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Saturday 6 April 2013

‘Unlocking the land’

Until 1851, squatters’ privileges were not a major concern since there was sufficient agricultural land available to meet demand. Between 1846 and 1851, more than 100,000 acres of land had been sold in the ‘settled’ districts near Melbourne, Geelong and the coastal towns. The Imperial Waste Lands Act 1846 and the Order-in-Council of March 1847 granted leases of up to fourteen years to squatters in the ‘unsettled’ districts covering the northern half of Victoria and for up to eight years in the ‘intermediate’ districts that included the Western District and Gippsland. In both areas, squatters had the sole or pre-emptive right to buy any part of the land during the period of their leases. However, a precise survey was necessary for this to have legal effect, and this had hardly begun by 1851. [1] Once the gold rushes began, growing demand for farming land put pressure on the government to open some of the squatting areas. [2]

This situation created major problems for La Trobe. First, should squatters be given pre-emptive rights if leases could not be issued? Squatters were buying and selling land on the assumption that pre-emptive rights applied. Secondly, and equally pressing was whether the Government could sell any public land outside the ‘settled’ districts where there was little unsold land left. La Trobe was not a defender of the squatters and argued for a liberal interpretation of the 1846 Act believing that it was the duty of government to sell land when and more importantly where it was needed. Consequently, he reserved 700,000 acres ‘for public purposes’ where pre-emptive rights did not apply.

Some members of the Legislative Council were highly critical of the squatters but in July 1852, they were defeated on a motion of extend the boundaries of the ‘settled’ districts and that leases be issued for the ‘intermediate’ districts so that the Government could bring forward land for sale without having to rely on its reserves. Squatters were unwilling to compromise and La Trobe’s executive voted with them to demand the immediate issue of leases for all pastoral land outside the ‘settled’ districts. This was a short-lived victory and radical members of the Council mounted a strident public campaign that led to a compromise of sorts. Protests against the squatters were bitter reflecting long established hostility and the need for outlets for capital than genuine land hunger. Growing demand for land came from successful diggers and urban speculators. For miners, land signified social status; for urban businessmen it was a way to break the economic and political dominance of the ‘squattocracy’.

On 18 August 1852, La Trobe informed the Council that he did not have the power to issue leases immediately and that he would refer the issue to the Colonial Office. In the interim, squatters would be allowed to buy their homestead blocks of up to 640 acres and the existing policy of reserving land for future sale would continue. While this may have satisfied many squatters, some extremists such as William Campbell reacted bitterly. In early September they restated their position and La Trobe forwarded their views to the Colonial Office along with a wordy dispatch on the issue. [3] La Trobe then gradually brought more land on to the market. With growing demands from diggers for land, in December 1852 a deputation from Castlemaine with a petition signed by thirteen hundred miners was promised that land near the diggings would be sold as soon as they were surveyed. In early 1853, the movement concentrated on the need for sales of 20, 40 and 80 acre lots near the fields. The Colonial Reform Association, formed in November 1852 on a broad radical platform increasingly concentrated on the land question and the Argus, with monotonous regularity called on the government to ‘Unlock the Lands’.

Despite criticism from the squatters, La Trobe went ahead with the sale of land and in the eighteen months from April 1853, half a million acres of land was sold. This policy, however, came too late to avert criticism caused by his indecision. Increasing land values was an inevitable result of growing demand for land: in 1851 land was about 25 shillings an acre but by 1853 this had risen to £4. The Colonial Office received La Trobe’s dispatch at the end of 1852 and its response, sent to La Trobe eleven months later, approved his actions and passed the power of decision to the Victorian Government. It could establish reserves and sell land under existing legislation, could vary the classification of the districts as it thought best, and could issue leases to squatters but should confine pre-emptive rights to the homestead block. The news arrived in the colony in March 1854. The Colonial Office had come down firmly against the squatters and the Argus celebrated that: ‘The lands are unlocked at last!’ This was over-optimistic. Many miners had simply given up or moved to the United States, South Australia or New Zealand where land was freely available. In reality, land remained firmly locked to the poorer farmers.

Politics in Victoria was deeply marked by Eureka. Ebbels argued that ‘the concessions to democratic government which followed the Stockade produced a political framework and an atmosphere which facilitated the development of Australian trade unionism’. [4] The Ballarat Reform League, with its main demands won in 1855, duly developed into a new organisation, the Victoria Land League, with its emblem the Southern Cross, and its motto ‘Advance Australia’. [5] With the influx of population in the gold rushes, the distribution of these sheep walks to agricultural settlers became a vital political issue. The diggers and other newcomers took up politics seriously in 1857, the first year of the new parliament. At public meetings throughout the colony, they elected delegates to go to Melbourne to convene something akin to a Chartist convention. The democratic members of the Victorian Assembly provided a great stimulus to the Land League and its People’s Parliament that met nightly at the Eastern Market in Melbourne for three weeks in July 1857, in close proximity to St. Patrick’s Hall where parliament was sitting. 89 delegates from 32 places throughout the colony met to formulate a people’s land policy and to fight for the People’s Charter, especially payment of members. The Convention organisers realised that parliament, especially the Legislative Council, would not readily yield to the popular cry to ‘unlock the lands’. One of the most articulate justifications of land rights was written by ‘Peter Papineau’, who published a pamphlet Homesteads for the People in Melbourne in 1855, a pamphlet has all the hallmarks of Henry Chapman’s writing. [6] Wilson Gray[7] declared that the convention would have to fight its own battle on the hustings and led a deputation to the government to warn of ‘national calamity’ if land reform were delayed. As David Goodman explains ‘democratic politics in the 1850s…placed the issue of right to the land at the very centre of public discussion’. [8]


[1] No leases were ever issued under this legislation and throughout the 1850s squatter occupancy of their runs continued with annual licences.

[2] Ibid, Roberts, Stephen H., The Squatting Age in Australia 1835-1847, pp. 350-358, is useful on the land question in the early 1850s; Clark; Selected Documents 2, pp. 179-180.

[3] William Campbell’s position can be found best in his The Crown Lands of Australia being an Exposition of the Land Regulations, and of the Claims and Grievances of Crown Tenants, (John Smith & Sons), 1855, pp. 31-54.

[4] Ebbles, R. N., The Australian Labor Movement 1850-1907, (Melbourne University Press), 1965, p. 4.

[5] Serle, p. 269; Argus, 29 December 1856, 20 January 1857; letter by Gray in Age, 5 May 1857.

[6] ‘Papineau, Peter’, Homesteads for the People and Manhood Suffrage, (S. Goode), 1855.

[7] Woods, Carole, ‘Moses Wilson Gray, (1813-1875)’, ADB, Vol. 4, 1972, pp. 287-288.

[8] Goodman, David, ‘Making an Edgier History of Gold’, ibid, McCalman, Iain, Cook, Alexander and Reeves, Andrew, (eds.), Gold, p. 32.

Sunday 31 March 2013

‘Pub quiz facts curriculum’

According to the National Union of Teachers' conference, the revised national curriculum for schools in England is so narrow it will deter young people from learning, The NUT's general secretary Christine Blower said the curriculum was "desperately ill thought out". Delegates claimed that its emphasis on core knowledge was a throw-back to rote learning and uncreative lists of facts.  Alex Kenny from the union's executive said it was a curriculum based on pub-quiz style chunks of information: "It's a curriculum in which the learner is completely absent, or just a passive consumer of information or knowledge."   Martin Allen, a delegate from Ealing, described it as a "know your place curriculum", based on rote learning and "social control".  But the debate also heard support for the idea of teaching a core of knowledge.  Quentin Deakin from Bradford warned that in history pupils could be left "rudderless without some chronology".  The NUT published a survey of more than 2,000 members of the union showing widespread opposition to the curriculum. It found that two-thirds of teachers believed there was "too much emphasis on 'facts' rather than skills".  Not surprisingly, a Department for Education spokesman rejected the criticisms of the planned curriculum. 

The problem with all the rhetoric is that the important questions tend to get lost.  Of primary importance is what ‘knowledge’ means within an educational context.  The rhetoric makes a distinction between facts and skills that is simply missing when looking at what knowledge means.  In fact it is a false dichotomy since individuals need to know ‘how’ to do things and this relies, to a considerable extent on 'knowing ‘what’.  For instance, individuals may know how to make a dovetail joint but to apply this skill they also need to know under what circumstances the joint should be used.  Knowing how to make the joint without recognising the circumstances when it should be used rather than, for instance, a tenon joint is simply a case of skill for skill’s sake.  Similarly, if students are to argue effectively and challenge orthodox views then their argument needs to be grounded in factual information to support or refute the argument.  Otherwise, it ceases to be argument and becomes a rhetorical device for conveying a personal view. 

If you teach students by rote learning then they do become passive receptacles for information but that is not what the curriculum proposes at all.  Neither is it a ‘know your place curriculum’ since that implies learners can neither process the information or do not learn how to process the information and that clearly would negate many of the good learning methods that have evolved in the last twenty years.  Neither is it about social control, in fact the reverse since a knowledge-based curriculum that develops understanding of factual information and the skills necessary to process that information had the potential to liberate the individual by developing the ability to question received wisdom through argument and debate.  The problem, and here Michael Gove has a point, is that instabilities and changes in universities and in teacher education with the division between university-based PGCE and school-based courses have resulted in a teaching profession that may have the skills necessary to make good teachers but they often lack the basic factual knowledge…after all, any teacher under 40-45 would have themselves been taught through the National Curriculum.  They are also those for whom the emergence of the Internet and Wikipedia means that you can always find the ‘knowledge’ (and I use the term questioningly) you need if you have the necessary skills to interrogate hyperspace.  (All well a good but how many teachers are served up often unedited bits from the Internet as essays…I’ve even had essays with the hyperlinks still in place.) 

The point about the National Curriculum is not what it includes or excludes or how it is taught but that it should engage students and make learning what it should always be enjoyable.  In History, a good story well told remains the best way to make learning fun for students.  I still remember listening to my primary school teachers tell the story of Alfred and the cakes and Marco Polo and it doesn’t matter to me that I later found that the sources gave a different version of those stories, I was hooked and that’s the point.  Whether it’s the teaching unions (and I was a member of the NUT throughout my career) or the government or the educational establishment, what is missing is the kids…they don’t really care what they’re taught as long as it’s interesting and fun and, this is my final point, once they know things (and it doesn’t matter if it’s only to answer pub quiz questions), they will eventually learn how to apply them critically.