This post continues to explore themes raised in earlier posts, particularly Post 84 and Post 68.

At the start of 1918 there were 2 very significant developments in the provision of schooling in the local community. At the Yarram State School, higher primary grades commenced and, nearby, the new Catholic primary school – St Mary’s – was opened.

The local community had been calling for a higher primary top to the local state primary school – even a separate high school – for several years. Just days after the outbreak of War, the Director of Education (F Tate) visited Yarram (10/8/14) at the invitation of the local school board to consider the provision of higher primary/higher elementary schooling. The basic agreement reached was that continuing classes – to Intermediate level – could be set up in (new) buildings on the existing primary school site, with the local community agreeing to contribute an amount of £350. In theory, the money was to be raised by the local council setting a special levy. But then the reality of the War intervened.

By late 1917, the push for the higher elementary school picked up again after the Victorian Government set aside funds (£2,000) for a higher elementary school in Yarram. Again, the local community was expected to contribute financially. The amount was now £400, over 4 years. This time the money was to be raised by subscriptions, not a special levy via the council. Tate visited Yarram again in January 1918 and by the end of February, 60 students were enrolled. Initially they were accommodated in existing buildings on the site but new buildings, specifically for the higher primary years, were planned in mid 1918 and officially opened in April 1919.

The provision of higher primary or higher elementary schooling was very significant. Students could now pursue formal education beyond the primary level, without having to leave the district. Other neighbouring towns – Sale, Warragul and Leongatha – had already established equivalent, and in some case even more impressive, post primary schooling. The establishment of the higher primary school – on the grounds of the Yarram Primary School – was proof of civic worth and status. When Tate had first visited in August 1914, he was reported – Gippsland Standard and Alberton Shire Representative, 12/8/14 – as stating that he believed that Yarram warranted the higher primary school and that the community could well afford it. He had observed the … substantial appearance of Yarram with its fine hotels and other buildings.

The overall success of the initiative was qualified in one critical way. At the speech night at the end of 1918 – reported in the local paper on 24/12/18 – there was an urgent appeal for a ‘hostel’ to be set up in Yarram to accommodate students from ‘outside parts’ over the school week – Monday to Friday. Such a facility had been established at Leongatha and it was recognised that an equivalent boarding facility was required in Yarram if students from other townships and settlements in the Shire were to be able to take advantage of the improved schooling. In the same speech, it was noted that while there were 42 students from Yarram attending the new higher primary school, there was only an individual student – or in a few cases 2 or 3 students – coming from Balook (3), Wonyip (2), West Alberton (3), Jack River (1), North Devon (1), Womerah (1), Tarraville (1), Lower Bulga (2) and Welshpool (2). Clearly, the benefits of higher primary schooling were largely restricted to those living in Yarram. Families with sufficient finances who were keen for their children to have a complete secondary education – generally with a view to pursuing a degree at Melbourne University – had traditionally sent their children to a boarding school (college) in one of the larger rural towns – e.g., Geelong (Geelong Grammar School), Ballarat (St. Patrick’s College) – or Melbourne. This pattern continued after the extension of primary schooling at Yarram.

The opening of the Catholic primary school – St. Mary’s – for the start of the 1918 school year was a very pressured business. The building had only just been completed and the accommodation for the Sisters of St Joseph – the teaching order to run the school – was only finalised in the week leading up to the opening. The frantic pace was captured in an editorial in the local paper – 1/2/18 – which also praised the determination of Bishop Phelan:

The Catholic community in this district has accomplished a great deal. They built and opened a large brick church – an ornament to the town – built a school, and have now purchased Mr. Brennan’s property for the comfortable housing of the teaching nuns. When Bishop Phelan gets to work things move apace.

Phelan had made it clear to the Catholic community that he expected a Catholic primary school to be established and that it was to serve not just Yarram but the surrounding district, with students, initially at least, boarding at the convent. But Phelan had also made it clear that the school had to come after the new church had been built and after suitable accommodation had been arranged for the nuns. The church, the convent and the school were all to stand as proof of the strength and social status of the local Catholic community in the district.

Interestingly, much was made of the new teaching order of nuns, the Sisters of St. Joseph. From the late 19 C, a French order of nuns – Sisters of Our lady of Sion – at the invitation of Bishop Corbett, had been operating schools in Gippsland – at Sale, Bairnsdale and Warragul. But for the new school at Yarram, Bishop Phelan had been successful in securing ‘local’ nuns. The following appeared in the local paper on 6/2/18. The claim of Scottish ancestry was, presumably, for the benefit of the large Scottish demographic:

With regard to this particular order of teaching sisters, the branch now established at Yarram is purely Australian. The Mother Foundress of this Order, Mother Mary McKillop, is of Scotch descent, and was born in Brunswick St., Fitzroy. So that the sisters of the Oder which she established are for the most part Australians. They have houses, schools, orphanages from West Australia to New Zealand.

Both these significant developments in the provision of local education took place at the start of the fifth year of the War and, as been argued in previous posts, at a time when, in theory, all fundraising was focused on the War effort. The issue is whether either or both of these initiatives attracted any criticism.

In the case of the local state school there was certainly no criticism. The commitment to establish a higher primary top to the primary school at Yarram had been there well before the War. The community had always been strongly behind the proposal. The Victorian Government had placed the proposal on hold because of the War and the local community had, patriotically, accepted this decision. But now, at the start of 1918, the Government had found funds for the proposal to proceed, accepting that the local community also contributed. Further, the local committee appointed to secure the £400 of local contribution was heavily representative of local Imperial Loyalists. Three members of the small committee stood out: A J Rossiter, the editor of the local paper; Rev C J Walklate, the local Methodist clergyman; and A E Paige, the head teacher of the Yarram SS. These 3 high profile figures would have provided an effective ‘guarantee’ of the appropriateness of the fundraising. Additionally, many of the most generous contributors to the public subscription – names were published in the local paper – were also high profile Imperial Loyalists. The lists included people like B P Johnson (£5), T G McKenzie (£10) and Dr Rutter (£10). Importantly, the change from a Shire-imposed rate increase to a voluntary subscription must have also reduced the potential for conflict. Additionally, the change avoided conflict with the Catholic community who could have argued that they were being forced to contribute, through increased rates, to a school system that they would not use, or even – from the perspective of Catholic faith – could not use. The Catholic Church already argued, on the broader scale, that this was the case with State taxation to support state schools. It appears that subscriptions to raise the £400 came overwhelmingly from Anglicans, Methodists and Presbyterians. The records, published in the local paper, are incomplete but it appears that Catholics were under-represented, notwithstanding a large contribution (£5) from Michael O’Callaghan, a Catholic grazier from Jack River.

Overall, there was very strong support for the higher primary schooling at Yarram SS and there was no evidence of any opposition to the fundraising associated with it. The situation in relation to the new Catholic primary school at Yarram was a more complex affair.

Ironically, there was an immediate and very significant positive associated with the opening of the Catholic primary school. The forty or so enrolments in the new school reduced the numbers at the state primary school and this meant that the new higher primary students could be accommodated in the existing facilities at the school. The need to build new classrooms was not immediately pressing.

However, such an immediate benefit hardly compensated for the major fault line which was revealed by the opening of the Catholic primary school.

On the surface at least, there did not appear to be any overt hostility directed at the fundraising associated with the new Catholic school. No one appears to have used the local paper to attack these particular fundraising efforts. Indeed, as noted, editorials at the time were complimentary of the Catholics’ efforts. However, there must have been un-reported opposition to the Catholics’ church and school building projects over the course of the War. Bishop Phelan himself made this point, explicitly, in a talk he gave on the visit of the Apostolic Delegate to Sale in April 1918. His address was reported in the Gippsland Standard and Alberton Shire Representative on 26/4/18. Talking about all the difficulties he had faced in his ambitious building program post March 1915, Phelan noted:

But the greatest difficulty experienced was the wall of prejudice raised by narrow-minded people who endeavored to howl down every movement for raising funds except for Red Cross or Imperial purposes. But the stirling Catholics of Gippsland, like their fighting brothers at the front, did their duty towards all the demands of the Empire, and broke through every barrier that prejudice and bigotry would raise between them and their own field of labour.

He specifically cited the school at Yarram in the same speech; and he used the same emotion-charged language:

Already two convents and two schools, Leongatha and Yarram, have been added to our brave army fighting the battle of Catholic education.

But if fundraising for the Catholic primary school was not a major public concern at the time, there was still considerable controversy associated with its opening.

The new school – with the exception of a brief interlude for an earlier version of St Mary’s primary school, Yarram (1885-1890) – marked the first time that the Catholic community of the Shire of Alberton had withdrawn their children from the local state school(s). Effectively, all the young, local Catholic men who enlisted from 1914 had been educated at the local state school(s). Even though their family background, for the most part, was Irish-Australian, they had been schooled, via the state system, in absolute loyalty to Britain and the Empire. Now, in the fifth year of the War, and with 2 failed referenda on conscription – with much of the ‘blame’ for the failure sheeted home to Catholics – the local Catholics were withdrawing from the state school.

The significance of the opening of the school at that point – the start of 1918 – also needs to be seen in the context of the continuing conflict between Catholic and Protestant over the issue of scripture lessons in state schools. The conflict over scripture ‘readings’ or ‘lessons’ was a constant and while it might seem by our standards, 100 years on, as minor and even trivial, it went to the core of the Protestant – Catholic divide. It was a passionate debate, for while the Protestants argued that any form of state aid to support the independent Catholic sector would be in complete breach of the principles of the ’Free’, ‘Compulsory’ and ‘Secular’ education acts of the 1870s – and only further entrench the Catholic tendency to separation and exclusivity – the Catholic Church argued that any ‘non-dogmatic’ scripture lessons, taught by ‘non-sectarian’ mainstream teachers was nothing but a brazen attempt to incorporate Protestantism in the state school systems and would therefore also be in breach of the same principles. The politics of the day meant that neither side could prevail; but each could antagonise and frustrate the other.

The conflict over scripture lessons was hardly new. For example, for an insight on the complexity and centrality of the issue, consider this account of the 1913 debate – Catholic Educational Claims – held in Melbourne where the proposition was – That the Roman Catholic claims for financial aid from the State treasury toward their denominational schools are not just, and would be destructive of our State system. Speaking for the proposition was Rev J Nicholson, spokesperson for the Scripture Campaign Council, the body representing the Protestant Churches pushing for scripture lessons in state schools. Speaking for the negative was Thomas C Brennan of the recently formed Australian Catholic Federation. The debate was in front of an audience of approximately 1,000 people and while the proceedings were civil it certainly exposed the stark differences between Catholic and Protestant at the time.

The division over the push for scripture lessons in state schools – there were attempts to have referenda on the issue put to the Victorian people – was certainly evident in the Shire of Alberton. In fact, the issue was raised, very publicly, in the lead-up to the opening of the Catholic primary school. In mid September 1917, Bishop Phelan gave a sermon in Yarram. It was reported, in detail, in the local paper on 12/9/17. In brief, Phelan instructed his congregation that in the upcoming state elections they could not vote for any candidate who supported the call for a referendum on the introduction of the scripture lessons in state schools. He saw this referendum as an attempt by the Protestant majority to … crush the Catholic minority.

Phelan must have provided a copy of his sermon to the editor of the local paper because the reporting of the sermon is so detailed. There is an entire section on the Virgin Mary. Citing Luke’s Gospel, Phelan went into great detail outlining the centrality of Mary to Catholic faith, teaching and veneration. The intention behind this specific focus on Mary was to highlight the chasm, between Catholic and Protestant, on the issue of ‘Bible reading’. Phelan pointed out that, irrespective of what the Bible said, Catholic teaching on the role of Mary, and devotion to her, were both anathema to Protestants. He reminded his congregation that up to the very recent past, British monarchs had had to … declare before receiving the crown that “the adoration of the Virgin Mary and the sacrifice of the Mass, as they were used in the Church of Rome are superstitious and idolatrous” . Prior to the Accession Declaration Act of 1910 – in time for the coronation of George V – the wording of the new monarch’s ’declaration’ had been, in part:

… I do believe that in the Sacrament of the Lord’s Supper there is not any Transubstantiation of the elements of bread and wine into the Body and Blood of Christ at or after the consecration thereof by any person whatsoever: and that the invocation or adoration of the Virgin Mary or any other Saint, and the Sacrifice of the Mass, as they are now used in the Church of Rome, are superstitious and idolatrous.

The declaration also denied the authority of the Pope.

In the face of such diametrically opposed positions – based in large part on Bible reading – Phelan argued that the idea of a ‘non-sectarian’ lesson of Bible reading – conducted by mainstream teachers in state schools – was a myth. For him, the idea of a ’non-dogmatic’ Christian faith was a nonsense. For him, there could never be, as it were, a ‘generic’ Christianity. For the Catholic, the Bible was to be read and interpreted through a person’s faith, which itself had been formed by the teaching of the Church. But from the time of the Reformation, Protestantism had had a very different take on the relationship between the Bible and the individual. The Catholic Church saw the bible lessons in state schools, within the promise of ‘non-dogmatic’ and ‘non-sectarian’ scripture readings, as a thinly disguised attempt to proselytise in the name of Protestantism. It would never accept it.

It would be a mistake to see this particular dispute merely in terms of differences in religious dogma between Catholic and Protestant. Other references in Phelan’s sermon that day show how the tension of the difficult history between England and Ireland was ever present. It coloured everything. Speaking of the efforts of the Irish in England from mid 19C to fight for their faith and the provision of Catholic schooling, Phelan made this extended reference:

The men and women who fought for Christian education in the land of the Saxon were the sons and daughters of Ireland driven from the home of their fathers in the middle of last century by a trinity of evils, the awful visitation of Providence, the famine of ’47, the worst landlord system that ever cursed a nation, and a Government whose policy at that crisis can only be described as diabolical. When Lord John Russell was asked for ships to bring food across the Irish Channel to a starving nation he peremptorily refused, declaring that “such a use of Her Majesty’s navy would interfere with the legitimate freights of the shipping industry of Great Britain.” And the London “Times” spoke enthusiastically of the good time coming when “a Catholic would be as rare on the banks of the Shannon as a red Indian on the banks of the Manhattan.”

The not very subtle sub-text was that the persecution of Irish Catholics at the hands of English Protestants was both historical and ongoing.

Not surprisingly, Phelan’s sermon prompted a vigorous response. The first letter appeared one week later (19/9/17). It was from Joseph Nicholson, Superintendent of the Scripture Campaign, the body driving the push for a referendum on the issue of bible reading in state schools. Nicholson was arguably the most high profile advocate for the cause. He had appeared in the 1913 public debate referred to above. Nicholson argued that it was possible to have (scriptural) lessons of ‘absolutely unsectarian character’. He emphasised what he saw as the Catholic Church’s reluctance to have its followers read the Bible:

It is no doubt difficult for a non-Romanist to understand the fears of the Roman Catholic clergy concerning the effect of Bible reading by their people.

Further, he insisted, even if the Catholic clergy were that terrified about their members reading the Bible – by themselves – the lessons in the state school were not to be compulsory:

While we do not share the fears of the Roman Catholic clergy concerning the disasters that are likely to follow from Scripture reading, yet, in our scrupulous desire to protect Roman Catholic children from what they disapprove, we insist on their absolute freedom from Scripture lessons, and make provision for secular studies instead.

This letter was followed by one from Father Stirling which was published on 21/9/17. Stirling made claims about the misrepresentation of the Catholic position but overall his letter read more like an attempt to defuse the situation. This letter was responded to, again by Rev Nichoslosn, who dismissed Fr Sterling’s ‘feeble comments’. The letter was published on 26/9/17. There were more claims of misrepresentation amid pointed claims that … this infallible church is not uniform in its teachings. Nicholson argued that the arrangements for ‘non-sectarian’ bible reading lessons in Victorian state schools for which the Scripture Campaign was advocating, were in place in other education jurisdictions, both in Australia (NSW) and overseas. Nicholson chose to represent the dispute in terms of the rights and responsibilities of the 2 parties, one the minority and the other the majority. As he saw it, the Catholic minority was at fault:

The Roman Catholic opposition to “unsectarian” Scripture lessons is … intensely selfish in seeking to interfere with the Protestant majority that is tenderly considerate of the Romanist minority. We give them safeguarded liberty, but refuse Romanist domination of Protestant liberties.

This particular iteration of the struggle over the teaching of ‘non-sectarian’ or ‘unsectarian’ or ‘non-dogmatic’ scripture lessons disappeared from the local paper by the start of October 1918. However, as we will see, the issue itself certainly did not disappear. Throughout 1918, Catholics continued to block this Protestant proposal. For their part, the Protestants maintained their absolute rejection of any ‘state-aid’ for Catholic schools.

Leaving aside the symbolism of the local Catholic community establishing its own primary school and withdrawing its children from the local state school, at the very time Imperial Loyalists were calling for a single, united and focused War effort – and also at the very time that the community as a whole was trying to extend the range of post-primary state schooling throughout the district – it is clear that Bishop Phelan’s unrelenting focus on Catholic education during WW1 served to heighten division within the broader community. Effectively, he forced the Catholic community in Gippsland as a whole, and not just in the Shire of Alberton, to assert their separate identity and status through education. The problem was that this identity was overlaid with so many religious, cultural, social and political associations that the loyalty of this minority, at that particular time of National crisis, would inevitably be called into question by the Protestant majority. As much as locals wanted to downplay or ignore the division, it was always there. Equally, while their opposition to conscription is routinely presented as the distinctive behaviour of the Catholic minority in WW1, it is clear that considerably more than this single issue was at play. Indeed, as an immediate example of just how complex the issues were, Thomas Brennan – referred to above as the key Catholic spokesperson in the 1913 education debate and also the first president of the Australian Catholic Federation – supported conscription and was an outspoken critic of Mannix on the issue. Bishop Phelan was said to be neutral on the same issue. In short, the Catholic question went well beyond the issue of conscription.

References

Gippsland Standard and Alberton Shire Representative

Synan, T 2003, A Journey in Faith: A History of Catholic Education in Gippsland 1850-1981, David Lovell Publishing, Melbourne

Adams, J 1990, From these Beginnings: History of the Shire of Alberton (Victoria), Alberton Shire Council, Yarram, Victoria