Diary Entry Dated February 3rd, 1935

Christopher Orrell

To some a diary may serve as a memory aid, or as a place to collect their innermost thoughts. To others it may function as a type of autobiography, written for an audience with the intention of future publication. Raymond Priestley’s diary is of this latter type. It records the daily happenings of Priestley’s life but they carry the conviction that they will at some time be presented to future readers. Indeed, the diaries were eventually edited and published as The Diary of a Vice-Chancellor.[1] Continue reading “Diary Entry Dated February 3rd, 1935” →

An Antarctic joke and the journey to Australia

Alice Margrison

Antarctic explorer and University of Melbourne Vice-Chancellor Raymond Priestley (1886-1974) kept a meticulous diary detailing his daily activities. This entry comes from the first volume of his “Australian diary” (item no. 1973.0079.00002), covering his activities on Wednesday January 30, 1935. The diary is typewritten, on one side of each page. It appears that Priestly added his own page numbers in handwriting in the top right-hand corner of each page. He also seems have been having trouble with his typewriter, as words have been corrected by hand, with blue ink, replacing letters skipped by the typewriter or cropped by the pages’ edges. Continue reading “An Antarctic joke and the journey to Australia” →

Impoverished Artists

Laurence Marvin S. Castillo

The Daub art magazines produced by the students of the National Gallery Art School offer glimpses into the practices of art pedagogy in mid-twentieth century Australia. The magazines feature essays, short stories, poetry and drawings by students that critically and creatively index the contours of, and contradictions in, the learning institution as a cultural field.

The 1948 issue is particularly revealing of how art was viewed and located in the socio-economic grid of industrialisation after the second World War and it registers student concerns about the apparent subordination of the arts in Victoria’s pedagogical ambitions.

Lucy Kerley’s article, “What Then?,” for instance, lamented the inadequacy of cultural training in the art school. While most students content themselves with skills-based training, Kerley believed that it was also important to pursue a theoretical and discursive intellectual trajectory that would acquaint students with topics like the history of art. She went on to suggest that such gaps stemmed from the lack of state support. Continue reading “Impoverished Artists” →