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Brand Anzac – meaning and myth

Historian grapples with the meaning of Anzac?

University of Wollongong Public Lecture 

Men, myth and memory | Dr Jen Roberts

UOW Alumni Knowledge Series | UOW | 20 April 2017

The Anzac story has been a central part of the Australian cultural identity for over a century. The contradictions that have emerged around it have shown no sign of going away. Historians have been unpacking the meaning of Anzac for decades and seem to no closer to any absolute sense.

Yet for one old gentleman at the inaugural lecture in the Knowledge Series of the University of Wollongong Alumni, Dr Jen Roberts was ‘a brave lady’ to ‘present the truth’ about the Anzac story in her evocative lecture ‘Men, myth and memory’.  The Alumni audience was a mix of ages, and interests and included past military personnel.

The camp administration block  at the Narellan Military Camp in 1942 A Bailey

 

Robert’s compelling presentation left none of the alumnus present in any doubt about the contested nature of  Anzac and that there is far from just one truth.  Anzac is a fusion of cultural processes over many decades, and it has been grown into something bigger than itself.

The Anzac acronym, meaning Australian and New Zealand Army Corps, was first used by General Sir William Birdwood and its legal status was confirmed by the Australian Government in 1916.

Shifts in meaning

The term Anzac has survived its 1914 imperial connotations and the 1960s social movements. Its supporters have successfully broadened its meaning to embrace all Australian conflicts, including peace missions. Some argue that this has created a dark legacy for currently serving military personnel, while others have chosen to take cheap potshots at those who question the orthodoxy.

The Anzac story needs to be inclusive and not exclusive, and while the current service personnel are the custodians of the Anzac mythology, it can sometimes be a heavy responsibility.

The tented lines at the  Narellan Military Camp in 1941 (AB)

 

Tensions and contradictions

The Anzac story is ubiquitous across Australia. It is embedded in the heart and soul of every community in the country. Within this narrative, there are contradictions and tensions.

The war that spawned the notion of Anzac was a product on industrial modernism. While the Anzac shrines of commemoration and remembrance across Australia were a product of Interwar modernism, some the work of Rayner Hoff. Yet these same artists and sculptors were supporters of  Sydney bohemianism and its anti-war sentiments.

There are a host of other contradictions that range across issues that include gender, militarism, nationalism, racism, violence, trauma, and homophobia.

Jen Roberts argued in her lecture that the Anzac mythology and iconography point to Australian exceptionalism. She then detailed how this was not the situation. She analysed the horrors of war and how this is played out within the Anzac story.

WW1 Memorial Gates at Macarthur Park erected in 1922 and funded by public subscription with the cenotaph in the rear (Camden Remembers)

 

According to Roberts, the tension within the meaning of Anzac is represented by the official state-driven narrative that stressed honour, duty and sacrifice through commemoration, remembrance and solemnity.

On the hand, there is the unofficial story of the digger mythology about a man who is not a professional soldier, who is egalitarian, loyal to mates and a larrikin – an excellent all-round Aussie bloke.

The official/digger binary highlights the contradictions with the Anzac tradition and its meaning for the military personnel, past and present.

Gunner Bruce Guppy

In 1941 an 18-year-old country lad called Bruce Guppy from the New South Wales South Coast volunteered for service with the 7th Australian Light Horse. Guppy volunteered because his brothers had joined up, and the military looked to have better prospects than working as a dairy hand. Gunner BW Guppy had little time for jingoism or nationalism as a laconic sort of fellow and stated ‘life is what you make it’.

Bruce Guppy was a yarn-spinning non-drinking, non-smoking, non-gambling larrikin, who saw action in the 1942 Gona-Buna Campaign in New Guinea and later trained as a paratrooper. His anti-war views in later years never stopped him from attending every Sydney Anzac Day March with his unit, 2/1 Mountain Battery, and the camaraderie they provided for him. A lifetime member of the RSL he never discussed his wartime service with his family, until I married his daughter.

Bruce Guppy and his unit at the 2003 Sydney Anzac Day March (I Willis)

 

Guppy had five brothers who saw active service in the Pacific conflict, with one brother’s service in BCOF in Japan cited in Gerster’s Travels in Atomic Sunshine. Guppy would not call himself a hero, yet willing participated in Huskisson’s Community Heroes History Project in 2007. Guppy was something of a bush poet and in 1995  wrote in a poem called ‘An Old Soldier Remembers’, which in part says:

 

‘Memories of those dark days

Come floating back through the haze.

My memory goes back to my mother’s face

Saddened, yes – but filled with grace.

The heartache for mothers – we will never know

For it was for them we had to go.’

 

So it surprised no-one when Bruce Guppy made the national media in 2013 when he handed Alice Guppy’s Mother’s Badge and Bar to the Australian War Memorial. Australian War Memorial director Brendan Nelson was moved on his death in 2014 and personally thanked the family for his ‘wonderful’ contribution to the nation.

For Guppy Anzac Day embraced both meanings expressed by Roberts: The official commemorative remembering; and the larrikin enjoying the company of his mates. The purpose of the Anzac story has changed during Bruce Guppy’s lifetime and the experiences of his digger mates who served in the Second World War.

Red Cross poster used for fundraising purposes in 1918 (ARCS)

 

While many lay claims ownership of the cultural meaning of Anzac, Roberts contends that the organic growth of the Dawn Service is an example of the natural growth of Anzac and its sensibilities for different parts of Australian society.

The site and the myth

Roberts examined the two aspects of Anzac mythology – the site and the myth. She maintained that there are many claims to the ownership of the cultural meaning of Anzac. Roberts then pondered about the meaning of the slaughter on the Western Front. She asked the audience to reflect on the words of Eric Bogle’s song, And the Band Played Waltzing Matilda covered by an American Celtic band the Dropkick Murphys.

These comments contrasted with the opening address by an ex-military Alumni organiser. He maintained that the outstanding achievements of the 1/AIF celebrated in military training in Australia today are: the withdrawal of troops at Gallipoli; and the last mounted cavalry charge at Beersheba.

These views contrast with recent research about Gallipoli POWs from Turkish sources that have shown a different side of the story of the conflict.

Camden Airfield has used a training ground for the early years of the Empire Training Scheme and used  Tiger Moth aircraft  (1942 LG Fromm)

 

The Gallipoli peninsula is a site of pilgrimages from Australia while being the only locality in modern Turkey with an English name.

Pilgrims and memory

Roberts contrasted the small group of military pilgrims who went to the 1965 50th anniversary with the lavish all expenses tour of the 1990 75th anniversary sponsored by the Hawke Labor Federal Government. She maintains this was the start of the contemporary pilgrimage industry.

Roberts drew on personal experience and related anecdotes from her five visits to Gallipoli peninsular with UOW students. These young people undertook the UOW Gallipoli Study Tour, which was organised by her mentor, friend and sage UOW Associate-Professor John McQuilton (recently retired).

Widespread interest in Gallipoli pilgrimages has grown in recent times. Family historians have started searching for their own digger-relative from the First World War. They are seeking the kudos derived from finding a connection with the Gallipoli campaign and its mythology.

The Howard Federal Government started by promoting soft patriotism, and this was followed by the Abbott Government promoting official celebrations of the Centenary of Anzac.

Official government involvement has unfortunately increased the jingoism of these anniversaries and the noise around the desire by some to acquire the cultural ownership of the Gallipoli site.

For example, the Australian Howard Government attempted to direct the Turkish Government how to carry out the civil engineering roadworks on the Gallipoli peninsular.

RAAF CFS Camden 1941
RAAF Camden and the Central Flying School at Camden Airfield in 1941 (RAAF Historical)

 

Brand Anzac

Roberts dislikes the Brand Anzac, which has been used to solidify the Australian national identity. Anzacary, the commodification of the Anzac spirit, has been an area of marketing growth, with the sale of souvenirs and other ephemera. Jingoism and flag-flapping have proliferated with the rise of Australian exceptionalism from the national level to local communities.

 

Anzac mythology and memory tend to forget the grotesque side of war and its effects. First World War servicemen suffered shell shock (PTSD) and took to alcohol, gambling, domestic violence, divorce and suicide. They became the responsibility of those on the homefront.

The Anzac mythology disempowers and marginalises people. The legend is about nationalism, jingoism, racism, and stereotypes, while at the same time offering hope, glory and answers for others. The Guppy brothers and their comrades felt they understood the meaning of Anzac.

Roberts maintains that the ideas around the Anzac story belong to everyone and offering contradictions for some and realities for others. It is these members of the Australian community who need to make a choice about the meaning of Anzac.

 

Updated 27 April 2020. Originally posted 24 April 2017 at ‘Anzac Contradictions’

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The patriotism of the wartime sock knitter

Fussing over socks

During the First World War, there was a considerable fuss over socks. Not just any ordinary socks but hand-knitted socks. Camden women hand-knitted hundreds of pairs of socks. So what was going on?

As it turns out there was a good reason for all the fuss.

Soldiers on the Western Front suffered in terrible conditions in the trenches. They were constantly wet and cold. In winter there were freezing temperatures.

First World War Freezing conditions soldier 1914-1918 NLS

Fungal feet

Under these conditions, there was a constant danger of the soldiers getting trench foot. Jenny Raynor at Sydney Living Museum writes that this was

a potentially debilitating fungal infection that thrived in the wet, cold and squalid conditions, and could lead to gangrene and amputation if left untreated.

Soldiers wore stiff leather boots that were poorly insulated with two pairs of socks in freezing winter conditions to keep out the cold and wet.

Authorities recommended that troops change their socks twice a day to avoid trench feet. Reports from New Zealand maintained in 1915 that

a pair of socks lasted no more than two weeks when on active service.

So it was unsurprising that there was a constant shortage of socks.

Shortages from the start

Sock shortages commenced from the outbreak of war and illustrated how the progress of the war completely overwhelmed military authorities with their unrealistic expectations.

At the Liverpool Infantry Camp in November 1914 military authorities were advising that three pairs of woollen socks would be adequate for the duration of the campaign, while new recruits were advised by bring ‘strong boots’ and ‘knitted socks’ because the army could not supply them.

Military supply authorities never really got to grips with the problem of shortages throughout the war. Even the vast US military machine could not supply sufficient numbers of socks to their troops when the US government entered the war in 1917. The U.S. government Committee on Public Information sponsored the  ‘‘Knit Your Bit’’ campaign conducted by the American Red Cross.

Keep knitting

Knitting for the troops was not restricted to the American Red Cross.

Knitting was part of the homefront response to the outbreak of war across all British Empire countries including Australia, New Zealand, Canada, and the United Kingdom.

First World War Sock knitting Cudgewa 1916 SLNSW

Across the globe, millions of knitted items found their way to the trenches on the Western Front.

Socks were only one of a large list of items that women made for the war effort. Other knitted items included cholera belts, scarves, gloves and balaclavas, and this was supplemented by a considerable effort sewing hospital supplies.

Women volunteer to supply socks

Australian women volunteered to supply knitted from the start of the war. Unlike women in the United Kingdom, Australian women did not replace men in their civilian roles during the war.

In Australia, the push for knitted-socks, and other items, was co-ordinated by the Red Cross, the Australian Comforts Fund and other groups including the Soldiers’ Sock Fund.

First World War Sock knitting War Chest 1917 SLNSW

In Queensland, the Governor’s wife, Lady Goold-Adams, established the Queensland Soldiers’ Sock Fund.

Knitted socks were part of the soldier’s bag that Red Cross volunteers signed up to supply on the foundation of branches throughout New South Wales in August 1914. Red Cross knitters in Camden and across Australia supplied thousands of pairs of knitted socks to soldiers.

In Camden, the new Red Cross branch supplied ‘a large number of socks’ in the first weeks of the war’ including supplies to the Australian Light Horse regiment and the 4th Battalion of Infantry. By September 1915 Camden Red Cross workers had supplied 456 pairs of knitted socks to Red Cross headquarters in Sydney amongst a host of other hand-made items.

Annette, Lady Liverpool, the wife of New Zealand Governor Lord Liverpool,

Lady Liverpool instigated ‘Sock Day’, when the women of New Zealand were encouraged to knit enough socks to provide every soldier with two new pairs (around 30,000 pairs in total).

The First World War was not the first time that women volunteers had supplied knitted socks to Australian troops in wartime. In 1900 Camden women supplied 120 pairs of knitted socks to Camden troops in South Africa in the New South Wales Mounted Rifles. These were similar to the activities of British women.

Millions of socks

It has been estimated that Australian women knitted over 1.3 million pairs of socks for the Red Cross and Australian Comforts Fund for the war effort.

Often with a small personal note inside the sock informing the digger who had knitted the garment along with a brief message. (The Conversation 11 August 2014)

Knitting patterns were distributed and cheap wool was made available to knitters.

First World War Cover Knitting Book Aust Comforts Fund Vic 1918 ARC
The cover of the sock knitting pattern book ‘Directions for Standard Socks for Our Men on Active Service’. It was issued by the Australian Comforts Fund in 1918 (ARC)

 

In 2012 volunteer knitter Janet Burningham from Wrap with Love found that it took about a day to knit each sock. She used a rare grey sock pattern and Paton’s 8-ply grey wool and needles. Socks were knitted in the round on double-pointed needles leaving no seams.

First World War Knitted Socks reproduction 2012 Fairfax

The iconic sock knitter

The solo woman sock knitter was one of the everlasting iconic images of the war at home in Australia.

The iconic image of The Sock Knitter is a 1915 painting by Grace Cossington Smith found at the  Art Gallery of NSW. The gallery states

The subject of the painting is Madge, the artist’s sister, knitting socks for soldiers serving on the frontline in World War I. Distinctly modern in its outlook, ‘The sock knitter’ counterpoints the usual narratives of masculine heroism in wartime by focusing instead on the quiet steady efforts of the woman at home.

 

Art AGNSW The Sock Knitter Grace Cossington Smith 1915
‘The Sock Knitter’ painted by Grace Cossington Smith in 1915 (AGNSW)

 

Knitting mediating grief

The action of Camden women and others who became wartime sock knitters was an act of patriotism. They were supporting their boys using one of their traditional domestic arts.

Knitting, sewing, and other domestic arts were unpaid war work and a form of patriotism when women in Australia did not replace men at home in the First World War, unlike the United Kingdom. Historian Bruce Scates has written that women invested a large amount of ‘emotional energy’ in their knitting and sewing.

Women were the mediators of wartime grief and bereavement and knitting and sewing groups were women-only spaces where they could comfort each other and ease the loneliness.

Sock solution

Suzanne Fischer writes that the sock problem and trench foot still existed in the Second World War for American troops stationed in Alaska. She states:

Characteristically, Americans finally reduced their trench foot casualties by throwing more technology at the problem. Thee Shoepac system, introduced in 1944, combined a rubber foot and an impermeable outer leather layer with a felt liner to keep feet dry. These boots were also stylish, which increased their use.

 

Updated 17 April 2020; original posted 10 March 2020.

 

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Reflections on the Camden story

What does the Camden story mean to you?

What is the importance of the Camden story?

What is the relevance of the Camden story?

These appear to be simple questions. But are they really?

I have posed these questions in response to the theme of History Week 2020 which asks the question History: What is it good for?

Narellan Studley Park House 2015 IW
Studley Park House sits on the top of a prominent knoll above the Narellan Creek floodplain with a view of Camden township (I Willis, 2015)

 

So, what is the Camden story?

What is the Camden story?

The Camden story is a collection of tales, memories, recollections, myths, legends, songs, poems and folklore about our local area. It is a history of Camden and its surrounding area. I have created one version of this in the form of a 1939 district map.

Camden storytelling is as old as humanity starting in the Dreamtime.

The latest version is the European story started with The Cowpastures in 1795.

The Camden story is about the Camden community.

The Camden story is made up of dreamtime stories, family stories, community stories, settler stories, local stories, business stories, personal stories and a host of others.

These stories are created by the people and events that they were involved with over centuries up the present.

Since its 1997 inception History Week has been an opportunity to tell the Camden story.

Cover  Pictorial History Camden District Ian Willis 2015
Front Cover of Ian Willis’s Pictorial History of Camden and District. This book covers an overview of the Camden story from the First Australians, the Cowpastures, gentry estates, the Camden township, Camden as a little England, the Interwar period, First and Second World Wars, voluntarism, mid-20th century modernism and the approach of Sydney’s rural-urban fringe. (Kingsclear, 2015)

 

What is the relevance of the Camden story?

The relevance of the Camden story explains who is the local community, what they stand for, what their values are, their attitudes, political allegiances, emotional preferences, desires, behaviour, and lots more.

The Camden story explains who we are, where we came from, what are we doing here, what are our values and attitudes, hopes and aspirations, dreams, losses and devastation, destruction, violence, mystery, emotions, feelings, and lots more. The Camden story allows us to understand ourselves and provide meaning to our existence.

Local businesses use the Camden story as one of their marketing tools to sell local residents lots of stuff. There is the use of images, logos, branding, slogans, objects, window displays, songs, pamphlets, newspapers, magazines, and other marketing tools.

Camelot House formerly known at Kirkham, Camden NSW
Camelot House, originally known as Kirkham, was designed by Canadian-born architect John Horbury Hunt for James White. The house was built in 1888 on the site of colonial identity John Oxley’s Kirkham Mill. Folklore says that James White financed the house from the winnings of the 1877 Melbourne Cup by his horse Chester. Under White’s ownership, the property became a horse-racing stud and produced several notable horses. (Camden Images)

 

What is the use of the Camden story?

The Camden story allows us to see the past in some ways that can impact our daily lives. They include:

  • the past is just as a series of events and people that do not impact on daily lives;
  • the past is the source of the values, attitudes, and traditions by which we live our daily lives;
  • the past is a way of seeing the present and being critical of contemporary society that it is better or worse than the past;
  • the present is part of the patterns that have developed from the past over time – some things stay the same (continuity) and some things change.
Camden & Laura Jane & Debbie photoshoot epicure store History Videos CRET 2019[1] lowres
Storyteller Laura Jane is ad-libbing for a short tourist promo for Tiffin Cottage. Camera operator Debbie is issuing instructions and generally supervising the production crew. (I Willis)

History offers a different approach to a question.

Historical subjects often differ from our expectations, assumptions, and hopes.

The Camden storyteller will decide which stories are considered important enough to tell. Which stories are marginalised or forgotten or ignored – silent stories from the past.

Aust Day 2018 Museum Open Frances&Harry
Australia Day 2018. The Camden Museum was open and here are two enthusiastic supporters and volunteers for the museum. They are Frances and Harry Warner. These two larger than life Camden identities have spent their life devoted to the Camden community. They have lived and worked on Camden Park Estate for decades. (I Willis)

 

The historian is well equipped to unpack and peel back the layers of the Camden story.

The tools used by the historian to unravel the Camden story might include: historical significance; continuity and change; progress and decline; evidence; historical empathy; and I will add hope and loss.

An understanding of this process is all called historical consciousness and has been examined in Anna Clark’s Private Lives Public History.

I feel that the themes of History Week 2020 provide a convenient way to wrap up all of this.

The History Council of NSW has recast this in its  Value of History Statement and its component parts and they are: identity; engaged citizens; strong communities; economic development; critical skills, leadership, and legacy.

Just taking one of these component parts is an interesting exercise to ask a question.

Camden Park House Country Road Photoshoot 2019
Country Road fashion shoot at Camden Park House. Have a peek at Camden Park House at the Country Road page and visit us on 21/22 Sept on our annual Open Weekend. (Camden Park House)

 

Does the Camden story contribute to making a strong community?

The Camden story assists in building a strong and resilient community by providing stories about our community from past crises and disasters. These are examples that the community can draw on for examples and models of self-help.

A strong and resilient community is one that can bounce back and recover after a setback or disaster of some sort. It could be a natural disaster, market failure or social crisis.

The Camden story can tell citizens about past examples of active citizenship and volunteerism within Camden’s democratic processes from the past. There are stories about our local leaders from the past who helped shape today’s community in many ways.

The Camden story tells stories about family and social networks that criss-cross the district and are the glue that holds the Camden community together in a time of crisis – social capital.

Active citizenship contributes to community identity, a sense of belonging and stories about others who have contributed to their area contribute to placemaking and strengthening community resilience.

Menangle Promo MilkShake UP
Menangle Milk Shake Up Community Festival organised by the Menangle Community Association in 2017 (MCA)
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Eastern Command Training School, 1939-1945, Studley Park, Narellan, NSW

astern Command Training School, 1939-1945

Studley Park, Narellan, NSW

 

Studley Park was located on the Hume Highway at Narellan. During the war period, its role as a  as defence facility for the Australian Army Service Corps (AASC) School was to conduct infantry training courses.[1] The property was leased in October 1939 by the Department of Defence at £12/12/- per week although it had been first occupied in September.

Studley Park at Night spooky 2017 CNA
Spooky Studley Park House is claimed to be one of the most haunted locations in the Macarthur region. The TV series Home & Away on 3 & 4 October 2018 certainly added to those stories by using the house as a set location. (CN Advert)

 

A report[2] for the defence authorities in 1940 gave a detailed description of the property including a valuation. According to the report the site fronted the Hume Highway, with the rear of the property on Lodges Road. The property consisted of an undulating country that was mostly cleared and grassed and was 193 acres. The soil was clay and land was suitable for grazing, fruit growing, and viticulture. It was felt to be an appropriate site for a country club and golf course or an agricultural school.

The site had been purchased by Archibald Gregory, a company director, in 1933, who had established a golf course. Gregory had converted the house into a high-class residence and the author of the report considered that it was unlikely that the property could be maintained in that state during its occupation by the Army. The report author considered it probable that the entire golf course would have to be reconstructed after occupation.

Narellan Studley Park House 2015 IW
Studley Park House sits on the top of a prominent knoll above the Narellan Creek floodplain with a view of Camden township (I Willis, 2015)

 

Property Improvements[3]

Asset – Valuation

Land- 198 acres – £4,958; House – £6,592; Theatre – £465;  Club House – £1,057; Barn – £370; Swimming Pool – £188; Golf Course – £4,625; Motion Picture Plant, Screen – £750; Rental Value – £25 per week; Improved Value – £20,000.

 

Complaints

During the early occupation of the site by the army, Gregory continued to occupy the house, but by May 1940 his patience had worn thin. He complained to the authorities that the army had occupied the site from September 1939 without payment and had caused considerable disorganisation to his business and considerable damage to his property.

Gregory’s solicitors made representations that the government had published a report in the press in April that the army had decided to purchase the property. Since the publication of the report Gregory’s business had virtually stopped and had resulted in considerable losses.

In April 1940 approval was given for the purchase of the entire property at a cash price of £16,000, including all buildings, property, floor coverings and some furniture. [4]

 

List of property[5]

Golf House – 8 tables, chairs, mirrors, golf lockers, stove, counters, showcase, boiler;

Studley Park house – carpet, lino, wardrobes, tables, stove, bookcases, lounge suite, bedroom suite, tables, toilet stand, dresser, refrigerator, boiler;

Theatre – Theatre talking equipment with amplifiers and sound equipment

After the acquisition of the property by the Department of Defence additional buildings were moved to the site or constructed to house 280 staff and students.[6]

Narellan Studley Park Derelict Army buildings[4] 2015 IW
Derelict army buildings from the Second World War period adjacent to the Studley Park house. (I Willis, 2015)

Officers and Other Ranks

18 July 1940 – Captain Costello[7];

August 1941 – Major Ironmonger, CO, Captain Peach, Adjutant[8];

29 November 1943 – 26 February 1944 – Major John Whitmore, Chief Instructor. Lt Max Cadogan, 17th Battalion, Instructor[9]

Narellan Studley Park Derelict Army buildings[2] 2015 IW
Derelict army buildings from the Second World War period adjacent to Studley Park house (I Willis, 2015)

 School Operations

The Eastern Command Training School conducted courses in tactical instruction on the Vickers machine gun and driving Matilda tanks.[10]

Narellan ECTS Studley Park 1939 Hall& Co AWM
Narellan ECTS Studley Park 1939 Hall& Co AWM

 

Most of the instruction at the school, including artillery, was conducted by the Australian Instructional Corps. The instructors were warrant officers and the chief instuctor was Captain Peters, a Duntroon graduate. Other instructors included W/O Jim Turpie, W/O Johnston, W/O Chad (WW1 veteran).[11]

 

Alan Bailey reports that he would occasionally take mail and quartermasters stores from Narellan Military Camp to Studley Park, usually by horse transport.[12]

Narellan Studley Park House Aerial 2020 LJackson
This aerial view of Studley Park House Narellan in 2020 shows the context of its site location on the knoll of a hill. The WW2 army buildings are behind the main house and just in view. (L Jackson)

 

Pansy Locomotive

In their time off some of the troops would `flag down’  Pansy, and it was reported the driver would pick them up anywhere along the line on the way into Camden. The guard and the driver would wait a reasonable time for the return journey in Camden and they would be rewarded with a bottle of wine, `…the only drink available in take-away form at the time…’.[13]

Exercises

Exercises were carried out on the Nepean River with river crossings, there were day and night exercises around Menangle and Camden Park, bayonet training, anti-gas warfare, range practice with a rifle, Bren Gun, mortars, pistols, sub-machine, carbines, and hand grenades. There were infantry tactics, leadership, supporting arms applicable to the infantry. In 1941 there was also instruction Vickers Machine Gun, Aircraft Identification and protection from air attacks.

All soldiers who attended the courses spoke well of them and Bede Tongs reports that they helped in action as a member of the 2/3rd Infantry Battalion against the Japanese in 1942 New Guinea in the Wewak campaign. The accommodation was two to a tent.[14]

During the war, the School provided married officers and well as single officer’s quarters.[15]

Narellan Studley Park Derelict Army buildings[3] 2015 IW
Derelict army buildings from the Second World War period adjacent to Studley Park house (I Willis, 2015)

Units Attending School

September 1939 – October 1939 – Sydney University Regiment[16]

Early part of the war – 1 Field Brigade, RAA, and various other units: Artillery, Light Horse, Infantry, Signallers;  130 personnel[17];

August 1941 –  3rd Infantry Battalion, AMF, Course Series No 1, Infantry Training; 30 participants in each of 3 platoons – total 90 personnel[18];

1941 – 100-150 personnel[19];

Little contact with townies

The troops at the school had little if any contact with the local community. If they had any time off, such as an hour in the evening, then they tended to walk across the paddock to the Narellan Hotel. It is reported by Sir Roden Cutler, that at such time the Camden Police were understanding enough not to monitor the hotels opening hours too closely.

Cutler stated that Camden was a very quiet pleasant little town  and in their off-duty time they frequented the Camden Inn milk bar, where the owner, his wife and their daughters always gave them a warm welcome.[20] Bede Tongs reports that Camden shops and streets were full of friendly people.[21]

Post-war use

After the war, the military use of the site continued and initially the AASC School was used by the Citizen Military Forces. In 1951 the School took the First Recruit Platoon of the newly formed Women’s Royal Australian Army Corps. During the Vietnam War, the School was used as intelligence centre where troops were introduced to helicopter tactics. The site has also served as the base for Camden Troop of the 1/15th Royal New South Wales Lancers, Second Ordinance Platoon and the Officer Cadet Training Unit (OCTU). [22]

The farmland surrounding the house was leased in 1945 to A Chapman of Kirkham for grazing his cattle.[23]  In 1949 a group of Camden residents approached the Department of the Army to secure all but 18 acres of Studley Park for use as a golf club, and eventually, in 1996 the Camden Golf Club purchased the site.[24]

Narellan Studley Park Derelict Army buildings[5] 2015 IW
Derelict army buildings from the Second World War period adjacent to Studley Park house (I Willis, 2015)

Infantry Wing Syllabus Course

7 June 1941 – 9 July 1941

from the diary of BGD Tongs

Instruction commencing 0945 – Instruction finishing  2200

Tuesday, 8 July 1941

Demonstration of C & C and Practical; Judging distance; Military vocabulary and searching ground;  study of the ground; Demonstration and Observation by night;

Wednesday, 9 July 1941

Lewis Light Machine Gun; Scouts and Patrols; Penetration; Map Reading – Definitions, Conventional Signs, Reference System; Indication and Recognition of targets; Fieldcraft; Military Intelligence;

Narellan Eastern Command Training School Obstacle course Studley Park Narellan 1941 LK Stevenson AWM
Narellan Eastern Command Training School Obstacle course Studley Park Narellan 1941 LK Stevenson AWM

 

Thursday, 10 July 1941

Weapons and their characteristics; Map Reading – Contours and North Points, Direction; Lewis Light Machine Gun; Fieldcraft; Fieldcraft – Epediascope;

Friday, 11 July 1941

Lewis Light Machine Gun; Map Reading – Scales and Protractor, Compass and Intervisibility; Fire Control; Fieldcraft – Individual Stalk, Epediascope;

Saturday, 12 July 1941

Patrol Exercise

Monday, 14 July 1941

Fieldcraft; Bayonet; Rifle; Grenade; Anti-Gas Respirator and Fitting; Attack Rifle; Military Intelligence; Message Writing; Lewis Light Machine Gun; Map Reading – Setting Map and Finding, Own Position;

Tuesday, 15 July 1941

As for 14 July 1941 [25]

Narellan Eastern Command Training School Training class Studley Park 1940 Major EE Bundy SLV
Narellan Eastern Command Training School Training class Studley Park 1940 Major EE Bundy SLV

 

References

[1].AA: SP857/PC681, Studley Park, Dept of Interior, Correspondence, 17 May 1946

[2]. AA: SP857/PC681;  Memorandum from Valuer CH Jackson, 16 February 1940;

[3]. AA: SP857/PC681;  Memorandum from Valuer CH Jackson, 16 February 1940;

[4]. AA: SP857/PC681, Studley Park, Department of the Interior, Correspondence, 16 January 1940 – 7 June 1940;

[5]. AA: SP857/PC681, Studley Park, Department of the Interior, Correspondence, 16 January 1940 – 7 June 1940;

[6].Ray Herbert, Brief History of Studley Park, Pamphlet (Camden: Studley Park Golf Club, 1998)

[7].Camden News 18 July 1940

[8].BGD Tongs, Letter, 16 November 1986

[9].Max Cadogan, Letter to ICW, 18 February 1999

[10].Ray Herbert, ‘Army Spy Centre now a golf course’, District Reporter 5 August 1998

[11]. Sir Roden Cutler, Letter, 21 August 1987; BGD Tongs, Letter, 16 November 1986; George Carter, Letter, 7 November 1986;

[12]. Alan Bailey, Letter, 3 October 1988

[13]. BGD Tongs, Letter, 16 November 1986

[14]. BGD Tongs, Letter, 16 November 1986; George Carter, Letter, 7 November 1986;

[15].Ray Herbert, ‘Army Spy Centre now a golf course’, District Reporter 5 August 1998

[16]. Sir Roden Cutler, Letter, 21 August 1987

[17].Dr John Ratcliffe, Letter to ICW, 18 February 1999

[18]. BGD Tongs, Letter, 16 November 1986

[19]. George Carter, Letter, 7 November 1986

[20]. Sir Roden Cutler, Letter, 21 August 1987

[21]. BGD Tongs, Letter, 29 January 1987

[22].Ray Herbert, ‘Jobs for the girls’, District Reporter 12 February  1999,  29 July 1998, 5 September 1998, 19 February 1999; Ray Herbert, Brief History of Studley Park, Pamphlet, (Camden: Studley Park Camden Golf Club,  1998);

[23]. AA: SP857/PC681, Studley Park, Dept of Interior, Correspondence, May 1945, 1955.

[24].Ray Herbert, ‘Jobs for the girls’, District Reporter 12 February  1999,  29 July 1998, 5 September 1998, 19 February 1999; Ray Herbert, Brief History of Studley Park, Pamphlet, (Camden: Studley Park Camden Golf Club,  1998);

[25]. BGD Tongs, Letter, 29 January 1987

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Being a Historical Detective

A 1915 view of Commercial Banking Co building at corner of Argyle and John Street Camden
A 1915 view of Commercial Banking Co building at the corner of Argyle and John Street Camden

Be a Historical Detective Conducting Historical Research

Overview

Steps involved in being a historical detective and conducting an investigation (historical research).

Like any good TV detective, you should proceed through several steps while conducting your investigation (historical research). You will then be able to solve the historical mystery. These steps are:

1. What is a historical detective?
2. What is historical research?
3. What has to be done in historical research?
4. Plan of action
5. What time and resources will be needed to undertake the research (including costs)?
6. Conduct background research.
7. Gather evidence.
8. Evaluate the evidence.
9. Analyse the evidence.
10. Conduct periodic revue of the research process.
11. Present the evidence.
12. Acknowledge the sources of the evidence.
13. Conclusion.

These steps outline a journey ( a voyage of discovery) you can undertake while conducting a historical investigation.

These steps are only a guide and another detective (researchers) may take a different approach.

There are many paths to the ‘truth’ and ‘enlightenment’. Which one are you going to going to take?

Description of each stage of the historical investigation

1. What is a historical detective?

The proposition that I want you to imagine is that you are a detective and that you are going to go on a voyage of discovery.

To be a historical detective assumes that there is a historical mystery of some sort.

History is full of good mysteries.

What is a historical mystery? A historical mystery is a secret, hidden story or an inexplicable matter that happened in the past. For example, there have always been stories and mysteries about Grandad, Aunt Ethyl and cousin Gertrude.

Exercise:
Consider a historical mystery you might investigate.
What is your historical mystery?
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. What is historical research?

You will solve your historical mystery by conducting an investigation (historical research) and discovering what is involved in unravelling the mystery’s secrets.

During your investigation, you will collect lots of information (eg, facts, statistics). This is the evidence. You will use the evidence to build a picture that will, hopefully, solve your mystery.

While undertaking your investigation you will be involved in finding out lots of stories.

Which story is the ‘truth’? Your version of the ‘truth’ may be different from someone else’s version of the ‘truth’.

3. What are you trying to find out?

Before you start your investigation you should know (at least have an idea about) the question you are trying to answer.

The starting point for your research will involve asking simple questions about the mystery:

• What is it (event)?
• When did it happen (time)?
• Where is it (location)?
• Who is involved (participants, suspects)?
• What are the circumstances (events)?

Then moving to more complex questions:

• Why did it happen (motivation)?
• How did it happen (modus operandi)?

Exercise:
What is the question you are trying to answer?
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

4. Plan of action

Before you start your investigation you should draw up a plan of attack.

You should make a timeline with the steps involved in the investigation.

This is the modus operandi for your research.

This may involve questions like:

• Why am I undertaking this journey in the first place? (motivation)
• Where am I going to start?
• Where am I doing this research project?
• What resources do I need to undertake the research?
• How long will my journey of discovery take me (man-hours)?
• What am I going to do along the way?
• Where am I likely to finish up?

A well-planned investigation will help you from retracing your steps or leaving something out. Do not leave any stone unturned in your investigation.

Exercise:
Where are you going to start your research?
…………………………………………………………………………………………………………………………………………………………………………………….

How long your investigation going to take?
………………………………………………………………………………………….

Once you have estimated the time needed to complete the research. You might find it useful to set several small goals or mileposts. You can tick off each milepost as you reach that particular point in your research.

Exercise:
What are your mileposts?
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Once you have estimated how long the research will take and the steps involved, you need to ensure that you stick to your timetable as much as possible.

5. What time and resources will be needed to undertake the research (including costs)?

You will need to make a list of the resources that are required for your investigation.

These resources could include:
• Administration and office expenses
• Research expenses
• Travel expenses
• Research fees
• Computer hardware and software

6. Conduct background research.

Before you start your investigation you should find out has anyone else been there before you. If there has been previous research you need to know:

• What did they find out?
• Are you re-inventing the wheel?
• Are you actually doing something new?
• Are you simply re-hashing old material? If so you might be wasting your time and energy. Find another historical mystery to solve. There are lots around.

A good historical detective could examine the physical scene of the mystery and obtain the ‘lay of the land’. This could involve a field trip to a site or local study area. You could make observations of the scene (location) and record your observations. It helps you ‘get the feel’ of the investigation.

7. Gather evidence

You should gather the evidence in several forms:

• Written evidence from a variety of sources,(eg, libraries, museums, archives, organisational records, newspapers); or making a field trip and recording your observations (eg, memorials, cemeteries, artefacts, objects)

• Oral evidence by interviewing the participants.

• Pictorial evidence, eg, photographs, illustrations, ‘mud maps’.

8. Evaluate the evidence

This part of your research involves deciding:

(a) Firstly, the type of evidence that you have gathered to solve the mystery.

This will be either primary or secondary evidence (sources)

(i) Primary evidence (sources)

This is evidence drawn from the time of the mystery.

This can include:

Diaries
Letters
Posters
Official records – government records (eg: birth certificates, death certificates)
Newspapers Memoirs Personal records
Maps Sketches Paintings
Photographs Artefacts Objects
Site Anecdotes Ephemera
Songs Poems Cartoons
Advertisements Human remains – skeletons Oral testimony – interviews

(ii) Secondary evidence (sources)

This is evidence that is reconstructed by others about the mystery.

This can include:

• Books,
• TV programs,
• Reports.

(b) Secondly, evaluation involves the validation and verification of evidence.

(i) Validation is confirming the details of the evidence. Is it correct?

(ii) Verification will involve cross-checking evidence.

9. Analyse the evidence.

Now you have all the evidence, what are you going to do with it? You will have to:

Organise and arrange all of the evidence. To do this you will need to summarise the evidence. This could be achieved by:

• Completing a timeline (date order of events), a table, maps, lists, tables, mind maps, charts, storyboards.

• Completing a profile of suspects (participants) involved in the mystery.

• Reconstruct scenarios of the mystery and answer questions like:

  • Why were the participants involved, that is, what was their motivation?
  • Why did these events occur?
  • How did these things happen?

• Taking an empathetic approach to help gain an appreciation of what the situation was like in the past to assist in solving the mystery.

10. Conduct periodic revue of the research process.

Every now and then you need to pause and re-assess your progress. You need to ask yourself several questions. These could include:

• Are you sticking to your timetable?
• Are you staying to your budget?
• Are you getting side-tracked?
• Are you running up to many dead-ends?

You may be forced to take a step back and make some critical judgements about the progress of your research. If you are not achieving your goals, why not?

Be flexible. Take advantage of the unexpected. Adjust to dead ends. Follow unanticipated leads.

11. Presentation of the research.

Once you completed your investigation (gathered all your evidence and you have organised it, verified its authenticity and validated it) you will have to present it.

The results of your investigation could be presented in several ways:

(a) Written:

• Reports
• Essays
• Poems
• Newspaper articles

(b) Audio-visual

• Charts
• Graphics
• TV documentary
• Film
• Drawings
• Photographs
• Poster

(c ) Oral

• Speech
• Play

Within each of these types of presentation, there are different alternatives. For example, you could consider presenting the written component of your research by using any number of different text types:

• Description – to describe a person, place, object or event.
• Recount – to retell past events, usually in date order.
• Explanation – tells how (process) and why (reason) something occurred.
• Exposition – present one side of an issue.
• Information Report – to present information in a general rather than a specific subject.
• Discussion – to give both sides of the issue (for/against).

12. Acknowledge the sources of the evidence.

When you have used material and ideas that are not your own you must acknowledge them. If you do not this it is theft and is called plagiarism. Plagiarism is the theft of another person’s ideas or intellectual property.

Acknowledgement of sources may involve using:

• Footnotes
• Endnotes
• Bibliography
• Reference List
• Further reading

An acknowledgement will involve using a referencing system of some type, for example:

• Oxford
• Cambridge
• Chicago
• Harvard
• MLA (Modern Language Association of America)

The referencing system you chose will depend on your audience and other considerations. Most publications will put their requirements in a style guide.

13. Conclusion.

Finally, at the end of your investigation (historical research): did you find out the ‘truth’?

References and further reading.

Anderson, Mark & Paul Ashton, Australian History and Citizenship, South Yarra: MacMillan Education, 2000.

Black, Jeremy and Donald M MacRaild Studying History, 2nd Edition, Houndmills, Basingstoke: Palgrave, 2000.

Carr, EH, What is History? The George Macaulay Trevelyan Lectures Delivered in the University of Cambridge, January-March 1961, Harmondsworth, Middlesex: Pelican, 1964.

Clanchy, John and Brigid Ballard, Essay Writing For Students, A Guide for Arts and Social Science Students, Melbourne: Longman and Cheshire, 1981.

Coupe Sheena, Robert Coupe and Mary Andrew, Their Ghosts May Be Heard, Australia to 1900 2nd Edition, Melbourne: Longman Cheshire, 1994.

Eschuys, Joe Guest and Phelan, Discovering Australian History/Eschuys, Guest, Phelan, South Melbourne: MacMillan, 1996.

Mabbett, IW, Writing History Essays, A Student’s Guide, Houndsmills, Basingstoke: Palgrave Macmillan, 2007.

McCullagh, C Behan, The Truth of History, London: Routledge, 1998.

Warren, John, History and Historians, in series Access to History, London: Hodder and Stoughton, 1999.

Curthoys, Ann & John Docker, Is History Fiction? University of New South Wales: University of New South Wales Press, 2006.

 

Updated 21 April 2020