AustLit
Issue Details:
First known date:
1996...
vol.
3
no.
2
1996
of
Queensland Review
est. 1994
Queensland Review
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AbstractHistoryArchive Description
'Young in a Warm Climate is a collection of essays about childhood in Queensland, a region of Australia which has historically been represented as having a significantly warmer, harsher, more challenging, yet simultaneously more fecund, climate than the more populous southern states. European understandings of the Australian climate plays vital role in most studies about the European experience of Australia. From the time of first white settlement, this country's environment, characterised as harsh, was seen to be providing challenges for Europeans in their efforts to work, live, give birth, and stay healthy in their new settlements. It is a perception which has endured until well into the twentieth century. As Richard White has detailed, during the second half of the nineteenth century earlier fears about "the possible physical degeneration of the English race in the bright Australian climate" gave way to a conviction that "[t]he sunnier climate and the outdoor life, which some thought debilitating, could also be used to help 'explain the vigorous frame, manliness of bearing, and stamp of independence of the average Australian''.' (Introduction)
Notes
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Special issue: Young in a Warm Climate : Essays in Queensland Childhood.
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Contents indexed selectively.
Contents
* Contents derived from the 1996 version. Please note that other versions/publications may contain different contents. See the Publication Details.
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The Queensland School Reader : Textual Constructions of Childhood in 1930s and 40s Classrooms,
single work
criticism
(p. 39-58.)
'The Queensland School Reader series occupies a special place in the childhood memories of many Queenslanders, evoking mixed reactions from those who used them. The Readers were significant because in Queensland schools they were used, virtually unaltered, for close to fifty years. They were central to the early school experiences of at least two generations of Queensland children - central because for many years other sources of reading material were scarce - particularly in isolated areas. Consequently, teachers based much of their teaching on the Readers which, in tum, were carefully "rationed" out in small doses to ensure that they lasted the allotted time. Other sources, such as The School Paper, were used as supplements but textbooks were in short supply, particularly during the Great Depression and war years.' (Extract)
- The Evolution of the Queensland Kid : Changing Literary Representations of Queensland Children in Children's and Adolescent Fiction, single work criticism (p. 59-75)
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The Lowest Common Denominator : Loyalism and School Children in War-torn Australia 1914 - 1918,
single work
criticism
(p. 100-115)'Most Australian school children, whether public or private, primary or secondary, had been finely tuned for warfare long before the Great War of 1914–18 had actually begun. School papers and reading books, history, geography and civics lessons, the personal persuasiveness of teachers trained to accept unequivocally “the power for good in teaching patriotism” to captive and captivated young audiences, the “rhythmic harmony” of loyalist singing, marching and versifying, the Imperial pageantry of Empire Day and the militaristic inculcations of highly disciplinary cadet training schemes all combined, in the closed educational environment of the schools, to produce young Australians well primed for unquestioning obedience to the State and martial sacrifice to the Empire. Children at a Sydney primary school were ordered to chant, in 1907, “I give my mind to my country to think for it; I give my heart because I love it; I give my hands to my country to work for it”; — “[and] to fight for it”, all the boy pupils were then expected to intone. Such orchestrated love of country was subordinated, in tum, to love of Britain's Empire — “our peace-bearing, peerless, guardian Empire” as one educator described it - which was presented as not only the largest but the worthiest empire in world history. The “cement of Empire”, it was said, contained such essential ingredients as social conformity, duty and sacrifice, which non-Catholic private schools and state schools applied with a heavily-laden trowel to impressionable young minds both preceding and during World War One.' (Extract)
Publication Details of Only Known VersionEarliest 2 Known Versions of
Last amended 31 Jul 2019 13:55:42
