Kelvin Grove College of Advanced Education will officially close on 31 December 1981 and become the Kelvin Grove Campus of the Brisbane College of Advanced Education on 1 January 1982. On this site, and on land subsequently acquired, the Kindergarten Teachers' College was built as it was then taken over as part of the Brisbane College of Advanced Education. It is widely said that the College moved into the buildings of the North Brisbane Intermediate School and played cuckoo for the fledgling school.
1914-41: THE FORMATIVE YEARS
This aerial photo of Central Technical College was taken around 1 930, but still shows the college's early home. This was the Technical College's Art School, but housed the Training College until 1920. Before the end of 1914, however, a better home was found in the Technical College's Art School.
1942-60: THE ERA OF EMERGENCIES
A disturbing aspect of the cuts was the loss of time for teaching practice, which fell from approx. 1 20 days on the two-year course to approx. 50 over the one-year course. Moreover, the term in this chapter has a different meaning than in the twenties. Daughtrey, who had been one of the architects of the two-year post-Senior course, was scathing.
The last two-year scholarship holders left the faculty in 1946 when the two-year postgraduate study was introduced. We have seen how the cuts to the post-secondary course and the student teacher scheme have also failed to produce enough teachers. It was the youth scholarship course that proved the savings of student teachers who did not finish higher studies.
Forty-eight scholarships were awarded in 1958 and 39 of the holders were enrolled at Kelvin Grove in 1959. In the case of educational scholarships, service equal to the duration of the scholarship was to be given in secondary schools. Greenhalgh, who was a member of the foundation staff at Kelvin Grove and later Principal of the College.
In terms of buildings, the move to Kelvin Grove made available to the College the top floor of a block then occupied by A.
1961-1972: THE ERA OF EXPANSION
The faculty subsequently took over the entire Diploma of Education program and the graduates did not return to the college for several years. However, the Assistant Director of the College taught General Method on the college campus until 1969. By reintroducing the two-year course, colleges were able to give back to students a wider range of experiences and more depth in the course than was possible in the one-year rush.
The raising of the subject for commercial teachers and the introduction of two-year courses for art and music teachers in secondary schools are mentioned under the heading of numerical expansion. In this way, an influx of new appointments arrived at the schools at the beginning of each transition year. Most of the subject was taught at the Conservatoire, but the College took part in the third year, teaching lessons in education, psychology and the field of school music.
Perhaps the most ambitious project of the Sixties was D Block, formally known as the J.C.A. The removal of music even further from the rest of the College was not actually intended to isolate other spaces from the sound of music. Some were taken in the basement area of a Block vacated by the domestic part of the Intermediate School.
Later in the decade a major grading and surfacing program was carried out on the Herston Road side of the university site, providing a field for team sports, an athletics track and space for field sports and practice areas.
1972 ONWARD: AUTONOMY AND NEW DIRECTIONS
The most significant changes in the students' lives had already taken place when the Diploma courses started between 1969 and 1972. The result was the 'Statement of Purpose, Goals, and Objectives', known in the College as the 'Binna -Burra Document' from the resort where the Commission held its retreats. Similar procedures were involved in the re-evaluation of previously approved courses.
The College also played a part in the Scholarship Diploma in School Music, a joint offering by the Conservatoire and the College. In the same year, the first graduate degree was introduced, in the teaching of secondary resources. The College's contribution was limited to making available its facilities and arranging for lecturers to serve as tutors in the courses offered.
The first of these teachers enrolled in 1975 and the course proved very popular in the following years. The course, known in the college as the E-course, lasted for one year and was not offered again. The education is offered full-time and part-time and involves participation in the college for studies and practical training and supervised fieldwork at the institutions.
They will appear when the many forms of community outreach found in the college are brought together in a later chapter.
1972 ONWARD: BUILDING FOR A COLLEGE
When the time came to build the new Physics/Math building, the nearly new tennis courts had to be dug up and moved. When the last two buildings were placed on the site, a new development came into the life of the college. In 1919 the college moved to a large colonial house in Victoria Park Road, Kelvin Grove, almost across the road from the building for Kelvin Grove C.AE. or its predecessor by another name) started in 1930.
The Brisbane Kindergarten Teachers College operated on that site as part of the Creche and Kindergarten movement until it became a college. A vigorous building program continued in the 1970s and student numbers grew as the number of nursery schools and pre-school centers increased and the College moved into pre-school education on a wider basis. In Kelvin Grove's case, this would bring the full range of educational resources together in one place rather than having them spread across campus, often in makeshift spaces.
It is hard to realize that the original brief for an educational resource center was drawn up in 1969, ten full years before the building was occupied. A tender had actually been put out when the college was told that there were no funds for the project. As well as causing delays in construction, the events of the time provided a chance to rethink the design of the building.
The rethinking resulted in a building that was more economical and efficient. As a further reward for many years of patience, it became the first and so far only College building to receive an Award of Merit for Architecture from the Royal Australian Institute of Architects, Queensland Chapter.
DEVELOPMENT DIAGRAM
This does not mean that all the physical needs of the College have been met, that the master plan has been realized, or that all functions are housed in appropriate, purpose-designed spaces. Originally there was one practical school, the Central Practical School at St Paul's Terrace, but very early in the college's history other schools in Brisbane had to be incorporated. An interesting small example of outreach is the site within the modern facilities of the former Loganholme State School College.
The staff of the College have developed many ways in which this practice can be achieved. It is true that from some of these activities the College has been able to recover some of its expenses, while various grants can be obtained for these purposes; but that is not the purpose of the exercise. At times the College has found that, at little cost to itself, or with marked gains to its program, it has been able to offer accommodation to organizations which, although not part of the.
College, have goals or carry out activities consistent with those of the College. Its goal of providing fine music in a medium that yields fine reproduction was certainly in line with the college's goals in the field of music. The costs to the College have been minimal and the benefits to the community have been great.
After negotiations between the College and the School, the School took up residence at the College.
THE HUMAN ELEMENT
During the one-year course, this may have been necessary to maintain continuity in student affairs, and it did not need to be strongly opposed when the Union was mainly concerned with the social and sports life of the college. The older members of the college see the loss as a real loss. the newer generation may not see it as a loss at all. As with the students, the staff felt the effects of the Emergency period, but as the 1960s wore on, changes began to emerge.
Q/d}, Pupil Teacher in Queensland Schools, Foundation Student of the University and Foundation Lecturer at the Training College in 1914; he went to A I. He was centrally involved in the creation of the 1973 master plan for the site, also in negotiations with the Board of Advanced Education regarding course proposals and the budget. He was associated with several large construction projects and with the introduction of a professional vocational education program at the College.
In fact, he was on holiday abroad when he received a telephone invitation from the Minister of Education to accept the Chairmanship of the first College Council. 0., was the founding chairman of the Financial Committee of the Council and worked closely with the Chairman in setting up financial and management procedures for the College. He remained Chairman throughout the life of the second Council and continued as a member of the last Council, appointed in August 1980.
In addition to being the last President of the Council of Kelvin Grove C.AE., she was also appointed as the first President of the Council of the Brisbane College of Advanced Education.
THE SPIRIT OF THE PLACE
APPENDIX I
This appendix lists the membership of each of the three successive councils of the College. The names are arranged in the categories set out in the Education Act - Chairman, ex officio members, members appointed by the Minister of Education, and members elected by staff and students respectively. In each category, the list will show the members at the beginning of the Council's term, followed by a list of those appointed during the term.
The names of members who left the council before the end of their mandate are marked with an asterisk, except in the case of elected students.
