Unit 3, 2015

AOS#2 NATION, RACE AND CITIZEN1888 - 1914

Outcome 2:On completion of this unit the student should be able to analyse the vision of nationhood that underpinned the concepts of citizenship, and evaluate its implementation in the early years of the new nation.

Refer to Chapter 4 of your textbook p.44

Assessment:Part 1: Research ReportPart 2: Written Questions and Answers (3)

Australia between 1860 - 1888

Textbook page 44

1. What happened in Australia between the years 1860 – 1888?

2. Describe the economic, political and social conditions in Australia in 1888.

3.How hand the colonies changed since 1860?

Study Design Key Knowledge Dot Point 1:

• The hopes and fears which helped create the new nation and shaped ideas about citizenship, belonging and responsibilities.

HOPES• Nationalism• White Australia• National infrastructural

networks (transport and communications)

• Increased business and trade relations between colonies

• Defence• Women’s suffrage• Egalitarianism• National banking system• Less dependence on Britain• Aboriginal hopes

FEARS• An increase in non-white

immigration• Defence issues• Dependence on Britain• Vulnerability to external

economic forces (1890s depression)

• Rise in protectionism (NSW)• Inclusion of Aborigines

National Identity

Australia’s Coat of Arms, 1901

Why were people feeling the desire for a united nation?• More and more people were colonial born. They

began to associate with a colony eg. Victoria instead of Britain. As a result, feelings of ______________ developed.

• Developments in travel and communication.

• Australians were interested in their own Australian history and they wanted stories and paintings to show this.

• The idea of the truly national character became identified with the bush ethos.

• Even though Australia was a highly urbanised society, with two-thirds of the population living in the cities by 1891, ‘Australians increasingly located their origins in the bush’.

• The emerging ‘national’ character was expressed in the resourcefulness, resilience, stoicism, independence, egalitarianism and larrikinism associated with the lives (lived in the bush) of pioneer settlers, shearers, swagmen or the bush horseman.

• The ‘typical’ Australian was not afraid of hard work, liked the freedom of the open air and to be ‘his own man’.

SOURCE: http://www.ngv.vic.gov.au/australianimpressionism/education/insights_historic.html

Artistic depictions of Australia

Arthur Streeton, Near Heidelberg, 1890, Oil on canvas. Image courtesy of the National Gallery of Victoria.

The Heidelberg School The first important art movement in Australia was the 'Heidelberg

School'.

Today, the term refers to a number of artists, including Frederick McCubbin, Arthur Streeton and Tom Roberts, who painted scenes 'en plein air' (in the open air) of Australia, particularly in Melbourne and its surrounds. Over the years they were joined by other artists such as Charles Conder, Walter Withers, Louis Abrahams and Jane Sutherland.

The term Heidelberg School originated in July 1891 when visiting American art critic Sidney Dickinson, wrote a review of an exhibition of paintings by Walter Withers and Arthur Streeton.

'Both these artists are of that practice which may be called, for purposes of distinction, the 'Heidelberg School' for their work has been done chiefly in this attractive suburb, where, with others of like inclination, they have established a summer congregation for out-of-door painting.’

Sidney Dickinson in The Australian Critic, 1 July 1891

Shearing the Rams, Tom Roberts 1890

A Break Away! Tom Roberts 1891

The Pioneer, Frederick McCubbin 1904

Down on his Luck, Frederick McCubbin 1889

Wallaby on the Track, Frederick McCubbin 1896

Golden Summer, Eaglemont, Arthur Streeton, 1889

Australian Motifs

Who is this person?

Who is this person?

LiteratureHenry Lawson (1867 – 1922)

Andrew Barton ‘Banjo’ Paterson (1864 – 1941)

What idea and images was being created of the” typical Australian”?

A New Race: The Australian• Australian Natives Association (ANA)• Native Australian = Australian born member of the British race.• ANA formed in Melbourne in 1871.

• Its focus was political.

• It aimed to develop a direction for Australia that was independent of Britain, and to develop quality educational facilities for native Australians who appeared to be disadvantaged by a lack of British education.

• It was a vocal supporter of Federation.

IMAGE: For the Australian Natives' Association active in London during the war 26 January was no longer Foundation Day but Australia Day by 1918. Source: Australian Unity Limited Archives Melbourne

The Bulletin – launched 1880

• The Bulletin was a radical socialist weekly newspaper that declared itself as the ‘bushman’s bible’ with a masthead that read, ‘Australia for the White Man’. The Bulletin was quite outspoken in what it stood for:

• A republic, one man/one vote, state revenue from the Land, secular education, a “United Australia and Protection against the World”. And against: Religion in politics, “the Chinese”, “Imperial Federation"

• Est. 1880, by 1900 a circulation of 80,000 and was the most popular with itinerant miners, shearers, timber-workers – many of these men contributed poems, short stories and cartoons. It did promote a narrow form of nationalism but its influence has been questioned by historians of late. Most of the Bulletin’s writers and editors lived in capital cities rather than in the bush. Their squalid and cramped living conditions were in direct contrast to rural life. Subsequently it is little surprising that the bush would be so idealised by a group of men who had never lived their for long periods of time.

Sample SAC and Exam Question

Discuss how the culture of the bush influenced the development of national identity between 1888 and 1914.

6 marks

Advance Australia Fair, Peter McCormick 1878

AUSTRALIAN NATIONAL ANTHEM

Australians all let us rejoice,

For we are young and free;

We’ve golden soil and wealth for toil;

Our home is girt by sea;

Our land abounds in nature’s gifts

Of beauty rich and rare;

In history’s page, let every stage

Advance Australia Fair.

In joyful strains then let us sing,

Advance Australia Fair.

Beneath our radiant Southern Cross

We’ll toil with hearts and hands;

To make this Commonwealth of ours

Renowned of all the lands;

For those who’ve come across the seas

We’ve boundless plains to share;

With courage let us all combine

To Advance Australia Fair.

In joyful strains then let us sing,

Advance Australia Fair.

Sport

Organisations

Australian Federation League

The Age – launched 1854

Workers

The Hope for a White Australia

'The Yellow Trash Question', The Bulletin, 1895. '

• Fear of invasion – growing resentment towards the Chinese during and after the gold rush. Mainly due to differences in culture, religion and language which led to distrust.

• Fear that they would take white jobs, working for lower wages in poorer conditions and not joining unions.

• However, there is evidence to suggest otherwise.• September 1885 300 Chinese people went on strike• 1899 – Afghan camel drivers went on strike for higher

wages but were jailed.• Evidence to support that the Chinese contributed a lot,

positively to the economy. • 60,000 Kanaka came to Australia between 1860 –

1900.• Worked on sugar plantation• Recruited or kidnapped• Lower wages• Argued that the sugar industry depended on them

• Federation would be the perceived solution to the immigration “problem”.

• Would have uniform immigration laws across the country.• Racial hierarchy• Social Darwinism• European Highest• Japanese• Chinese• Indian• Aborigine (lowest)• Not envisaged that Aborigines would be a part of the new

nation.

The Hope for Women’s Suffrage

The Hope for Stronger Defence

The Hope for Better Working Conditions

Centenary Celebrations 1888

Review Quiz1. Who was Australian’s first Prime Minister?

2. What does ANA stand for?

3. In what year was the centenary of settlement celebrated?

4. Name 3 Australian icons/motifs.

5. What two Australian animals were on Australia’s coat of arms in 1901?

6. Tom Roberts painted what famous painting in 1890?

7. Briefly explain what the Heidelberg School was.

8. Name 1 other artist from the late 1800s that was influential in creating the Australian identity.

Review Quiz9. Nationalism refers to …

10. Henry Lawson and A.B Banjo Patterson were both …

11. What was the Bulletin?

12. The Drover’s Wife is a piece of literature written by who?

13. Name 3 hopes for the creation of the new nation.

14. What does the term egalitarian mean?

15. Why did NSW have a fear of free trade prior to Federation?

16. In which state were Aborigines allowed to vote before 1901?

17. In which year are Aborigines given the right to vote?

Review Quiz18. Henry Parkes is know as the “……. Of Federation”.

19. Where did Henry Parkes make his famous speech in 1889?

20. Name 3 things working men and women were hoping for?

Process in creating FederationTextbook: Chapter 5

• At the time of Federation (1901) only the Constitution had been created.

• “The Australian Constitution provided the framework within which the colonists could achieve their hopes for the society they imagined.”(Mirams p.65)

• It described how the system government should work.

• It outlined how power was divided up and the rights it gave its citizens.

• However, it does not describe these in detail.

• The constitution is the highest law of the land.

• Legislation still had to be devised.

• The main purpose of the constitution was to bring the six colonies together.

• To do this the Constitution:- create a new level of government – Commonwealth

Government- Set out the rules between the Commonwealth and the State Governments- Set out areas of responsibilities for the Commonwealth and the States.

The Australian Constitution is a reflection of the day.

The First Federal Cabinet of Australia 1901

• What does the photo tell us about the age, ethnicity and gender of the first ministry?

http://pegsnet.pegs.vic.edu.au/studentdownloads/history/students/VCE%20Australian/AOS%202/

Immigration Restriction Act 1901

"Piebald Possibilities - a little Australian Christmas family party of the future". Cartoon: Livingstone Hopkins, The Bulletin, 13 December 1902.

Pacific Islanders Act 1901

A Mackay plantation owner commented:

“It has been conclusively proved … that white men cannot and will not do the work done by niggers in the field, and … that if white labour were available, it would only be at wages which the planters could never afford to pay. The sugar industry is entirely dependent upon coloured labour.”

Harold Finch-Hatton in 1886 quoted in Evans, Saunders & Cronin, p.158.

The Bulletin cartoon depicting a slave trader using coconuts as a lure to entice buyers for his ‘niggers’, c.1886. Courtesy State Library of New South Wales

‘Coloured’ labourThe first group of 67 South Sea Islanders were brought to Queensland to work on a cotton plantation. [4] However, as cotton proved unviable, the sugar industry began developing around this time and most South Sea Islanders brought to Australia worked as manual labourers in the sugar cane fields. [5] Others worked as domestics or shepherds on grazing properties, while some were transported into the west of the state to work on cattle stations. In this early period they were usually brought to Australia by force or trickery.

“Kidnapping was common in the Solomons in the 1870s, mirroring the initial phase of the labour trade in the New Hebrides [now Vanuatu] in the 1860s … The Islanders often thought the men on the big ships wanted to barter … but when they tried to trade … their canoes were smashed and they were forced on board … Others were kidnapped from their canoes while they were fishing.” [6]

For the first five years or so, many recruits had no legal protection in Queensland law and employers were largely free to exploit them at will. Only those few on formal labour contracts were protected by the Queensland Master and Servants Act 1861. [7]

The Customs Tariff Act 1902• Protection for local industries• Tax put on imported goods• Continental wide tariff• Development and growth in Australian industries ie. Clothing,

footwear and textiles.

Tariffs Act and New Protection 1905-07• The Labor Party believed that ‘protection’ could benefit workers. The policy of

providing government assistance to local industries to help them be more successful in the market place.

• New Protection meant that workers would share the benefits of protection with their employers.

• The idea was the government would give tariff protection to employers who paid their workers fair and reasonable wages.

• In 1906 the Government passed a Customs Tariff (Agricultural Machinery) Act that placed an import tax of 12 pounds on imported stripper-harvesters. At the same time the Excise Tariff (Agricultural Machinery) Act imposed a 6 pound tax on locally produced stripper-harvesters.

• However, manufactures could apply to the Conciliation and Arbitration Court for an exemption to pay the tariffs by showing how they were paying their workers sufficient wages.

• Eg. The Harvester Judgment

• In 1907 manufacture H.V Mckay applied for an exemption from the excise tax for his Sunshine Harvester Company. Justice Higgins (Judge) researched how much cost of living was at the time and calculated what the minimum wage should be. He concluded that a male should be paid 7 shillings a day for a 6 day week. As McKay was only paying his workers 6 shillings a day Higgins refused to allow him an exemption from the tax.

• However, McKay appealed to the High Court claiming that the New Protection legislation was unconstitutional and won his appeal.

• Benefits of the case:• Links tariffs to the working man’s wage.• Established the principle of a basic wage and as a result

protection for male workers and their families.

Conciliation and Arbitration Act 1904• Establishment of the Commonwealth Court of Conciliation and Arbitration to

conciliate and if that failed to arbitrate between unionists and employers in a dispute.

• After many strikes in the 1890s from the maritime and shearers industrial harmony was high on the agenda for the new government.

• The Bill was seen as helping both employers and employees.

• Help to change the social structure of the nation by encouraging workers to join a trade union so as to bring any matters before the Court.

• Between 1901 – 1914 trade union membership increased 5 times over.

• Economically, the Act had an effect on wages and conditions.

• Politically, it caused crises and instability.

Inclusion and Exclusion

Benefits & Responsibilities

(‘The Kindness of Australia’, an advertisement published in Australia in 1908.)

Q1. What image of Australia does this image give to the rest of the world?Q2. What does the title suggest?Q3. Who is included? Q4. Who is excluded?Q5. What are the benefits for the citizens?Q6. What are the responsibilities of the citizens?

SECTION C:

Evaluate the extent to which Australia, in the period 1900–1914, became a nation motivated by the hopes and fears of the people.

Examiner’s response from 2009 exam:

This question required students to evaluate the extent to which legislation introduced between 1901 and 1914 achieved the hopes that had led to the creation of the new nation. Better answers were those that made links between specific hopes and specific legislation. Hopes included: a new nation, but with British connection; a constitutional monarchy; a European nation; an egalitarian society; strong defence policies; and tariff policies. Students needed to provide evidence of specific legislation from at least two of the following Acts – the Franchise Act 1902, the Invalid and Old-age Pensions Act 1908, the Defence Act 1903, the Maternity Allowance Act 1912, the Conciliation and Arbitration Act 1904, the Immigration Restriction Act 1901 and the Pacific Islands Labourers Act 1901.

SAC REVISION

Section B - Command TermsIdentify To recognise one or more parts or processes and list these. Don’t explain, just

list unless the word explain features in the question as well.

ExplainThis is usually an explain why or how. To describe clearly and give reasons for a concept, process or relationship.

EvaluateTo use evidence to support an argument (different from an opinion) or concept.To weigh up the available evidence and discuss the + (pros) and – (cons) of an argument or concept using the evidence.

To what extentTo evaluate the success or otherwise of one argument/concept over another. A judgement must be concluded BUT do not use personal pronouns. Also, make sure you include a paragraph about the opposing side.

Key KnowledgeThe hopes and fears which helped create the new nation and shaped ideas about citizenship, belonging and responsibilities.

The processes of inclusion and exclusion which formed a nation of Australian citizens up to 1914.

The benefits and responsibilities extended to those who belonged to the new nation, including work, education and welfare legislation, women and motherhood, national defence and conscription.

Hopes and FearsThe hopes and fears which helped create the new nation and shaped ideas about citizenship, belonging and responsibilities.

There were FOUR reasons for federation; 1. DEFENCE

2. IMMIGRATION

3. NATIONALISM

4. ECONOMICS* Remember the word DINE Consider this acronym when considering the hopes

and fears leading to federation

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United and Cohesive NationAn egalitarian nation, equal opportunities for all ( if you are white of course)

By 1900, 82% of Australians had been born here. This gave them a love & pride in their ‘Australianness’.

Along with this feeling of belonging came a need to forge a national identity.

Late 19th Century art, literature and journalism, were integral in the creation this new, albeit male, national identity.

Artists, such as Frederick McCubbin, Tom Roberts and Arthur Streeton captured the national character as a shearer, bushman or swagman in remote and uniquely Australian landscapes.

Poets, such as Henry Lawson wrote of the male experiences of the bush and bush life, reinforcing the values that came to define the national character.

The Bulletin magazine, founded in 1880, helped to perpetuate this new national identity through it’s radical, nationalist and ant-imperialistic material.

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1 ‘Australia didn’t like the mother

country’s class-divisions,

particularly the notion that when

classifying human beings past and

pedigree determined the future’

(Carlyon).

‘The convict derived bush

ethos formed the most

important basic component

of the national mystique’

(Ward).

"No nigger, no chink, no lascar,

no kanaka, no purveyor of

cheap labour, is an Australian."

The Bulletin 1887

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The Processes of ExclusionThe processes of inclusion and exclusion which formed a nation of Australian citizens up to 1914.

The Constitution – Sections 51 and 127 excluded Aborigines from being counted in the census and denied the Commonwealth Govt the right to make laws for Aborigines. Thus rendering the aborigines invisible in the Constitution (Mirams).

Legislation - 1901-1914 was used to make some people welcome and valued and others excluded or marginalized

Social processes These were also used to include and exclude. Drunkenness and promiscuity were frowned upon, even if they were not against the law. Unmarried mothers were legally entitled to the Maternity Allowance but were shunned by society.Do

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Surely it is absolutely repugnant to the greater number of the

people of the Commonwealth that an Aboriginal man or

Aboriginal lubra or gin – a horrible, degraded, dirty creature –

should have the same rights that we have…decided to give to

our wives and daughters.Senator Alexander Matheson: 

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“It would be a monstrous thing, an unheard of piece of

savagery on our part, to treat the Aboriginals, whose land we are occupying, in such a manner as to deprive

them absolutely of any right to vote in their own countryRichard O’Connor, minister in Barton’s senate

Aborigines-Conflicting Views

Legislation – a process of exclusion

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Immigration Act and the Pacific Islanders Act - 1901• Together, these two pieces of legislation became known unofficially as. ‘The

White Australia Policy’ (Mirams)• A key feature of the WAP was the Dictation Test, according to Lewis “It was a

lie and a sham, but it was diplomatically acceptable’ • Inferior races were to be excluded to preserve Australian society as pristine,

harmonious and progressive (Hirst).• Lake refers to the Pacific Islanders Act as ‘a radical act of racial expulsion’• Swiftly enforced - A ‘disgrace to the British Empire’

Inclusion? Exceptions to the ruleImmigration Restriction Act‘A handsome New Years gift for the new nation’- BartonQuong Tarts. Lewis explains that leaders of communities “seem to have been respected and accepted”.Chinese in Bendigo – Easter festivalFederation Arch and parade

Pacific Islanders Act‘All alien elements within it shall be diminished’ – Deakin. This refers to the deportation of Pacific Islanders under the Act. However some Islanders had been in QLD for a long time and had families and homes. So in response to the act they petitioned the King. “After a royal commission in 1906, a number of Islanders were allowed to remain. Their communities survived on the tropical east coast.” (Paul Kelly)

Franchise ActOriginally Aboriginal Australians were included in this Act and did have the right to vote. However, an amendment was later passed to exclude Aborigines of this right.Do

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Inclusion through LegislationCommonwealth Franchise Bill of 1902

The Conciliation and Arbitration Act of 1904

The Old Age and Invalid Pension Act of 1908

The Maternity Allowance Act of 1912

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This Act gave women the right to vote extended a sense of inclusion to them

This Act encouraged equality and inclusion by establishing an independent judiciary – to hear disputes between employers and employees.

This Act was one of the most ‘progressive pieces of legislation of the time’ (Lewis) and reflected the growing Australian motif ‘of a fair go’ (Lewis).

This Act further included women (white) in the nation by extending their rights and providing them with £5 upon the birth of their child – more than double the basic wage.

Benefits and ResponsibilitiesThe benefits and responsibilities extended to those who belonged to the new nation, including work, education and welfare legislation, women and motherhood, national defence and conscription.

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This dot point requires you to have knowledge of the specific pieces of legislation passed in the period 1901-1914, the time of the new nation.

This simply means that you have to know the correct names and dates of the legislative acts.

When thinking about the legislation it is a good idea to ask each Act:

“What benefit is this

providing to citizens?”

“What responsibility does this piece of legislation impart to the individual or community

Nine Acts There were 9 Acts passed that helped shape the new nation and reflected the values of Australia at the time. These acts were:

Immigration Restriction Act 1901Pacific Islanders Act 1901

Franchise Act 1902The Customs Tariff Act 1902

Conciliation and Arbitration Act1904Tariffs Acts and New Protection 1905-1907

Invalid and Old Age Pension Act 1908Defence Act Amendment 1909Maternity Allowance Act 1912

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Benefits These benefits were largely extended to white males

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Political rights – vote, right to stand for Parliament Workers rights – Right to have disputes heard, right to basic wage, rights to

pensions. “The Harvester Judgement said that wages should be based on the

principle of human needs, not what the employer could afford to pay. “ (Paul

Kelly) 

Prosperity and high living standards – These were expected to follow from the above, plus laws such as 'The new Protection' and the establishment of the Commonwealth Bank.

Welfare –Right to basic wage, maternity allowance, Invalid and Aged pensions. “This proposal will relieve misery. . . It will also save lives. . . It will bring

comfort . . . It will benefit the nation” (Watson)

Protection – Right to feel safe through military training, the establishment of a citizen army and the establishment of Australian Navy.

Benefits cont…These benefits were largely extended to white males

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Education (state responsibility) – all children were entitled to a free primary education (to Year 8). Education was compulsory but Aboriginal children were not forced to go to school.

Health (state responsibility) – most people had access to medical care but the quality often depended on the wealth of the patient.

Sense of belonging and acceptance – most white people received messages through laws, political speeches, newspapers, literature, plays and paintings that they were members of one of the finest and most progressive societies in the world. They were encouraged to feel positive about Australia. In 1883, Englishman REN Twopenny visited Australia and he wrote:

'In Australia, a man feels himself a unit in the community, a somebody…This brings with it a greater sense of self-respect and

responsibility.' 

Responsibilities All white men (and after 1902, all white women) - to vote and be

engaged in the political process.

White males and boys as young as 12 – to undergo military training.

Employers – to pay the basic wage and provide ‘decent’ working conditions (for the time)

Workers – to work hard and contribute to the nation’s prosperity.

White women – to produce white babies. “The more Australians we have, the wealthier we must be” (Fisher)

Governments (State and Commonwealth) to pass laws that would look after the welfare of the citizens, especially in areas of education and public health.

All - Continue to support the Empire.

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ExcludedSome or all of these benefits were denied to: Most Aborigines (Welfare) Most South Sea Islanders (Welfare) Most Chinese (Welfare) Some Women and children (Maternity allowance) Some workers Some town and city dwellers

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