Alan G. Vowels

I was a student at the Goodwood Boys Junior Technical School from 1942 to 1945. Why go to a technical school rather than a high school? Our teachers advised us to go to a high school if we seemed to be academically inclined or to a technical school if our aptitudes seemed to be more creative. Whether that advice was educationally sound or not (I suspect it was not), I am never-the-less eternally grateful that I went to a technical school.

There is of course a natural creative tendency in all of us but I found that I learned by doing and experiencing things and that was what technical schools were all about. Most students went to high schools which were oriented towards the white collar or professional vocations but large numbers never worked in those vocations. The technical schools were thought to be for blue collar workers or for the trades. If I had gone to a high school I would probably have left at 14 or 15 as most did or I might have stayed until I received an Intermediate Certificate: and left to do what? But I was more fortunate. I was encouraged to stay longer at school.

The technical school provided the motivation I needed and so I stayed to win a scholarship and gain a Leaving Technical Certificate. In 1946 I became a junior teacher.

My headmaster believed implicitly in this alternative form of education. A dedicated teacher absolutely committed to the technical school cause. Students knew this. This man and three other teachers at the school had an enormous influence on my life. Because of them I found my vocation and I will always be indebted to them for their counselling and advice.

Incidentally, in later years, I found the same dedication and commitment in headmasters and staff where I taught. The best years of my teaching career of 38 years, without doubt, were spent in those stimulating and developing years of the boys’ technical schools.

In the curriculum the core subjects were English, maths, science and social studies, that is 20 lessons a week. Eight lessons per week for craft education: woodwork and metalwork. Four lessons per week for mechanical drawing and art, one lesson for music, and two lessons for physical education – one drill and one gymnastics.

I remember the importance given to sport and physical education. The last two lessons every Wednesday were devoted to sport. All students played sport. Alternate Wednesdays teams played inter-school sport against other technical schools. Those not in the A and B school teams engaged in club activities, for example the puppet club, first aid, rug making, record playing. chess, gardening, aero club, acrobatics, life-saving, photography, radio, archery and others. And then there were those highly organised school and inter-school athletics and swimming carnivals. The time put in to this practice and preparation was enormous. To win a carnival meant a lot to a school.

Students were streamed through IQ tests and classes were graded but all students did the same examinations.

The week always began with the school assembly. A very formal occasion. Students in their ‘houses’. Headmaster’s address, sports results, ‘house’ team reports, team captains’ reports, school rules and instructions. Finally saluting the flag and playing the national anthem. These were war years so a fierce sense of patriotism was cultivated with support for the war effort, through the Schools Patriotic Fund, for our country as well as our school. Like all schools we had school prefects.

Students undertook school projects. We built our own bicycle sheds, constructed concrete cricket pitches, maintained the garden and converted a cloakroom into a school canteen.

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