School Life

Undoubtedly all aspects of human existence have evolved over the 140 years since the beginning of North Pine Provisional School. From the humble beginning of a single school room with a single teacher through to the highly psychological, policy based and politicised system of learning in place today.

It is not just the curriculum however that completes our memory of school days. It is the routines, the quirky teachers, and the evolution of the space around us. The assemblies and the camps. The equipment we use and the world around us in general.

 

1874: THE SCHOOLROOM WAS VERY DIRTY

 

3 June 1874

PINE RIVER NORTH (PROVISIONAL)

Inspected 3^rd June

On roll: – Boys, 9; girls, 10; total, 19. Present: – Boys, 7; girls, 7; total 14

The apartment used as a school is a weather-board structure, shingled, and floored with sawn wood; well ventilated, with verandah [sic] facing the west; walls dark and gloomy; used as a place of worship occasionally by the Anglican communion. The furniture was found to be limited to six forms, a small table and a stool; there were no desks, no clock, no blackboard, and not even a shelf for the school material. The furniture was wholly inadequate to even the crudest form of instruction – to write on paper the children kneel on the floor and support their copy books on the forms. The supply of material for teaching the children granted by the Board was found to be abundant. The school records were found to be very imperfectly kept, through ignorance of the proper method of keeping them, and there was no time-table. The school-room was very dirty. The children were docile and their relations with their teacher genial; they were wholly unacquainted with any form of drill or orderly movement. The school was opened in April, and up to the time of inspection the attendance has been regular, the aggregate being 20. The teacher is an intelligent and liberally educated man, but wholly unacquainted with the methods of modern school keeping. His earnestness combined with his intelligence gives promise of a better state of things at next inspection. This school stands on the south side of the Pine River, within a quarter of a mile of the ford, and it is proposed to conduct it as a half-time school, in conjunction with a school on the north side of the river.

Source: Moreton Bay Regional Council Local History Library, Strathpine.

 

1875: ATTAINMENTS ARE VERY LOW

 

18 & 19 August 1875

An inspector visited both half-time schools in August 1875 and completed reports on both.

NORTH PINE I. (PROVISIONAL).

Inspected 18 and 19 August.

Enrolled, 20; 9 boys and 11 girls. Present, 16; 7 boys and 9 girls.

The school is a weather board structure on the south side of the river, leased by the teacher along with the adjoining residence and premises and the farm on which they stand. The material organization is fairly satisfactory in the circumstances. The school has been open since Aril, 1874, and has been inspected once previously. The school hours are from half-past 8 to half-past 12, the teacher working in a school on the north side of the river during the afternoon. The teaching is earnest and not deficient in intelligence, but time and labour have been lost by excessive subdivision of classes. Allowing for the circumstances and class of school, moderate proficiency has been reached and progress has been made.

NORTH PINE II. (PROVISIONAL).

Inspected 18 and 19 August.

Enrolled, 14; 10 boys and 4 girls. Present 13; 9 boys and 4 girls.

This school is a new, neat slab building, erected by the inhabitants on a reserve on the north side of the river. It is very fairly furnished and provided with teaching material. This is the companion school to that on the south bank, and is conducted in the afternoon by the same teacher, the school hours being from 2 to half-past 4, and often longer. The administration is much the same as in the other school, and displays he same prominent defect of excessive subdivision for the classes, especially of the first class. The attainments are very low, but the pupils have made some progress in the elements of the primary subjects. This school and its companion are the only half-time schools yet established in the Moreton district. In so far, therefore, they are an experiment. It will, however, take a longer time than they have yet existed to show whether such schools are likely to prove successful, and should, in certain circumstances, be supplied easily and cheaply, and no complaints are made of either the quantity or the quality of the instruction imparted.

Source: Moreton Bay Regional Council Local History Library, Strathpine.

 

1876: BRAND NEW BUILDING FOR SOUTH SIDE WITH WATER HANDY BUT NO FENCE

 

21 August 1876

183

Special Report on the Premises of the North Pine River (No. I) Provisional Halftime School

The site is 1 rood of the S.E. corner Portion 39 Parish of Warner County of Stanley, and is leased by the Committee for 10 years. The building is only two months old. It measures 25 ft x 14. Substantial and neat slab walls. Pine floor. Storey guard sleepers and wall plates. Sapling rafters and tie beams. Sawn pine bottoms. Ironbark shingles. Don of pine flooring beams. Windows of 9 panes each, swinging vertically on firsts 15(?) are too weak – Water is handy – There is no fencing. The subjoined Plan will sufficiently indicate the quantity and arrangement of the furniture, most, if not all, of which was used in the old school recently quitted a room of W. Jonas’ farm buildings – and may be deemed satisfactory as to supply and quality. No [???]. No [???].

The Under Secretary

Department of Public Instruction

D. Ewart

21/8/76

Source: Moreton Bay Regional Council Local History Library, Strathpine.

1876: NAILS FOR HATS INSIDE THE WALL BUT NO CLOCK, PRESS OR CLOSETS

 

21 August 1876

183 ½

Special Report on the Premises of the North Pine River (No. II) Provisional Halftime School

The site is between Portions 28 & 32 Parish of Redcliffe, County of Stanley. The triangular reserve between these portions is bisected by the northern road after it crosses the N. Pine River: on the W of the road is the Police Station and in the S.E. corner of the part of the reserve on the E. side of the road stands the school. The ground is not fenced except by the S.W. boundary fence – a paling fence – of Portion 28. The building is 20 ft x 14. Slab walls. Floor of iron bark flooring boards. Roof frame saplings shingled with iron bark shingles. Windows have 6 panes each. Joints of walls, door and floor rather open. Two very fair 10 ft desks and forms. Nails for hats inside the wall on each side of the door. A shelf on the end wall opposite the door and a small corner shelf. Blackboard of fair size supports against wall. Table (3 ft x 1 ½) and chair. No clock, press, or closets.

The Under Secretary

Department of Public Instruction

D. Ewart

21/8/76

Source: Moreton Bay Regional Council Local History Library, Strathpine.

 

1877: HALF-TIME SCHOOL’S TIME’S UP

 

2 July 1877

Public meeting held in the North Pine Provisional School to form a committee to advise the Department that the bridge across the North Pine River was under construction. They were to request that the Department “take steps to build a new primary school for the accommodation of the children at present attending the half-time school.”

Members elected were: Tom Petrie; John Duffield Jnr; James Hay; George Hall; John Duffield Snr; John Todd; Ambrose Tucker; James White; and Charles Bright.

Source: Moreton Bay Regional Council Local History Library, Strathpine.

 

1877: AMALGAMATE TO BETTER EDUCATE

 

6 July 1877 (Friday)

CROSSING THE NORTH PINE

Foremost among the reasons for which the residents of this district have been for years anxiously looking forward to the erection of this bridge was, that it would allow them to amalgamate the two half-time provisional schools, which have hitherto been carried on by the same teacher at a few hundred yards distance from each other, on either side of the river into one regular State School. To effect this object, a meeting was held at one of the school-houses on the 25^th alt. [sic], at which Mr Thomas Petrie offered to give the quantity of land necessary, and the respectable sum of 45 pounds was subscribed as a start.

Source: 1877 ‘Crossing the North Pine.’, The Brisbane Courier (Qld.: 1864 – 1933), 6 July, p. 3, viewed 4 December, 2013, http://nla.gov.au/nla.news-article1364835

 

1886: BOY FRACTURES THIGH BONE AT SCHOOL

 

3 April 1886 (Saturday)

A boy named George Hubner, while playing with his schoolfellows at the North Pine StateSchool on Thursday, fell and fractured his left thigh bone. He was conveyed to the Brisbane Hospital, where he is progressing favourably.

Source: 1886 ‘Current News.’, The Queenslander (Brisbane, Qld.: 1866 – 1939), 3 April, p. 525, viewed 13 December, 2013, http://nla.gov.au/nla.news-article19804321

 

1942-1945: KEN MITCHEL REMEMBERS SCHOOL LIFE DURING WORLD WAR II

 

Back in the early 1940s it was apparently the rule that children had to have turned 5 before the 31^st December to enable them to start school the following year. My birthday was on the 14^th January so I turned 6 on 14^th January, 1942 and would normally have started school that year. However due to the war it had been decided that there would be no intake of new students at the beginning of 1942. Those children that would normally have started school that year were finally accepted mid-year – possibly June or July I cannot recall exactly. Thus I was 6½ before I finally started my schooling.

The schedule then was that pupils would do Prep 1 in the first half of their first year at school then Prep 2 in the second half. In their second year it was Prep 3 & Prep 4. It was not until the 3^rd year of schooling that you, then turning 8 that year, progressed to Grade 1. There were only 7 grades so one would theoretically turn 14 in the year they would do Grade 7 and sit for the Scholarship Examination at the end of that year

So in the middle of 1942 I started attending North Pine State School. As I lived at Lawnton this meant I had a mile to walk morning and afternoon. For a time, one of my sisters who was not in employment at that time, used to double me to school on her bicycle but as far as I can recall I always walked home in the afternoon. The old road bridge that used to span the North Pine River between what are now Leis Park and Sweeny Reserve was still in existence although it had not been used for road traffic since the new bridge was built in 1936. It had many holes in the decking and the safety people would have a fit if they saw kids walking across a structure like that these days! This bridge was demolished during my schooldays and I then had to go the long way along Gympie & Dayboro’ Roads.

The North Pine State School then consisted of two rooms. As you walked in the main gate under the big bunya pine the room on the left was where the little kids received their education. This was presided over by Miss M.A. Zillman. The room to the right was the domain of the head-teacher, Mr A.D. Hansen, who taught Grades 3 to 7 inclusive. Mr. Hansen lived in the school-house next door up the Dayboro’ Road. I have no idea what the teachers’ Christian names were (we were respectful kids then) but I knew their initials as they used to initial our report cards!

 

 

A little further downhill along the fence that separated the school from Mr. Hansen’s house yard was located a play shed. This was quite a large building with just a roof and upright posts, no walls, but it did have a bench as seating around all four sides. This formed a shady area to have lunch with the open area in the middle being somewhere to play when the weather was inclement. A bit further down the hill were the slit trenches where we would hide if the air-raid siren sounded. The main playground with the cricket pitch were further down the hill where the ground was more level.

Because of the ever-present danger of an air-raid with possibly bombs being dropped we all had a little bag around our necks containing some cotton-wool to put in our ears and a clothes peg to put in our mouths if we had to go to the slit trenches. The cotton wool would protect our eardrums and the peg would stop our biting our tongue in the event that a blast occurred nearby. I can recall only one occasion when a genuine air-raid was called (it subsequently turned out to be a false alarm) but we did have some practice runs from time to time. The slit trenches had been dug in a zig-zag pattern and had sandbags on the roof. This was unlike the trenches at Lawnton railway station which had no roof. They came in handy when playing hide-and-go-seek but somebody found a snake in one one day and they were then placed out-of-bounds!

Like most of the other kids I used to take books and things to and from school in a bag on my back. This bag then had to be hung up on a peg on the verandah wall outside the classroom. My lunch would, of course, be in this bag so no matter how hot the day might have been nor what my lunch consisted of it still stayed in my bag until it was time to eat it. (And as far as I know nobody ever got food poisoning!) It would always be sandwiches of some description with perhaps a bit of cake.

There were two other boys (Bill Petrie and Bobby Bray) and a girl who started school at the same time as I. We attacked the Prep 1 and Prep 2 curricula with gusto. Miss Zillman must have been a pretty good teacher because after a while Bill, the girl and I were absorbed into the class that had started school at the beginning of 1941. Thus it was that at the beginning of 1945 I found myself in Grade 3 and in with the big kids in Mr. Hansen’s room. While he should have also had Grades 4,5,6 and 7 to teach I seem to recall that one of those classes did not exist so that there were only 4 classes in his room.

My mother had been a student at NPSS from about 1898 and my 4 sisters and brother had all attended there for the first few years of their schooling. However as they became a little older they all transferred to Virginia State School as my parents felt that we would receive a better education at the larger school where the teachers only had one class to supervise. At the end of 1945 it was decided that I would do likewise so that was my last year at North Pine.

At that stage about the only things that were referred to as “Petrie” were the railway station and the post office (which was situated just outside the railway gate). Everything else was North Pine including the Police Station, School of Arts, Masonic Hall, Presbyterian Church, Methodist Church, North Pine Motors etc.

– Ken Mitchell, former student North Pine State School (now Petrie State School) 1942-1945, received via email 2014.

 

1945-1953: JANICE HALL (NEE PETRIE) REMEMBERS SCHOOL LIFE

 

To the children who were in my class beginning in 1945 Prep One: Yvonne, Maureen, Enid, Lorna, Bobby, Bertie, Glenda, Beverley, Kenny, Arthur, Jimmy, Trevor, and many more whose names escape me today – I’d like to share my memories of how it was to go to the North Pine State School in the 40s and 50s.

I remember starting school, the little brown Bunnies on the glass windows of our classroom. Miss Zillman (“Zillie” to the more daring) with her “Eton Crop” hair-style and huge Bobby pin holding it in place. She was a typical Old maid spinster school “marm”. Miss Zillman looked after her ageing parents and when they passed away, she was alone, and middle-aged, in their little house on the Deception Bay turn-off – SAD! Mrs Cooke (from the store) in later years told us how young and fresh, and full of fun and life she was, when they were Student Teachers.

 

 

Back to my Classmates … As in all groups we had a pecking order “Lorna” and “Enid” being the movers and shakers, decided the fate of the less assertive. I recall being very grateful and humble when I was “in favour” and included in the games organised by these confident little girls. Our bad boy “Bertie or Herbie” was a holy terror! He nearly made my first day at school my last, when he pummelled me so severely on the back, I lost my breath and was gasping, crying and in great pain, dangling over the stool in the play shed. Anyone who knew Bertie would never forget him – though they may have tried hard. He was just naturally naughty, and despite the woeful deeds he committed I think everyone had a sneaking liking for him after all.

Glenda Mohr was an only child, very quiet, neat, and wore her rich red hair in 2 plaits (most of us did in those days). Glenda had beautiful dolls and toys, and sewed beautifully. She was very popular on Domestic Science days with Miss Zillman, who was sometimes driven to distraction by girls who didn’t stitch too well!

Enid King was ultra-neat, very sweetly dressed and never a hair out-of-place. My most vivid memory of Enid involves lending her a sea-shells Koala brooch for a few days, and her promise … and I quote: “If you let me wear your Koala brooch for 3 days, I’ll be your friend forever” unquote. This was an offer too good to resist, so I lent it eagerly and learnt my first lesson on burying friendship!!

We had 3 really beautiful girls in our class. Lorna Perring, Enid King and Maureen Beech – I doubt that Maureen was aware of her beauty, she was an unspoiled child who could play and romp all day and still look clean and band box fresh, at day’s end. Yvonne Yourell (known all over the state since getting into politics), was simply a delightful, laughing, bright, pretty child full of humour, smiles and was a loyal and loving daughter. Her mother suffered very poor health, which resulted in Yvonne taking a lot of responsibility on her young shoulders. She has stunning “Yourell” eyes – bright blue with amazingly thick black lashes.

A lot of our kids came off farms and did milking before and after school. The “Young” children all worked hard on their parents’ dairy farm and were exceptionally good kids, helping without complaint. I envied them their ponies which they rode proudly into school each day. Gwenda, the oldest and in charge, was sensible and capable with hands that were rough from hard work. The littlies sometimes rode double and it wasn’t unusual to see the little boys doing circus stand-ups on their ponies as they came down Dayboro Road at a trot. I was very fond of them all, especially Mavis, whom, although a class higher than me, became a dear friend. We are still loving friends and even married brothers, so our children are cousins. If you are here today – Hello! My Friend!

I remember in our first days of school learning to count with sea shells, playing with plasticine, learning the Alphabet – A, a like an apple on a stalk, A says “Ah” (is that it?) – all done in sing-song voices.

Miss Zillman called us “Little People” and stood no-nonsense. The first poem I can remember learning was “Little Jicka Jicka”. I can still feel the lump in my chest when reading “The Little Match Girl”, “The Soldier on the Bridge” and other sad reading book stories – not great for softies like me!

We little Petries lived at Yebri, a small workman’s cottage still standing today, opposite Murrumba,the family homestead where our Aunt Jessie and Uncle Guy lived in colonial splendour. We sometimes walked the road to school, other times trotted through the bush behind Murrumba, coming out near “Neals” farm. For some reason I have never known, the Neal family had a set on my brothers and would often attack us on our way home. I couldn’t run as fast as my brothers, so unfortunately I got caught by the “Neals” on several occasions, where I was thumped soundly. They were actually after Bill and Jim, who did come back and rescue me, I’m glad to say. Kids (just like today) often had “blues” on the way home from school. I do however recall Mothers getting involved too. Six different ladies (who I won’t name), used to fly out of their respective homes wielding brooms or mops, and break up fights very smartly with some well-placed whacks and tongue lashings. They must have often saved kids from being injured when stone throwing was in vogue!!

 

Being a “Petrie” had a lot of disadvantages and I remember trying to get to know some new kids before they found out my name, so they wouldn’t be put off. I often wished it was “Bloggs” or “Smith”, as children can be mean about things like that, and of course I wanted to be just like everyone else!

When I was little and walked to school via the road, it was a social occasion – down the road, first “Hello” to Mr Ebert or his son “Squirtie”, who sold fruit from under their house. Mr and Mrs Neilsen lived in what later became Dr O’Connors’ house, with their grandson Trevor, who was in our class.

A timid little fellow, Trevor loved dressing up and Maureen and I sometimes played “ladies” with him. He was great at putting costumes together and it came as no surprise to hear in the 60s that he was in TV.

Next hello might have been to dear Old Billy Piggot on his bread run. The aromas coming from his van were just wonderful. He always called me “Miss Petrie” and my brothers, “Master Bill and James or Jimmy”. He was very, very polite and often walked backwards out the gate bowing, if ladies engaged him in conversation for too long. Next I’d pause and say “Good morning” to Old Mr and Mrs Wilmer, who would be sitting on their front verandah. They were grandparents to Glenda Mohr I think, and to the Wilmer boys, and were simply lovely people. Past Cookes’ Store and all its wonderful attractions (Ice Cream 3d – Soft Drink 4d!!), now it’s up hill past Mrs Sargent’s little house, sometimes I’d stop at Mr and Mrs Robertson’s’ (Mavis’ Grandparents) to pass the time of day and to admire the poppies and other lovely flowers they grew.

 

Quite often we were bare-footed for school, though I generally wore a navy uniform with white blouse and a straw hat. We wore school bags on our backs – smelly and musty from uneaten sandwiches and stale slate cleaners (or sponges), which were kept in vegemite bottles and went bad.

On parade we would salute the King and later the Queen. “Mark time”, teacher would roar and we’d all be out of time. “Quick March left, left, left, right, left.” I doubt we ever got it right, but I loved the military feeling, having grown up from babyhood seeing Australian and American soldiers marching around our roads.

Mr Hansen was the Headmaster then and he terrified everyone. He was a very stern, humourless man. He’d been badly gassed in the first war and he was too ill and cranky to deal with children.

Sadly he had a few sadistic tricks he’d play, my brother Bill and Jimmy Young being the silly victims in this sordid game. Each morning Mr Hansen would say “Good Morning” to his class, then swishing the cane about, would ask: “Who wants the cane this morning?” Jimmy and Bill would put their hands up (the school wags) and Mr Hansen would then cane them so severely they sometimes couldn’t close their hands. This silly battle of the wits went on for far too long. My brother Jim, was so afraid of Mr Hansen, he went blank in his presence. Yes, that was sad and wrong, but in those days, we and our parents, were inclined to treat teachers as very superior being to be obeyed. So, Mr Hansen got away with being a part-time tyrant. Though it couldn’t happen today, I do think a couple of switches on a naughty child’s bottom doesn’t do any harm, in my opinion.

 

(Read More About Discipline, Rules and Behavioural Management)

 

Our attendance at the Pine Rivers School was somewhat erratic because Dad worked out at “Marion Downs”, near Boulia. We came and went, doing correspondence, missing school, then back to Petrie and catching up! I always kept in touch with my dear friend Maureen. I also wrote to Miss Zillman and the replies I had from her were much softer than the fairly serious lady we saw at school. She and I both, it seems, had a horse to ride called Maryann – I was so glad I had written to her.

The nicest thing that happened when I came back from a long stint our west, was to have the new Headmaster, Mr Langusch, for a teacher. He was so interesting and to me, kind. I had so much catching up to do, I tried hard to please him and found for the first time that I really liked school-work. Mr Langusch understood, I feel, how ghastly I fest being taller than simply everybody, and not up to date with school-work. I had a mountain to climb but he was patient with me, though he could be gloriously sarcastic with kids who cheated or were “half-smart”.

 

 

Kids in our days were for the most part innocent and could travel safely around the town, build cubbies, fish for yabbies (Douggie Nielson, bless him), ride horses, bikes – swim the Reserve.

We were totally “silly” about Film Stars and I had cuttings of people like Janet Leigh and Tony Curtis, Jeff Chandler, Ester Williams – on the covers of our school books. Going to the “flicks” on Friday nights was a great thrill, where we would yell through the Serials, dream through the likes of Doris Day and Gordon McRae, singing, dancing, and romancing. My children, as adults, have seen some of those corny, predictable movies and they though them enchanting and SO NICE! Not bad stuff for young minds?

The pace was slow, but I think we were lucky to be growing up in those days when kids were safe and nobody locked their houses.

I was very sad when our dear friend, Paul Jackson, died in January [ca. 1999]. I remember him at school, a handsome little boy in Khaki shirt and shorts. He always had that boyish face and zest for life. His friendship with our Dad was wonderful and his loss, like losing and adopted brother.

I send my best wishes to you all, especially the “Little people I started my school life with. We had an experience together and I treasure those memories. I’d like to skip up the road to school with Maureen, meeting up with Yvonne along the way’ discuss the latest Movie News with Enid, Desley and Sandra; lunch under the fig tree (discussing perhaps how horrid Bertie and Billy were); pulling our ribbons off yet again!! Such innocent days …

It’s time to go, good luck to you all and the Historic North Pine (Petrie) School. Finally, if the Neal kids want to meet me at the back of Murrumba – BEWARE I’m a BIG girl now!!!

– Janice Hall (Nee Petrie), 1999 – Past Student, North Pine State School, 1945 – 1953

Source: Centenary Petrie State School 1874-1974: History of Petrie State School Formerly North Pine State School

 

1950s: JIM RANDALL REMEMBERS SCHOOL LIFE

 

“Life at Petrie State School in the late forties and early fifties [1950s] was a time when the three R’s were the important subjects (for which I don’t think we suffered in any way). With about 80 children in the school and 3 teachers, (Miss Zillman, Mr Hansen (head teacher) and later Mr Langusch (head teacher)), in my eight years there, there was a great understanding between teacher and pupil … ”

– Jim Randall, 1974 – Past Student, North Pine State School

Source: Centenary Petrie State School 1874-1974: History of Petrie State School Formerly North Pine State School

 

1955-1963 (ca.): JOYCE WAGNER (NEE CAIRNS) REMEMBERS SCHOOL LIFE

 

“I started Grade One at Petrie School in 1955. Our teacher was Miss Zillman, a stern disciplinarian, who was not above pinching us or pulling our hair but when she retired we all cried, sad to see her go.

For the first few years of school we used a slate and slate pencil for our written work. We spent much time sharpening our slate pencils by rubbing them on a piece of flat rock or concrete until they had a nice point.

We have a very large family, I am the youngest of twelve children, and Mum died when I was five years old. One day, when I was in Grade 3, no-one had done the washing and I missed a day of school. The following day the teacher asked why I was absent the previous day when I had no note. I asked could I tell him later but no! He wasn’t satisfied with that and demanded to know why I was away. Finally, being unable to tell a lie, I blurted out that I had no clean pants to wear. The kids giggled and I was very embarrassed. I hope that man learnt a bit of compassion after that.

In those days, we used to have a horse paddock for the kids who rode their horses to school. When I was in about Grade 3, the horses got out and all us kids ran hell for leather to get under the buildings but one boy, Gary Neilson, must have been too slow, he received a glancing blow to the face from a wayward hoof. I remember his lips were seriously lacerated.

 

[Read More About School Transport]

 

One government scheme was for every school child to receive a glass of milk a day. The milk was delivered to school in the morning before school and we would be given a small bottle to drink at little lunch. There was no refrigeration for the mild and it was usually quite warm by the time it came to drink it. But woe betide any child found not drinking their bottle. Then we discovered that for the grand price of threepence, we could take a small bottle to the shop and purchase enough malted milk flavouring to last the week. Strawberry or chocolate made the warm milk more palatable.

 

[Read More About Tuckshop and Nutrition]

 

Our swimming lessons were held in the Pine River down at what is now known as Sweeney’s Reserve. The kids received their swimming certificates when they could swim 300 yards. Claire Cook, the local store-keeper’s daughter, represented Australia in the Perth Commonwealth Games, not bad for a girl whose swimming career began in a river. I remember one swimming lesson when Jocelyn Stevens, the National Bank Manager’s daughter, refused to put her head under the water. Let’s face it, the water wasn’t exactly pristine and clear. Well, the rest of us just mucked around in the water while the teacher spent the whole lesson trying to make Jocelyn dunk her head. She held out to the bitter end and when our time was up, we just went back to school.

Most roads in Petrie were gravel in those days. My sister Yvonne was riding her bike up Young Street just behind the bottom oval when the magpies that nested in a certain tree every year swooped her. Well, Yvonne, not fancying those lethal beaks hitting her head, pedaled like crazy, the wheels hit the loose gravel and off she went. Took most the bark off her arms and legs, I can’t help thinking that that would have been more painful than the magpies.

 

 

About the third term of Grade 5, a new principal, Mr Leo Robinson came to school. He marched in putting the fear of God up all the kids. He was in the classroom, maybe Grade 7, introducing himself and giving a speech about behaviour when one boy, Ronnie Young the class larrikin, was rocking on his chair and not paying attention as he should have been. Well, Leo very nimbly leapt onto the front desk and raced along the desks avoiding stepping on the other children and when he got to Ron clipped him under the ear. Ronnie went one way, his chair went the other way. A dynamic introduction to a new school but I bet he had everybody’s attention after that.

Mr Robinson said that our academic level wasn’t up to scratch and that anyone who didn’t pass their end of year exams would repeat. Well, our class lost five or six students that year.

Once a week, we used to travel to Caboolture to go to Rural School, the girls to do cooking and sewing, and the boys to do woodwork until a Rural School was built adjoining Petrie School, the Principal’s residence had to be demolished to build this and so a new Principal’s residence was erected.

 

[Read More About Rural School]

 

One day at Rural school, my sister, Janice, was told to wash the tea-towels after a cooking lesson. Janice didn’t feel like doing that so she locked herself in the laundry. The teachers couldn’t convince her to come out so they left her locked in. At 3:00 pm, Mr Robinson went over to the Rural School and told her that school was over for the day and for her to go home. She never did wash the tea-towels.

Our sports equipment was kept in a huge box under the building. This box was about six to eight foot long three to four-foot height and about three feet deep. The top was slanted down at about a 45 degree angle. One day Janice was sent to get a bat or ball from the sports box and instead she thought she would have a slippery slide ride down the lid. The lid had a sheet of tin on top. Up Janice went and down she slid, not taking into account that the edge of the tin covering was broken and she still bears a big scar on the inside of her thigh where she slid straight onto the jagged edge of the tin.

We had a forestry plot and we used to mound up the pine needles for a soft landing and try out gymnastics. It wasn’t so much fun when we were trying to teach one girl to do flips in the air and land on her feet. Well, she didn’t – she landed splat on her back and winded herself. You didn’t go running to teachers in those days so we looked at her lying there going blue and not breathing, grabbed her, stood her up, dragged her to the tank and threw cold water over her. She started breathing, coughing and crying and we were all a bit subdued after that.

There was no tuckshop in those days but we still had tuckshop once a week. The ladies would come to school and put trestle tables in the play shed. I never was allowed to have tuckshop so I don’t know what they managed to sell with no micro-waves or refrigerators.

 

[Read More About Tuckshop and Nutrition]

 

Mr Faulkener used to take us for Music lessons but he played a violin, which we children found extremely funny. Mr Faulkener took his violin very seriously and took exception to our mirth. Peter Chester laughed and ridiculed on a bad day and I watched as Mr Faulkener told Peter to put his hand flat on the desk and the proceeded to crack him over the back of his knuckles with the sharp edge of the three rulers he had picked up and placed together. Kids sure have it easier these days.

As the school population grew we needed a new building and an old demountable arrived and was plonked down in the school grounds. I must have been a school from somewhere. There were signs and writing all over that building such as ‘demolition area’, ‘this building should be condemned’, ‘Warning: this building is dangerous’. I can’t remember any of the teachers getting angry about this graffiti or making anyone scrub it off. Maybe they sanctioned it or maybe they were the ones to write it.

In Grade 7, we got a new teacher, Mr Smith. He took the girls’ team for sport. We all laughed a lot and thought ‘fancy a man taking the girls’ sports teams’. We stopped laughing and treating it as a joke when we improved, became a team and started winning some matches. It was a great team.

[COMING SOON: PHOTOS OF SPORTS PENNANTS]

When we were in Grade 8, Mr Robinson gave us a lecture about becoming young ladies and gentleman and that we should now be wearing shoes to school. Consequently, religiously, every morning I would put on my socks and shoes and just as religiously, take them off as soon as I arrived at school to leave them in my port all day and then carry them home in the afternoons. We found High School a culture shock when we had to wear our uniforms with hat, gloves, ties, shoes and socks at all times.

Every morning we had to stand on parade. Parade took 15 to 30 minutes. We said the Lord’s Prayer and sang God Save the Queen as well as listened to messages and lectures. The parade ground was made of bitumen and was in the burning sun. We would stand on that burning bitumen and melted tar trying to move from one foot to the other trying to make it look as if we weren’t moving, very difficult. There were always kids fainting or vomiting.

Mr Robinson also introduced us to dance and once a week we would trudge down to the School of Arts Hall to learn to waltz etc. It was an unsettling experience being held in the arms of the boys that we had spent all our school days fighting with.

In Grade 8, we were taken on an excursion to the Ginger Factory at Buderim – only when we arrived there it was to find that the Ginger Factory was closed. We spent and excellent day down at the beach swimming, eating ice-cream and getting sunburnt.

One day Rolf Gehrmann was chewing something in class. The teacher spotted him and told him to swallow it. He went to spit it out into his hanky but the wily teacher was ahead of him and told him to swallow it. Well, manfully, Rolf swallowed then coughed, went red, cross-eyed and coughed some more. The thing he had been chewing was chewing tobacco, I wonder if the teacher knew what it was he had in his mouth.

 

[Read More About Discipline and Behavioural Management]

 

Les Chester and Rolf came to school one day armed with drinking straws and a handful of rice. They had a great time using the straws like blow darts and shooting rice at each other but I happened to be in the line of fire between them and I copped the spit from both boys.

Towards the end of Grade 8 we very nervously went along to Kallangur to sit for our Scholarship Exam. We then had to wait with nerve-wracking tension for the results of our exam. We were the last year to sit the Scholarship Examination.

My eight years of going to Petrie State School were behind me.

We raised our eyebrows and rolled our eyes at the people who continuously told us that schooldays are the best days of our lives. Looking at them from here, I think they were pretty good.”

– Joyce Wagner (Nee Cairns) – Past Student, Petrie State School, 1955 – 1963

Source: Commemorating 125 Years of Service: Petrie State School 1874-1999, pp28-30.

 

1955-1962 (Ca.): JANICE CAIRNS REMEMBERS SCHOOL LIFE

 

“Hello! My name was Janice Cairns. Some of you may remember me.

We came to Petrie when I was in Grade 2.

I am one of twelve children and nothing on this Earth could frighten me as much as my Dad but coming from a one teacher school at Timbeerwah to Petrie School of two hundred pupils was a bit daunting.

I was okay for about a week as I had my older sister Yvonne to look after me. She told me to get lost after she had found some playmates. That was okay though, as I had made friends as well.

My first real memory of Petrie School after initially settling in was a lesson taken by the Headmaster at that time, Mr Mal Langusch. It was quite the practice to take a child from the class and humiliate him or her in front of the class. We were each asked what we wanted to be. When we grew up. When I answered, “I wanted to be a library man”, Mr Langusch took me to the front of the class and spoke very loudly at me, “You want to be a librarian! Now say it.” I said it again, “I want to be a library man”. I was very frightened of him. He shook me by the shoulders shouting at me, “You want to be a librarian!” I had tears streaming down my face while all the kids were laughing at me.

 

Well, as I said, I have eleven brothers and sisters and I had plenty of teasing and tormenting from them and beltings from my Dad when I deserved them but I could not take being made a fool of in front of the class so from that day onwards Petrie School copped the worst years of my life. I was never afraid to answer a teacher back and spent many an afternoon after school writing a hundred lines ‘I will not …’. There were many episodes of being stook in the corner of the room for stubbornly refusing to do something. Miss Bennett’s class was one I spent more time in the corner than listening to anything she had to say.

By the time I was in Grade 5, we had Mr Hirst as our Headmaster. He always did a circle with the calk in his hand before his hand would connect with the blackboard. He was a sweet old man but could still give the boys the cane across their hands when they misbehaved. I am glad the girls didn’t get the cane. One of the boys hid his cane one day. They got extra cuts when he found it. After he retired we got Mr Robinson for our Headmaster. He roared like a lion and would jump over desks to pull a kid out for not paying attention.

 

[Read More About Discipline and Behavioural Management]

 

When I was in Grade 7, Myers was built at Chermside. Every Thursday, Dad would go there to do the shopping. Every Thursday I would wag school. I would leave home to go to school and double back home when I knew Dad had gone. We had an old bus in our backyard which was our cubby house and I would play there by myself, painting or drawing or making moulds until 2:30 pm as Dad usually got home by 2:45 pm. I would leave and go up the road and wait until school came out and walk home then. Every Friday, Mr Hansford would ask where I was and I would say, “I was sick”. He would reply, “Could you bring a note next Friday”.

For all the battles I had with school and teachers I ended up with pretty good marks for my school work. One episode that can’t be forgotten was when the domestic science building was built next door to the school and we no longer went to Caboolture for Rural School. I was told that I would have to wash the tea towels and I said, “No way. I’m not washing the tea towels”. I then went into the laundry block and locked myself in the laundry and wouldn’t come out all day. About 4:00 pm, Mr Robinson came to the block, where I was and said through the door, “You may as well come out now. Everyone has gone home”. I came out and went home without any more trouble and I didn’t have to wash the tea towels.

I asked Mr Robinson for a reference after I had finished Junior High. I didn’t expect him to give me one but he did. It wasn’t the best reference I have ever had but it was a reference.

When I look back at my days at Petrie School I laugh and think, “There must have been some good times but I pity those poor teachers that had me for a pupil”.”

– Janice Carter (Nee Cairns), 1999 – Past Student, Petrie State School, 1955 – ca. 1962

Source: Commemorating 125 Years of Service: Petrie State School 1874-1999, p31.

 

1974: MR OWEN LEIS REMEMBERS EARLY SCHOOL LIFE

 

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2 October 1974

THE NEAR NORTH COAST NEWS – ATTENDED PETRIE SCHOOL 85 YEARS AGO

Some members of the earliest families in the Petrie district attended the centenary celebrations at Petrie State School – among the Mr Owen Leis after whom Leis Parade is named. Mr Leis, who will be 90 next year, attended the Petrie School 85 years ago. He said children in his day did not have things as easy as present day school-goers. They had no cars, buses or bikes and sometimes had to walk long distances to the school, past the camps of aboriginals about whom many frightening stories were told. Children, he said, could see the aboriginals foraging for food down by the North pine River and had their camps, among other places, in the spot where Wylie Park is today. There were only 30 children in the school when Mr Leis started there and the area was a quiet farming one. Now there are thousands of children attending schools in the Pine Rivers area and the farms are almost extinct.

Photo Caption 1: Eighty-nine years old Mr Owen Leis (story right) chats with “The News” Pine Rivers correspondent Mrs Celia Maddison.

Photo Caption 2: Father D M Long of Our Lady of the Way Catholic Church Petrie, Father C Ware of Petrie Church of England, and the Rev C Baster of Kallangur Methodist Church conducted an open air centenary service in the Petrie school grounds.

Source: Moreton Bay Regional Council Local History Library

[/reveal]

 

 

1982: FIRST PARENT GUIDE SETS GUIDELINES OF ADMINISTRATIVE SCHOOL LIFE

 

ADMISSION TO SCHOOL

Departmental regulations provide that a child must attain the age of five (5) years on or before the last day of February in the year of enrolment. Grade 1 children are enrolled only at the beginning of the school year, but a child already enrolled in Grade 1 may transfer to another School.

Proof of a child’s age will be required by the Principal as great harm can be done if children are enrolled before they are physically/ or emotionally ready for the Grade 1 curriculum. An extract of the Birth Certificate can be obtained from the Registrar but a newspaper cutting or Church certificate will be accepted.

EVALUATION REPORTS

Continuous Evaluation will be conducted throughout each School Semester, and reports will be issued to parents at the end of each semester. Report Cards must be returned to the School, after Semester 1, but will be retained by parents at the close of the School year.

PARENT INTERVIEWS

One of the most effective ways for parents to help the child is through parent-teacher conferences. Such conferences may be arranged as the need arises, and should be held outside school hours by appointment, so that the teacher can give the parent her individual attention. Conferences should be requested at least two days in advance except in emergency.

Sometimes during the year, the school may request interviews with parents. The interviews should be regarded as very important. It is through such interviews that parents help the teacher to a better understanding of the child. Parents in turn learn more about the child’s progress. The whole purpose of the conference is to form a working cooperative relationship from which basis the teacher and the parent may offer direct suggestions for mutual discussion.

SCHOOL BANKING

School banking is offered in conjunction with the Commonwealth Savings Bank. Banking is conducted on Thursday of each week and deposits are accepted on that day only. New accounts may be opened at any time. As a machine system is used, it is more convenient for deposit amounts which can be broken down into denominations of 10c, 20c, 50c and $1.00 although any amount will be accepted.

Deposits are stamped on a card in the pocket at the back of the book. When the card is filled, the card and Pass Book are forwarded to the Bank. The total of the deposits on the card are then entered in the Pass Book and a new card is issued.

Parents should check to see that the money forwarded has been correctly credited. Withdrawals, which require a parent’s signature, are not handled at the school, but by a bank or agency.

BOOKS AND MATERIALS

Issue is made of exercise books, pencils, rulers, rubbers but stocks do not allow for sufficient supply for a year. Parents are requested to ntoe that particular rulings are required for the writing books in Grades 2 – 5. Quad-ruled books are also required by these grades for Mathematics. Children are required to purchase their own note books for particular subjects and individual class requirements are listed separately. These books can be purchased from the School which is striving to keep prices reasonable. T Shirts with the School Motif on the front can also be purchased at the Reception Desk.

Teachers are requested at all times not to incur unnecessary expense on parents for additional textbooks.

Most requirement not issued by the Department of Education are available at the Local Newsagencies.

TELEPHONE AND INTERVIEWS

Interviews and telephone messages should, in the first instance be made through the Principal – Phone 285 2265

It is not practicable to call Staff Teachers to the telephone. Nor is it right that parents should delay work of a teacher and his class by seeking interviews during class periods.

If you call at the school during class periods, please call first at the Office. The matter can then be dealt with by the Class Teacher without disrupting classes.

This request is to allow the Teacher to get on with the job of teaching and not to discourage parents from seeing teachers.

SCHOOL TONE

At all times teachers strive to inculcate in the children a sense of pride in their school. They are encouraged at all times to keep the school grounds tidy and clean, not to damage school property in any way, to be interested in the ground and trees and all efforts of school beautification.

Parents can help tremendously by encouraging loyalty to school and teachers – an important factor being (although not compulsory) the wearing of the school uniform, especially when visiting other schools or establishments or taking part in school sporting teams.

A good school tone and pride in surroundings invariable leads to pride in achievement thus forming a basis for good citizenship.

EMERGENCY INFORMATION

An emergency card is issued to each child enrolled. It is important that accurate information with regard to emergency procedure be supplied in the event of a serious accident or sudden illness.

At times urgent medical attention may be necessary and in cases such as this, parental approval is necessary.

The card is self-explanatory.

GENERAL REMARKS

Without a doubt, your most valuable possessions are your children and their welfare and progress are also our concern. This school has a very able and enthusiastic staff of teachers who are always working to their utmost capacity for the good of the school and your children.

This school strives to be progressive in outlook and modern teaching techniques are being introduced to ensure standards comparable to any other State School.

A large financial responsibility is thrust upon parents as far as education is concerned and parental interest is indeed desirable and necessary as a backing to the School Administration and the P & C Association. Without parental support, the school will still continue to function but will tend to stagnate into mediocrity. With it, there is no end to what might be achieved for the benefit of school and district.

Previous P & C Associations and interested parents are to be highly commended for their efforts in assisting the school to achieve its present stature and an appeal is hereby made to parents to solidly support the present P & C thereby accepting the challenge of this rapidly expanding complex modern society to allow your children to compete on equal terms with others.

Source: 1982 Petrie State School Parent Guide, From the Collection of Jean Charters.

 

1985: PARENT-TEACHER-PUPIL-COMMUNITY

 

FOREWORD

The purpose of this booklet is to inform Parents of the facilities provided at this School, School procedures, organizations helping or being helped by the School and other School activities.

A School can function most successfully through the full cooperation of Pupils, Teachers, Parents and the General Public.

The Parent-Teacher-Pupil-Community relationship is the most important in a child’s education. The effect of the various factors can be represented best by a diagram:-

 

One major objective of this School will be to improve Home-School relations, so that the two groups with a ‘duty of care’ towards your child arrive at a situation where the child knows his Parent are interested in what he does at School; his results will reflect that interest.

The Preschool is an important part of the child’s time at School. We will be endeavouring to minimize the difficulties children sometimes experience during the transition from Preschool to Primary, or from Primary to Secondary.

A School is greatly in need of interested and enthusiastic parents willing to help in developmental activities.

We could be hypocritical to say that only each and every child is different. Each and every adult is also different, and has a particular expertise. Let us use this to the advantage of our children.

1. Become a Tuckshop Mum;

2. Become a regular active supporter of our PCA;

3. Offer to transport pupils to sporting activities;

4. Contact the Teacher/Librarian and offer assistance;

5. Let your child’s Teacher know that you can be called upon to help in the classroom and during class excursions or to other special activities, etc.;

6. Become a regular attender at the School’s ‘Special Days’:

7. Ask your child’s Teacher for a suitable time when you could watch your child at work;

8. Ensure that your child delivers all Circulars etc. from the School;

9. Attend Special parent/Teacher meetings called from time to time;

10. Attend any ‘Working Bees’ called throughout the year;

11. Should you wish to use the Resources of the School Library with your child, please arrange with the Teacher/Librarian.

RESOLVE TO MAKE 1985 ONE OF GREATER INVOLVEMENT FOR YOUR CHILD AND YOUR SCHOOL.

Peter J. Boge

PRINCIPAL

November 1984

 

ADMISSION OF PUPILS

We are bound by Education Regulation 23 which provides for the admission of children under the age of 6 years, if the child turns the age of 5 on or before the last day of February of that year. (In 1986 and succeeding years, changes in minimum age for admission will apply).

A Principal may require a Parent to provide documentary evidence of the date of birth. One of the following will be acceptable:- A Short Extract of the child’s Birth Certificate; A Signed Statement by a Doctor or a Minister of Religion; A Certificate of Baptism; A Signed Statement by Parent before a Justice of the Peace; A Statutory Declaration.

Children transferring to this School should produce a Transfer Certificate from their previous School.

Parent requiring a transfer to another School, should apply in time, and give reasons for the request.

WHAT YOU CAN DO TO PREPARE YOUR CHILD FOR SCHOOL

It is helpful if your child knows the following:-

1. Name

2. Residential Address

3. Telephone

4. How to do up buttons and tie laces, etc.

5. Road hazards, road crossings and route to take to and from School.

6. Can copy given name (Capital letter followed by lower case letters eg. Henry).

Your concern should ensure that your child does not loiter on the way home, visit friends without your approval or talk to strangers.

Source: 1985 Petrie State School Prospectus, From the Collection of Jean Charters.

 

1985-1991: DOUGLAS CHARTERS REMEMBERS SCHOOL LIFE

 

“When I was first approached to write this I thought gee, primary school … yes, I remember that. I knew that the memories were there it was just that I had to do a little digging to find them. Teachers and things like that were easy, but remembering the more intricate memories took a little more searching. It was probably just as well that my mother had kept a folder with every conceivable thing I had done at school in it.

Well, I started Petrie in 1985 with a teacher named Mrs Sawers who taught me the basics. Looking back now I can see how it could have been a bit funny considering some of the awards I received. “I can say the whole alphabet … just ask me!” or “I can name these shapes … just ask me!” (I’m glad I passed these now I’m at uni!) I even got one saying “Congratulations … you can tie shoes!” I really wish the tests were still like that one.

For grades two and three I had a teacher named Mrs Dempsey. One of the stand out events was that of the camps we went on. In grade two Mrs Dempsey shocked the school by having the class sleep on her property at Whiteside. Again in grade three our class went on a camp, this time a little further away – Friday Creek (near Kilcoy). They were both heaps of fun, but this was a time when only the grade seven classes went on a camp. Other memories include the book writing competitions we entered and the budgies we kept in the classroom. (I had one of them until a couple of years ago).

In grade four I was in a composite class with Mrs Dempsey and Miss Lester as teachers.

 

I can remember doing a fair bit of sport with Miss Lister throughout that year (Miss Lester was to become the captain of the Australian women’s softball team). Another memory was visiting Expo 88 with my class.

Grade five was an interesting year. My teacher, Mr Riding, always seemed to be coming up with something new to do. Throughout the year we did experiments in science observing animals grow up (chickens, mice etc.). Another two of his enjoyable class activities were woodwork and pottery. We turned out a number of creations in wood and clay which we had much fun in making.

In grade six I had one of my favourite teachers, Mrs Eaton. She helped me to polish the skills I already possessed as well as extending myself to new limits. This was also the year Petrie started its own band and I started learning the trumpet. We also went on a class camp to Coolum.

Grade seven was my final year at Petrie and was started with the arrival of a new principal. Mr Stephenson came to replace the previous Mr Boge. My teacher was Mr Warden, who carried on challenging us with all kinds of schoolwork. We went on a class camp that year to Thunderbird Park. I was also fortunate enough to be selected as School Captain to represent Petrie, which was a task I enjoyed.

These were but a few of the memories from Petrie. Other were sports days (GO PATTERSON!!), swimming carnivals, the school fetes, maths and science competitions, band concerts, skate nights, the cross countries, doing assignments on the morning they were due etc. etc.

All in all, my years at Petrie Primary school were fun and memorable. I will remember the friends I had there (and still have some of them) and the good times we enjoyed. I thank all my teachers for helping me through those formative years and for giving me a good base upon which to continue with. Overall I look back fondly at my years at Petrie.”

– Douglas Charters, 1999 – Past Student (School Captain, 1991), Petrie State School, 1985 – 1991

Source: Commemorating 125 Years of Service: Petrie State School 1874-1999, p59.

 

1989: DEVOLVING DECISION MAKING TO SCHOOLS

 

PROSPECTUS EXCERPTS

FOREWORD

The purpose of this booklet is to inform Parents of the facilities provided at this School, School procedures, organizations helping or being helped by the School, and other School activities.

The Parent-Teacher-Pupil-Community relationship is the most important in a child’s education. The effect of the various factors can be represented best by a diagram:-

 

 

Children entering Year One in 1989 will graduate from Year 12 in the Year 2000 i.e. the 21^st Century.

The greatest changes to the operation of schools will result from the Education Department’s stated plan of devolution of decision making in schools.

The Department of Education recognises that the school is an integral part of the community and is committed to promoting the active involvement of that community in education. It recognises that for high-quality education, there should be close consultation with all stakeholders. The Department is responding to the community’s changing educational needs through increased devolution of decision making to local schools and their communities.

In devolving decision making to schools, the goals are:

a. to ensure that the education provided effectively meets the unique needs of each individual and each community;

b. to secure the involvement of school staff, parents, the wider community and where appropriate, students, in decisions about education and, through participation, to increase commitment to local schools;

c. to reflect the professionalism of teachers and administrators as educational leaders in schools; and

d. to contribute to efficiency and effectiveness in deploying human and material resources at the school level.

Local decision making and community participation are not new to Queensland schools, but in 1989 there will be significant increases in devolution and opportunities for schools to enhance consultation with their communities.

Details of particular activities will be advised later.

The Preschool is an important part of the child’s time at School. We will be endeavouring to minimize the difficulties children sometimes experience during the transition from Preschool to Primary, or from Primary to Secondary.

The School is greatly in need of interested and enthusiastic parents willing to help in developmental activities.

We would be hypocritical to say that only each and every child is different. Each and every adult is also different, and has a particular expertise. Let us use this to the advantage of our children.

How can parents become more involved in the School?

1. Become a Tuckshop Mum;

2. Become a regular active supporter of the PCA;

3. Become a regular active supporter of our Ladies’ Auxiliary;

4. Offer to transport pupils to sporting activities or excursions;

5. Contact the Teacher/Librarian and offer assistance;

6. Let your child’s Teacher know that you can be called upon to help in the classroom and during class excursions or other special activities;

7. Become a regular attender at a the School’s ‘Special Days’;

8. Ask your child’s Teacher for a suitable time when you could watch your child at work;

9. Ensure that your child delivers all Circulars etc. from the School;

10. Attend any ‘Working Bees’ of the Ground Hogs called throughout the year;

11. Attend special Parent/Teacher meetings called from time to time;

12. Should you wish to use the Resources of the School Library with your child, please arrange with the Teacher/Librarian;

13. Make use of our facilities e.g. Tennis Court;

14. Participate in the Voluntary Contribution Scheme and support PCA events.

RESOLVE TO MAKE 1989 ONE OF GREATER INVOLVEMENT FOR YOUR CHILD AND YOUR SCHOOL

ADMISSION OF PUPILS

We are bound by Education Regulation 23 which provides for the admission of children under the age of 6 years, if the child turns the age of 5 on or before the 31 December 1988.

A Principal may require a Parent to provide documentary evidence of the date of birth. One of the following will be acceptable:- A Short Extract of the child’s Birth Certificate; A Signed Statement by a Doctor or a Minister of Religion; A Certificate of Baptism; A Signed Statement by Parent before a Justice of the Peace; A Statutory Declaration.

Children transferring to this School should produce a Transfer Certificate from their previous School.

Parent requiring a transfer to another School, should apply in time, and give reasons for the request.

WHAT YOU CAN DO TO PREPARE YOUR CHILD FOR SCHOOL

It is helpful if your child knows the following:-

1. Name

2. Residential Address

3. Telephone

4. How to do up buttons and tie laces, etc.

5. Road hazards, road crossings and route to take to and from School.

6. Can copy given name (Capital letter followed by lower case letters eg. Henry).

Your concern should ensure that your child does not loiter on the way home, visit friends without your approval or talk to strangers.

SUCCESS AT SCHOOL – SPECIAL FAMILIES

Research in America has found children who succeed at school most often come from families who:

– expect children to achieve at school

– value education (and let their kids know that they do)

– frequently discuss school and give lots of encouragement

– have regular routines and meal times

– encourage children to have a range of interests

– have confidence in themselves as worthwhile people

Such families were found in both single-parent and two-parent homes, homes with different cultures, rich homes and poor homes. (from Beyond the Bake Sale, Henderson et al, 1986, NCCE, Columbia USA)

Source: 1989 Petrie State School Prospectus, From the Collection of Jean Charters.

 

1991: COMPETITION IS NOT A MOTIVATOR IN CHILDHOOD LEARNING – TIMES HAVE CHANGED

 

31 OCTOBER – PETRIE LOG 91/19

A WORD OR TWO FROM THE PRINCIPAL:

“Over the last few editions I’ve concentrated on some aspect of school life. If there is not a current issue to write about I’ve mentioned such items as; English Language Arts, Positive Parent Links, School Reports, Homework, Self Concept, Learning Styles, School Talk and Composite Classes. This week I’d like to share some views on competition.

Competition was once a significant feature of Primary School life. The competitive urge was used to motivate children to try harder and achieve more. Many of us may remember class competitions, table contests, spelling bees, and races for stars, stamps and tokens of all kinds. Each week culminated with tests that spread the children from best to worst, and the grand final was an annual examination which clearly separated the winners from the losers.

This placed a lot of unnecessary pressure on children, especially those who were less assertive and less able. It even had some unfortunate effect on those who did well. While it may have done much to raise their self-esteem, it also defined success for them in terms of being better than other people. Today, there has been a shift of emphasis, first, on the individual striving to do the best he or she is capable of, and second, on the individual working cooperatively as a member of a group for the good of all.

Some people are worried about this emphasis on cooperation. It’s a dog-eat-dog world out there, they say. Children have to learn to compete if they are to survive!

But surely this is not true. The ones who not only survive but are happy with themselves and in their relationships, and who make a real contribution to society, are those who work and live comfortable with others, caring and cooperating.

Just consider the destructive effect on bringing a competitive orientation to our family life, our neighbourhood, our friendship group and, even our workplace.

National competitiveness in such things as trade and commerce is one thing. Individual competitiveness that sees doing well only in terms of doing better than others, is quite another.”

 

1994: SCHOOL HAS A MISSION

 

PROSPECTUS EXCERPTS

MISSION STATEMENT

Our efforts at Petrie, in cooperation with Parents, are directed towards providing each child with the knowledge, skills and values to permit him/her to experience personal fulfilment while at School: to be a good citizen and to make a worthwhile contribution to society in the future.

FOREWORD

The purpose of this booklet is to inform Parents of the facilities provided at this School, School procedures, organisations helping or being helped by the School, and other School activities.

The Parent-Teacher-Pupil-Community relationship is the most important in a child’s education.

The Department of Education recognises that our school is an integral part of the community and is committed to promoting the active involvement of that community in education.

In devolving decision making to schools, the goals are:

a. to ensure that the education provided effectively meets the unique needs of each individual and each community;

b. to secure the involvement of school staff, parents, the wider community and where appropriate, students, in decisions about education and, through participation, to increase commitment to local schools;

c. to reflect the professionalism of teachers and administrators as educational leaders in schools; and

d. to contribute to efficiency and effectiveness in deploying human and material resources at the school level.

Local decision making and community participation are not new to Petrie, but in 1994, opportunities for enhanced consultation with communities will continue to exist via:-

a. School Development Plan Committee;

b. School Community Consultative Committee (Human Relationships Education);

c. Priorities and Budgeting Committee;

d. Community Curriculum Committee;

e. Various parent groups.

PARENT HELP

How can parents become more involved in the School?

1. Become a Tuckshop Mum or Dad;

2. Become a regular active supporter of our PCA;

3. Become a regular active supporter of our Parents Auxiliary;

4. Offer to transport pupils to sporting activities or excursions;

5. Contact the Teacher/Librarian and offer assistance;

6. Let your child’s Teacher know that you can be called upon to help in the classroom and during class excursions or other special activities;

7. Become a regular attender at the School’s ‘Special Days’;

8. Ask your child’s Teacher for a suitable time when you could watch your child at work;

9. Ensure that your child delivers all Circulars etc. from the School;

10. Attend any ‘Working Bees’ of the Ground Hogs called from time to time;

11. Attend special parent/Teacher meetings called from time to time.

12. Should you wish to use the Resources of the School Library with your child, please arrange with the Teacher/Librarian;

13. Make use of our facilities e.g. Tennis Court.

14. Participate in the Voluntary Contributions Scheme and support PCA events;

15. Become involved in parent inservice groups so that you may develop a winder understanding of the education system;

16. Get involved.

RESOLVE TO MAKE 1994 ONE OF GREATER INVOLVEMENT FOR YOU, YOUR CHILD AND YOUR SCHOOL.

ADMISSION OF PUPILS

We are bound by Education Regulation 23 which provides for the admission of children under the age of 6 years, if the child turns the age of 5 on or before the 31 December 1993.

A Principal may require a Parent to provide documentary evidence of the date of birth. One of the following will be acceptable:- A Short Extract of the child’s Birth Certificate; A Signed Statement by a Doctor or a Minister of Religion; A Certificate of Baptism; A Signed Statement by Parent before a Justice of the Peace; A Statutory Declaration.

Parents are strongly urged to ensure that children entering Year One have been immunised against Measles.

Children transferring to this School should produce a Transfer Certificate from their previous School.

Parent requiring a transfer to another School, should apply in time, and give reasons for the request.

Source: 1994 Petrie State School Prospectus, From the Collection of Jean Charters.

 

1995: TO BE A GOOD CITIZEN AND MAKE A WORTHWHILE CONTRIBUTION TO SOCIETY

 

PROSPECTUS EXCERPTS

MISSION STATEMENT

Our efforts at Petrie, in cooperation with Parents, are directed towards providing each child with the knowledge, skills and values to permit him/her o experience personal fulfilment while at School: to be a good citizen and to make a worthwhile contribution to society in the future.

FOREWORD

The purpose of this booklet is to inform Parents of the facilities provided at this School, School procedures, organisations helping or being helped by the School, and other School activities.

The Parent-Teacher-Pupil-Community relationship is the most important in a child’s education.

The Department of Education recognises that our school is an integral part of the community and is committed to promoting the active involvement of that community in education.

In devolving decision making to schools, the goals are:

a. to ensure that the education provided effectively meets the unique needs of each individual and each community;

b. to secure the involvement of school staff, parents, the wider community and where appropriate, students, in decisions about education and, through participation, to increase commitment to local schools;

c. to reflect the professionalism of teachers and administrators as educational leaders in schools; and

d. to contribute to efficiency and effectiveness in deploying human and material resources at the school level.

Local decision making and community participation are not new to Petrie, but in 1994, opportunities for enhanced consultation with communities will continue to exist via:-

a. School Development Plan Committee;

b. School Community Consultative Committee (Human Relationships Education);

c. Priorities and Budgeting Committee;

d. Community Curriculum Committee;

e. Various parent groups.

f. PALS program.

PARENT HELP

How can parents become more involved in the School?

1. Become a Tuckshop Mum or Dad;

2. Become a regular active supporter of our PCA;

3. Become a regular active supporter of our Parents Auxiliary;

4. Offer to transport pupils to sporting activities or excursions;

5. Contact the Teacher/Librarian and offer assistance;

6. Let your child’s Teacher know that you can be called upon to help in the classroom and during class excursions or other special activities;

7. Become a regular attender at the School’s ‘Special Days’;

8. Ask your child’s Teacher for a suitable time when you could watch your child at work;

9. Ensure that your child delivers all Circulars etc. from the School;

10. Attend any ‘Working Bees’ of the Ground Hogs called from time to time;

11. Attend special Parent/Teacher meetings called from time to time.

12. Should you wish to use the Resources of the School Library with your child, please arrange with the Teacher/Librarian;

13. Make use of our facilities e.g. Tennis Court.

14. Participate in the Voluntary Contributions Scheme and support PCA events;

15. Become involved in parent inservice groups so that you may develop a winder understanding of the education system;

16. Become a PAL Tutor;

17. Participate by returning surveys;

18. Get involved.

RESOLVE TO MAKE 1995 ONE OF GREATER INVOLVEMENT FOR YOU, YOUR CHILD AND YOUR SCHOOL.

WHAT YOU CAN DO TO PREPARE YOUR CHILD FOR SCHOOL

FIRST DAY PROCEDURE (YEAR 1 CHILDREN ONLY)

For Day One only: Please bring your child at 9:30 am to the Covered Play Area near the Tuckshop. A name tag will be given to your child.

You and your child will then meet the child’s Teacher. After the students have departed stay for morning tea. The School day will end at 3:00 pm from the first day.

Day One for Year One children will be mainly one of familiarisation.

There will be opportunities created for you to become involved in what your child does. A Parent/Teacher Co-operation Scheme trialled elsewhere has been implemented.

Parents are asked to supply their child with a large art shirt, a library bag, and a spare pair of shorts (named) which can be left at School in case of ‘emergencies’.

It is stressed that all items must be NAMED.

Source: 1995 Petrie State School Prospectus, From the Collection of Jean Charters.

 

2001: THE SCHOOL HAS GOALS

 

PROSPECTUS EXCERPTS

MISSION STATEMENT

Petrie State School is collaboratively committed to providing each child with a quality education appropriate to his/her individual needs in order that he/she may make a worthwhile contribution to society.

THE AIM OF PRIMARY EDUCATION

It is the aim of the Petrie State Primary School to provide each child with the knowledge, skills and values to permit him/her to experience personal fulfilment while at school; to be good citizens and to make worthwhile contributions to society in the future. These skills are identified as:-

1. Leadership

2. Responsibility.

3. Respect for self and others.

4. Respect for property and the environment.

5. Skills of communication.

6. Literacy and numeracy.

SCHOOL GOALS

Social Goal: To develop attitudes of cooperation and tolerance in the school community and to extend these to the outside community.

Intellectual Goal: To develop each child to his/her intellectual potential while maintaining a wholesome attitude to life and learning.

Physical Goal: To develop a healthy mind in a healthy body.

Source: 2001 Petrie State School Prospectus, From the Collection of Jean Charters.