and were also desirous of improving the grounds. He concluded by thanking the visitors for their attendance.
Mr. Justice Lilley could only say he had very great pleasure in being present on day. The opening of every school was more than a pleasure to him, for it was the observance of one of the most solemn duties entrusted to them, especially in the case of democratic communities. He had been remarkable for holding very strong liberal principles—they might call them democratic if they liked. He was a believer in government for and by the people, but thought there could be no greater curse than to live under an uneducated democracy ; and it was in consequence of that feeling that he had taken so active a part in the education of this colony. It was a sort of pride to him that he had been mainly instrumental in founding free education in this colony, and in Australia, in a form which he believed had not been previously taken in the world—free education by and at the cost of the State ; not a work carried out by local contributions, supported and seconded by the State, but entirely a national work. It was the first experiment of the kind in the world. To the people belonged the credit and honour of receiving that system. Some one had said that history must lie. It very often did, and it was perhaps a difficulty to get historical truth. The fact that Queensland had been the first to open free education to the people was already becoming obscured. Sir David Wedderbourne, writing in the Edinburgh Quarterly Review had stated that in education Queensland was far behind, and by inference that Victoria had been the first to start free education. Free education had been provided for by a bill passed in Queensland in June, 1870, whilst in 1873 it was first started in Victoria. So that within the seven years Queensland was likely to be robbed of the honour of being the first colony which introduced the free system of education. But he had no doubt that Queensland would yet receive her due, and that history would give her her proper place. He hoped that one school after another would be opened, and that every Queenslander to be born would have the benefit of free primary education. He hoped that grammar schools would also be free, that a university would shortly be established, so that lads could pass from the lowest to the highest stages; that education would remain free, a national work and duty. (Cheers).
A little after five o'clock the company dispersed, and so ended a most successful and interesting ceremony.
"OPENING OF THE ASHGROVE SCHOOL." The Week - 11 November 1876: 25.
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