|
|
 Officially
established in September 1918, the WA Correspondence School was two years
behind the Victorian correspondence school, although instruction through
correspondence to young people who were preparing for teaching careers had
already been established in the state since 1903. This made WA "a pioneer
in this area" (Gordon Worner, Superintendent of Primary Education).
Prior to 1918, parents of isolated students, who had no means of supporting their children in boarding schools or hiring private tutors, were left to their own devices. It was this very unsatisfactory situation that prompted Mr Robert Sandon, of Marne Near Goomalling in May, 1917, to apply to the Minister of Education asking that a "correspondence branch" be established similar to those operating successfully elsewhere. After the initial rejection, the Director of Education Mr Andrews, recommended the establishment of the correspondence school in WA. The main purpose of the newly established school was to provide education to the 'isolated' and the 'outback' students at primary level. With the passage of time the courses for post-primary education were established including most of the curriculum subjects available to the city students. Other groups, such as physically handicapped children, children whose parents, owing to the transitory nature of their occupation, had no fixed address or those who were temporarily living overseas where schooling was not available, were added to the already diverse 'community' of students enrolled with the correspondence School. There were also students who were over the compulsory age and who had left school but wanted to continue their studies in a few subjects. By 1926 a new and very important category of students was added to the above mentioned groups, and these were probationers and unclassified teachers preparing for the C Certificate examinations. In 1939 correspondence lessons were made available to crippled and invalid children in the metropolitan area. The correspondence lessons were also made available to Aboriginal children in pastoral areas, at Aboriginal Missions without schools and to post-primary native students in small country schools.
Two that are part of our teaching history are Cape Leveque and Cape Don. Cape Leveque was built in 1911 on the approaches to the Buccaneer Archipelago north of Broome in Western Australia. Cape Don is in the Northern Territory but was serviced by the naval ship Cape Don from WA. The lighthouse Cape Don was built in 1915 to aid navigation between Melville and Bathurst Islands. Lighthouse keepers had to assist with maintenance of the lights, act as tourist guides and carry out weather observations. When they had children learning by correspondence they, with their wives, had to act as a teacher or home tutor as they were called. Although not trained for it, parents in the position of tutor became highly skilled. Iris Wilson, and Marion and Nancy Knight were three of our students who lived at Cape Leveque during the 1930's while their parents ran the lighthouse. Iris records that life was excellent and fairly carefree with plenty of fishing, swimming and generally beautiful weather. Lessons were delivered by the lighthouse supply vessels when they brought provisions for the families. If lessons missed the boat from Perth the children were quite devastated because two weeks was a long time between visits. On the other hand if something had been done incorrectly it was a nice long time before the reprimand came. Visits to their teachers in Perth were infrequent but they did meet a Miss Eckersley who invited them to her home but no teacher was fortunate enough to visit the children. Handwriting was a valued skill and these students still use a copper- plate cursive which is to be envied today.
The first issue of the magazine was published in May 1926 for the benefit of students enrolled in the Correspondence School. Its main objective was to inform students in the isolated areas of the national, state and world events - "pupils were brought into touch with the outside world and the significance of national events was brought home to them" (Clarence Eakins). The main contributors to the magazines were Mr Clarence Eakins, the Correspondence School Headmaster, and his staff. One of the early, and much valued, contributors was Mr Miles, the then superintendent of the Correspondence School. A special topic was introduced each year in each issue. In the 1926 issue, under the heading "Current Events and Recent Happenings", the story of the iron deposits in the north west of WA were discussed in great detail. In the 1927 July issue, under the heading, "Interesting Topics From Far And Near", a story "A visit to the Netherlands" focussed on the geography and land use of the country, as well as giving a brief history. It contained not only academic, historical and world events but was enriched by articles concerning gardening, needlework and other practical activities that were of great interest to the outback students and their parents. Cultural aspects, such as poetry and art were also included. Western Australian authors, such as J.K. Ewers and James Pollard made contributions to the magazine. The magazine was also a great forum for the students to display their talents in story and poetry writing. The magazine was subtly used as another teaching tool by the Correspondence staff. The magazine was not only popular among the Correspondence School students but was also avidly read and was in a great demand by the state and private schools. Its great popularity may be judged by the fact that by 1935 the circulation of the Rural Magazine reached 10 000. The magazine was published up to 1945 and was discontinued due to the shortage of paper caused by shipping difficulties as a result of World War II. After a few years, when paper was again available, the Department of Education decided to publish WA School Paper, with the result that re-publication of Our Rural Magazine was abandoned. In order to keep the students informed of the school happenings and activities a Quarterly Circular was introduced. This was a much smaller publication which informed pupils about coming events and important dates.
 Clarence Eakins
was involved with correspondence learning in Western Australia from its
inception. He was one of two staff who established the Correspondence
School in 1918 and was appointed its first Head Master in May, 1920, the
position he held until his retirement 31 years later. Geraldton-born Mr
Eakins suffered a riding accident when a teenager which resulted in him
having an artificial leg. However, this did not stop his active involvement
in many varied activities. As a headmaster in small country schools he
showed great ability. So it was no surprise when he was selected to begin
the innovative Correspondence School and was later appointed its first
Head Master.
During his term as the Head of the Correspondence School many developments occurred. A comprehensive curriculum was developed covering Infants to Junior Certificate and offered to many different categories of students. Radio broadcasts were used for instruction and the school was able to use this medium for special occasions such as end of year concerts. Itinerant teachers were appointed to visit and work with isolated students and any new innovations and philosophies were employed. Mr Eakins showed a keen interest in natural history. He wrote and encouraged many articles in this field in Our Rural Magazine, the monthly magazine for the correspondence students first compiled in 1926. In 1939 he was a Foundation Member of the WA Gould League and continued participating in this organisation until his death. Mr Eakins edited the League's annual magazine for 22 years and introduced The Gould Leaguer (which was first called The Bird Lover), as an information magazine. He organised the first Gould League Camp at Bickley in 1951 and helped plan the arbor and memorial at that camp site. His interest also extended to the displays at the Wildlife Show and the Royal Agricultural Show. In association with Mr A.E. Williams, Mr Eakins wrote a comprehensive set of Social Studies text books for use in Australian schools. He was also responsible for the writing of a short history of the WA Correspondence School, a most detailed and interesting book The story of correspondence learning in Western Australia is really the story of Mr Clarence Eakins, and his inspiration, doggedness and thoroughness should not be lost to us.
In honour of the contributions Mr Eakins made to distance education from 1919 - 51, the Schools of Isolated and Distance Education provides a scholarship for a Year 10 distance education student going on to Years 11 and 12. The first recipient for this award was selected 1993.
In 1940 lessons were broadcast to students as an adjunct to the normal teaching work. Prior to this time students listened to the general school broadcasts, but this new session was especially directed towards them. In the broadcasts students were able to hear some of their teachers' voices and were given instructions on their correspondence work. Subjects included craft work, reading, nature study and social studies. Here is a typical script for craft, given in 1963.
CRAFT, GRADES 6 & 7 THURSDAY, 16TH APRIL 1963 AT 9.20 - 9.30AM. BY MR A.D. SIEBER
A second Itinerant Teacher's district was established in 1949 encompassing the lower Murchison, Upper Ashburton and the Pilbarra as far east as the Great Sandy Desert. I had the task of establishing what was the World's largest "schoolroom" even though I had only just over 40 pupils. I spent 2 years servicing the area, paying each family 3 visits per year
and working 5 days a week exclusive of travelling which was done at night
to avoid the heat and conserve the tyres. In retrospect those who took
on this task were a little crazy, I believe. We had petrol guzzling 2
wheel drive utilities, no 2-way radios and relied on the RFDS in station
homesteads for communication, that is if they were in working order. I
carried water and provisions for at least a fortnight in case I became
stranded as was the case when intermittent storms bogged the vehicle for
11 days near Three Rivers. There were dangers. Once my vehicle broke a glass fuel filter bowl, and I was stranded 50 kms from either Mulgul or Mt Vernon Stations. I had been unable to tell Mr Vernon when I was coming. A leaking water tank meant that I could not sit it out until help came. The likelihood of covering 50 kms in the searing heat of summer was remote and the prospect of perishing - as so many others had done - from dehydration and thirst was a real threat. Taking what water I could I set out around sundown intending to walk only at night and rest up during the day, but I had only gone a few hundred yards when I found an old zinc ointment bottle near a long deserted camp site. It fitted the fuel filter assembly perfectly. This was the miracle I had prayed for!! Hardly a week passed without some excitement outside of my work, but the following condensed information from my diary will give you some idea of what could involve the itinerant teacher. Monday, 20 April Left Meekatharra for Cardawan Station. Place appeared deserted but I heard a small child crying. Mrs Dawson, the Station owner's wife, was desperately ill. The pedal radio (RFDS) was out of action and likewise the truck. Located Mick Dawson, put a mattress in the utility for Mrs Dawson, and rushed her 256 kms to Meekatharra Hospital. Tuesday, 21 April Left Meekatharra early and drove straight through to Limestone Station, north of Marble Bar. Wednesday, 22 April While teaching the two Mallet children on the verandah, Mrs Mallet started to wash her husband's jacket in a bucket of petrol. Friction caused an explosion in the bucket and spraying petrol doused Mrs Mallet, who caught fire. Wrapped her in a blanket from a bed nearby, extinguished the fire in the bucket and rushed to Marble Bar Hospital. Thursday, 23 April Bought tubes and tyres and had vehicle serviced in Marble Bar. Mrs Mallet OK. Friday, 24 April Drove 65 kms to Bamboo Creek mining centre. (No bamboos and no creek). Had no sooner arrived than Glen Gibson, a parent, stumbled in, blood pouring down his face. A sliver of steel had broken off one of his tools and entered his eye. An hour later was back at Marble Bar Hospital. A week lost in education but a real gain in goodwill. Article and photographs supplied courtesy of JRM Kenney
 To supplement the work of the Correspondence School, daily broadcast
were introduced in 1940. Prior to that students listened to general school
broadcasts as part of their weekly work. These new lessons were given
by the teachers and were directly on the work being covered. This gave
a greater feeling of cohesion to the school and levels of work improved
dramatically.
Further use of radio in correspondence teaching was the establishment of the first official radio school in Western Australia at Meekatharra in 1959. The school utilised the Royal Flying Doctor Service's direct, two-way radio network for up to three hours a day, transmitting from a simple classroom in the town. A small, simply-operated transceiver was developed for the students' use. Mr J Smedley was the first teacher, with control of 27 students. Following the success of the initial school at Meekatharra other schools were established: Derby, 1960 Kalgoorlie, 1962 Port Hedland, 1960 Carnarvon, 1968 Since the inception of the Schools of the Air there has been a steady growth in numbers of pupils and materials available. Each school has established a resource centre to provide books and other materials for its students. Parents and Citizens' Associations have also been set up to fund-raise for school and student requirements. They have been instrumental in organising camps to give students an opportunity of working and playing under ordinary conditions, and seminars to enable parents and tutors to learn more about lesson organisation and supervision. Schools of the Air still use materials written by the Schools of Isolated and Distance Education, although the work is marked directly at the school by each student's specific teacher. An innovation was the introduction of computers (Carnarvon School of the Air) whereby students could send work directly to the teacher via modem, and it is marked and returned the next day. This faster method of teaching and marking has now been adopted by all the Schools of the Air.
Isolated Students Matriculations Project (ISMP) and Open Learning Matriculation Studies (OLMS) The Isolated Students Matriculation Project (ISMP) was established in July 1974 to develop a school-based correspondence course for Year 11 and 12 students. The student lesson materials were known as the Open Learning Matriculation Studies (OLMS). The OLMS courses were based on the Resource Centre facilities of local schools and the student could either work at the Centres or at home. Students could study English, Biology, Human Biology, Mathematics I, Mathematics IV, History, Art or Technical Drawing. These courses used printed and audio visual materials such as cassette players and film strips together with textbooks.
The ISMP organisation and the OLMS lesson materials' names were changed to become the Isolated Students Matriculation Scheme (ISMS) in 1976. In 1983 ISMS became part of the Distance Education Centre. "The ISMS teachers visited their students in the Resource Centre or at home during a Regional Visit to assist the students with their courses. The students attended two camps, one in Year 11 and one in Year 12, to participate in practical course work such as biological and geographical field studies, retrographic technical drawing methods and English discussions". Extract from a letter written to ISMS, Mimosa Avenue, Graylands, 2 July 1982, by Jennifer Clough Kansou Gcudai, 333 Ogura, Hirikota City, Japan 573.
Two important events occurred in 1979 in the history of early childhood education in Western Australia. The first was the celebration of 150 years of early childhood education and the second was the establishment of the Early Childhood Scheme for 5 year old children of isolated families. The program comprised three introductory resource books: * Thinking About Children * Children's Literature * Children's Art The program also included ten folders, each containing a variety of materials giving suggestions and ideas for isolated Home Tutors. The general objectives of the Early Childhood Correspondence program were to develop social awareness of the child through: * self awareness * family relationships * the child in the community. The aims were to prepare the child for life academically and culturally. An Art/Craft kit was also included in the program, allowing the child to explore the wonders of colour and texture. Some of the early teachers were Trish Smith, Maureen Nicholas, Nancy Cross, Marie Mc Cook and Janice Edwards, who helped write the first lesson materials. It is interesting to note that today our materials are presented in four student files, issued throughout the year. A thematic integrated approach is used to encourage language, physical, social, emotional, cognition and creative growth. Activities are written for use on a daily basis and in a separate developmentally appropriate program. Art kits and a resource satchel comprising books, games, puzzles and cassettes are available. The underlying philosophy that play is the work of childhood and the importance of learning by exploring, creating, discovering, experimenting and experiencing remains relevant today.
The Distance Education Centre was officially opened in 1983 by the Minister for Education, Robert Pearce MLC, when the WA Correspondence School, the Isolated Families Early Childhood Correspondence Scheme and the Isolated Students Matriculation Scheme were amalgamated to cater for Kindergarten to Year 12 distance education.
In 1995 SIDE was formed through the amalgamation of the Distance Education Centre ( Leederville ) and the five Schools of the Air. The intent was to provide a more dynamic and responsive system for the delivery of schooling to remote and isolated students. Communications media available through the Leederville site has enable an accelerated move towards the use of technological alternative delivery methods including braodcast and narrowcast television.
- The gateway for teaching and learningThe physical size and vastness of Western Australia, and the relatively small population with its concentration around the coast, creates some problems of economies of scale for the delivery of education and training to remote areas. Access and equity for all students has in recent years formed part of the state educational agenda designed to meet the needs of a small number of Australians who, either by choice or because of necessity, must live in very isolated conditions. The introduction of telecommunications for teaching and learning purposes has enabled the Schools of Isolated and Distance Education (SIDE) to expand the quality of services offered to isolated students. SIDE Leederville and the five Schools of the Air (SOTA's) cater for approximately 2,500 students. Primarily their students receive correspondence or correspondence/air lessons with supplementary tutorial support via the telephone, but over the past four years SIDE has been particularly proactive in introducing modern communication technologies to deliver a more effective and interactive service. In general the new technologies are being used to reduce the distance aspect of distance education so that students are learning in a teaching environment similar to the classroom. In addition, these technologies can provide access to information services and support research and inquiry from any remote location that has a computer, modem and a telephone connection. Alternative delivery systems involve the transmission of voice, data or images using a satellite, microwave or terrestrial mechanism. Generally there is no particular technology that is eminently suited for educational purposes, and a mix of telephone, electronic and voice mail, audio teleconferencing, teletext, radio, audio graphics, television, facsimile and videoconferencing is used according to location and circumstances. SIDE has tended to focus on a form of audiographic communication known as the Electronic Classroom (Telematics). It is best described as an extension of audio teleconferencing using conventional telephone lines and computers to connect the teacher and the students. SIDE teacher and groups of students (at up to 5 centres at a time) see, and can manipulate, instantaneously the same graphic representations of their computer screens, and at the same time interact verbally on the conference style, open telephone line. This scenario is close to the classroom face to face teaching situation in which the blackboard presentations, the visual aids, interactivity and immediate feedback are all salient features. Other innovations include the production of materials on electronic disks, the development of a number of quality videos, and regular broadcasts via GWN and Westlink throughout regional Western Australia. SIDE is therefore very much to the forefront in the use of telecommunications for lesson delivery, and, even further opportunities to cater for the needs of isolated students will be possible by trialing new and emerging communications technologies such as the VONE - a videophone, and a range of personal videoconferencing systems that are already available on the market. These technologies are exciting and show how innovative SIDE has been and will continue to be in the future. |
| Home: About Side: Side Story: | Top of Page |
|
One part
of correspondence lessons that has become only a memory is the eduction
of lighthouse children. These children belonged to the families of lighthouse
keepers who manned some of the lighthouses around Australia. Originally
there were over 300 lighthouses but only 50 were manned.
