Bands

Northern Territory
Government House
Education Program
Bands
Produced by Government House Foundation

November 2007
Band 2
Time, Continuity and Change
Historical Architecture of Darwin
Northern Territory
Government House Education Program
Band 2
Knight’s Folly, Fort Hill and Government House

Photograph from Territory Images.

November 2007
Band 2 - Title Time, Continuity and Change:
Historical Architecture of Darwin
Learner Context
Specific links to NT Curriculum Framework outcomes have been identified as Band 2.1, Year 4/5
learners. These teaching and learning ideas may also be used and adapted to suit Band 3
outcomes. Outcomes selected by an individual teacher will depend on the learner context,
teacher focus and prior understandings of learners.
Description
These teaching and learning ideas focus on the historical architecture of Darwin and incorporate
aspects of design, materials and problems encountered when building in the tropics.
Exit Outcomes Indicators Assessment

Constructive Learner 1
Accesses information and • Identify and access Examine articles in ‘The NT
tools from appropriate information from a variety Heritage News’. Prepare and
sources, analyses these and of sources in order to present a report considering the
applies the most relevant source data for a purpose. various architectural changes on
aspects to optimise results. Government House and the
impact these changes have had
Learning Technology P3 on the community in terms of
Learners competently use human and natural resources.
• Use word processing
a range of software that conventions to collate data
creatively enhances and to format and publish a
presentation or report genre.
communication of
information.
Learning Area Outcomes Indicators Assessment
Time, Continuity and Source a wide variety of • Oral/written report on an

Change information to investigate the aspect of change at
architectural history of Government House.
Research past events to
Government House and the
evaluate why change occurs • Organise and label significant
impact of changes on the local
and the impact on the events on a timeline.
community.
community.
• Organisation of a garden
party using the information
gathered from letters and
newspaper articles. Could be
performed as a role-play.
Teaching/Learning Sequence Resources/Notes
Pre-excursion investigation
Impact of change in the local community.
Historical buildings/architecture.
The National Trust

What is the role of the National Trust?
Visit the NT National Trust Website:

- Identify the role of the National Trust Resources:
- Compare listed properties looking for NT National Trust Website –
architectural similarities and differences http://members.iinet.net.au/~ntnt/
and relationship to the specific National site
NT environment http://www.nationaltrust.org.au/
- On a map of the NT, label NT National
Trust listed properties
- Explore resources produced by the
National Trust
- Extension: Explore the National Trust site
for heritage listed properties
Identify a guest speaker and arrange for them to

visit the classroom to discuss with learners Guest Speakers (local architects, stone
aspects of current and historical architecture. masons, Department of Lands, Building
Learners to brainstorm focus of guest lecture Board, lecturers from Charles Darwin
session, and develop relevant questions which University, Place Names Committee,
can be used to: National Trust)
- Write an article for the school newsletter
- Maintain journal for assessment portfolio
- Benefit student design briefs
- Assist with model constructions/diorama
- Provide evidence for a research format
View historical articles in ‘The NT Heritage News’

produced by the NT Department of Lands. • Attachments 1 to 8: Selection of articles
from ‘‘The NT Heritage News”
Conduct a class survey in your school community
to gauge knowledge about history and
architecture of local community buildings.
Introduce concepts:
- Building with stone and why Resources for all bands:

- Common terms • Looking at Darwin’s History
- Mortar and tuck pointing sheets 1/5
- Stone structures
Resources
• Punkahs and Pith Helmets.
Building materials and designs – wood, stone, Video and/or digital camera.
rendering the porcellanite for preservation, Sketching paper – charcoal, pencil
cyclone protection, etc. Student workbook
Where did the stone come from? Who quarried
it? Why did they use this stone? Was this type of
stone used in other parts of Australia?
Look at cooling features such as high ceilings,
punkahs, louvres, ventilation, kitchen away from
living area etc.
Comprehension Activities • Attachment 9: Government House is a

- Government House is a True Survivor True Survivor
- House rich in history • Attachment 10: House rich in history
Excursion – Historical Architectural Sites

Plan excursions to some or all of the architectural
sites listed below. The excursion could focus on
the impact of change. For example, on churches,
police stations, cinemas, the design of Lyons
Cottage against a modern design such as a Resources for all bands
Troppo home.
• Information Handbook Chapters 4-9
Based on the historical sites, consider the
following learning activities that have been
included in the resource section.
Government House:
- Look at the architecture and artefacts at • Attachment 11: Home witnessed Darwin's
Government House and throughout the History
garden; • Attachment 12: History begins at home
- Sketch the various significant architectural • Attachment 13: Heritage-listed site has
features of the house. rich, colourful history
- Observe the portraits of past
Administrators and sketch portrait/record
details of the Administrators.
Esplanade Sites • Attachment 14: CBD Places of Interest
Palmerston Cemetery • Attachment 15: Palmerston Cemetery
Looking at Darwin’s history

- Old Courthouse and Police Station
- Brown’s Mart Resources for all bands
- Excursion to Browns Mart worksheet • Excursion/Activity Worksheets 1/8
- Christchurch Cathedral
- The Mall – Vic Hotel, Star Theatre and the
Colonnade of the Paspaley Building
- Lyons Cottage
- Old Admiralty House
- Methodist Church located in Botanical
Gardens
- Gardens Cemetery
- Burnett House at Myilly Point
- Fannie Bay Gaol • Attachment 16: Fannie Bay Gaol kit
- Historical Walk – Recording Sheet
Other Activities
• Sketches of the buildings when on-site.
• Gather information/data based on what you
see in order to deliver a three minute class
presentation.
• Use choice of black line Government House
masters to label or colour.
• Postcard scenes. Design a set of four
postcards based on historical buildings.
• Prepare a documentary on a site/sites.
• Document sites and take notes for use in a
journal.
Post Excursion Activities – Assessment

• Collate and present a portfolio of sketches.
• Complete focus activity sheets.
• Design a poster – advocating architectural
design of historical buildings and outlining
significant features.
• Construct a 3-D building – based on an actual
historical building, or design your own and
provide a written summary of architectural
features.
• Deliver a presentation on findings.
• Trivia Time – Design a set of questions based
on historical buildings/architecture/people.
• Issues: What do you see as the two most
important issues dealt with by the National
Trust?
• Edit documentary for presentation.
• Present a journal using photographs.
• Critically analyse the features of the tropical
architecture and compare these features to
southern homes.
• Design and present a creative advertising
campaign to promote Government House.
• Look at the timeline on the developmental
stages of Government House and the
Administrators.
Resources
Punkahs and Pith Helmets NT Department of Education

NT National Trust Website – http://members.iinet.net.au/~ntnt/
National Website http://www.nationaltrust.org.au/
Attachments From the Northern Territory Heritage News:

1) Eleven heritage properties declared across the NT
2) Christ Church ruins protected
3) Heritage Assessment for central Darwin properties
4) Early Katherine township restoration work and Burnett-designed
hospital building on Heritage Register
5) Old Alice Court on Heritage Register and Brown's Mart
recognised
6) Town Hall ruins reflect tough times
7) Nightcliff sacred site receives protection
8) Heritage protection for the historic Wesleyan Church
9) Government House is a true survivor NT News December 1994
10) House rich in history NT News December 1993
11) Home witnessed Darwin's history NT News October 1989
12) History begins at home
13) Heritage-listed site has rich, colourful history NT News July 2003
14) CBD Places of Interest
15) Palmerston Cemetery
16) Fannie Bay Gaol
(Northern Territory Department of Arts and Museums)
RESOURCES FOR ALL BANDS
- REFER TO RESOURCE FOLDER
General
1) Excerpts from the House of Seven Gables- A History of Government

House, Darwin by Capt. Paul AR ADC
www.nt.gov.au/administrator/foundation/docs/excerpts_house_of_seven_
gables.pdf
2) Index of Governors, Residents and Administrators of the Northern
Territory
3) Curriculum Vitae of Governors, Residents and Administrators of the
Northern Territory
4) The Residence and its Residents 1870-2003
5) Excerpts from the Northern Territory (Self-Government) Act 1978
Information Sheets
1) History and Role of Administrator

2) The First Residency
3) Last Years and Legacy
4) Interesting Facts
5) Royal and other Notable Guests
6) Darwin Coat of Arms
7) The Australian Coat of Arms
8) The Order of Wearing Australian Honours and Awards
Excursion/Activity Worksheets
1) Site Plan of Government House

2) Government House
3) Government House grounds
4) Map of Darwin City historical sites
5) Descriptions of Darwin City Historical Sites
6) Historic Walk- Recording Sheet
7) Sketches of Historical Buildings
8) Excursion to Brown’s Mart
9) Darwin’s History Sheets 1-17
(From NT Department of Education kit)
Attachment 1
Eleven Heritage Properties
Declared Across the Northern Territory
Christ Church Ruins Protected
Attachment 2
Heritage Assessment for
Central Darwin Properties
Attachment 3
Attachment 4
Katherine Township and
Burnett Hospital
Attachment 5
Old Alice Court and
Brown’s Mart
Town Hall Ruins
Attachment 6
Nightcliff Sacred Site
Attachment 7
Attachment 8
Historic Wesleyan Church
Attachment 9
Government House
is a True Survivor
Government House is a true survivor
Northern Territory News, Tuesday, December 6, 1994

Govt House is a true survivor.
Focus Vocabulary: Survivor Gable Resident Structure

Character Housed Architect Damaged
Questions:
1) Government House is also known as what house? Why?

___________________________________________________________________________
___________________________________________________________________________
2) Notable dates in the history of the house
1870 –
___________________________________________________________________________
1874 –
___________________________________________________________________________
1878 -
___________________________________________________________________________
1887 -
___________________________________________________________________________
1912 -
___________________________________________________________________________
1918 -
___________________________________________________________________________
1942 –
___________________________________________________________________________
3) Why was Government House built?

___________________________________________________________________________
___________________________________________________________________________
4) How many rooms were built in the original house?

___________________________________________________________________________
___________________________________________________________________________
5) What building changes were made by architect John George Knight?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
6) John George Knight was the architect for which other historical buildings?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________
7) What damage was sustained to Government House in the 1887 cyclone?

___________________________________________________________________________
___________________________________________________________________________
________________________________________________
8) What was the riot at Government House known as?

___________________________________________________________________________
___________________________________________________________________________
________________________________________________
9) What damage was sustained by Government House during the bombing of Darwin?
____________________________________________________________________________
____________________________________________________________________________
______________________________________________
10) How many Administrators, Government Residents and Directors have lived at Government
House as at December 1994?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________
House Rich in History
Attachment 10
House rich in history
Northern Territory News, December 29, 1993 - House rich in history
Focus Vocabulary: Esplanade Violation Dignitaries Quarried

Corrugated Defector Porcellanite Officials
Rendered
Questions:
1) What sign of Australian sovereignty at Government House was hit by a bomb in 1942?
________________________________________
________________________________________
________________________________________
________________________________________
2) What was the name of the first Government Resident?
___________________________________________________________________________
3) In what features of the Government House building is tropical architecture demonstrated?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4) The roof of Government House was replaced by what and when?

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
5) What is Government House used for today?

___________________________________________________________________________
___________________________________________________________________________
6) Who lives on the site of Government House?

___________________________________________________________________________
___________________________________________________________________________
Home Witnessed
Darwin’s History
Attachment 11
Attachment 12
History Begins at Home
Attachment 13
Heritage-Listed Site has
Rich, Colourful History
CBD Places of Interest
Attachment 14
Palmerston Cemetery
Attachment 15
Palmerston Cemetery
Topic Focus
Students will research Palmerston Cemetery and discover information on the grave of
the Government Resident for the Northern Territory - John George Knight.
Background
One can learn a great deal about the history of an area by reading the tombstones in the
local cemetery. It is possible to trace the successive patterns of migration and ettlement,
marriage and intermarriage, birth and death, disease and disaster, social status, religious
beliefs and high achievement.
General Questions that can be asked about Cemeteries

1. How does the Cemetery layout reflect community attitudes?
2. How do the graves indicate cultural and religious differences?
3. How do the inscriptions give clues about population health or tragic events?
4. What do the epitaphs tell you about the person buried or who buried them?
5. What attitudes and values are being expressed about religion, death, beliefs,
the value of human life?
6. How does the current up-keep of the cemetery indicate its importance to the
community?
7. How do the inscriptions, layout and headstones suggest continuity and change in
society?
The Protocols of visiting Cemeteries

1. Please remember that many people are sensitive to the deaths of their loved ones
or ancestors or to the religious symbol of their faith.
2. Treat the cemetery with respect.
3. Do not walk on graves or climb or clamber over gravestones, even if they are
broken.
4. Do not speak loudly from one end of the cemetery to the other.
Northern Territory’s Palmerston Cemetery Field Study
Background
George Woodroffe Goyder, the first Surveyor General of South Australia, mapped the
location of the initial cemetery in Darwin (then known as Palmerston) in 1869 (Refer Map
1 below). It was 48 acres in size and stretched out onto the present-day Stuart
Highway. The first burials are dated 1873 and in its forty years of operation, 600 burials
took place. Only about 90 gravestones are evident today, the other 500 are recorded
but their location and layout have been lost. The cemetery was officially closed in 1922.
Diagram of the 48 acres

of original site of the
Cemetery per A.T Wood
Survey 1869, on present
Sub Division at Parap.
Lot 3506 is Palmerston
Cemetery.
Over the past 130 years the cemetery has often been neglected which has resulted in
the destruction, dilapidation and loss of many physical markers. The site, however,
remains an important source of information about the early days in Darwin. Many of
Darwin’s pioneers are buried at this site, including:
David Lindsay Explorer and surveyor who opened up much of Arnhem Land
1822-1922
John George Knight Government Resident for the Northern Territory

16 July 1890 to 10 January 1892
Paul Foelsche The first Inspector of Police
Emiline Lee Hang Wife of one of the wealthiest, most successful miners and
businessmen in the Chinese community
Cemetery Activities
Activity 1 – Cemetery art/architecture

• Do a pencil or charcoal sketch of five of the most interesting monuments.
• Record under each sketch all the written detail that is on the monument.
(Equipment per person: clipboard, pencil and/or charcoal, five pieces of paper)
Activity 2 – Child Mortality

• Record the date of death, age and sex of all children under the age of 15 years.
• Illustrate the deaths on a time line.
• Graph a comparison of the various ages.
• What inferences regarding child mortality in Darwin can you draw from this data?
(Equipment per person: clipboard, pencil/biro, texta colours, ruler, 2 pieces of plain paper
2 pieces of graph paper)
Activity 3 – Immigration
• Locate the graves of all non-Europeans.
• If possible record date of death, age, sex and country of origin.
• What inferences regarding migration to Darwin can you draw from this information?
(Equipment per person: clipboard, pencil/biro, paper)
Activity 4 – Lettering
• Locate and observe as many different types of lettering used on headstones as you can.
• Record through rubbings or by sketches the different types.
(Equipment per person: clipboard, pencil, large crayon or charcoal, paper)
Activity 5 – Death through disaster

• Locate a grave which indicates that death occurred at sea
• Locate the grave of a miner.
• Record all information from these graves which would lead you to infer that these people
died in disastrous circumstances.
(Equipment per person: clipboard, pencil/biro, paper)
Record the following details for J G Knight’s grave and at least 3 other graves.
Ensure that you cover a range i.e. male/female, young/old, Anglo/Chinese.
NAME
DATE OF BIRTH
DATE OF DEATH
AGE AT DEATH
EPITAPH
MATERIALS USED FOR MONUMENT

(eg wood, sandstone, granite, cast iron,
marble and concrete)
SYMBOLISM
(cross, anchor, ivy, dove, angels)
Description and Sketch
SPELLING Archaic forms, Incorrect?

NAME
DATE OF BIRTH
DATE OF DEATH
AGE AT DEATH
EPITAPH

SYMBOLISM

NAME
DATE OF BIRTH
DATE OF DEATH
AGE AT DEATH
EPITAPH

SYMBOLISM

NAME
DATE OF BIRTH
DATE OF DEATH
AGE AT DEATH
EPITAPH

SYMBOLISM

Yrs
100+
100-91
90-81
80-71
70-61
A
G
E 60-51
A
50-41
T
D 40-31
E
A
30-21
T
Mortality Survey – Tally Sheet
H
20-11
10-6
0-5
1869- 1874- 1879- 1884- 1889- 1899- 1904- 1909- 1914- 1919-
1873 1878 1883 1888 1893 1903 1908 1913 1918 1922
DATE OF BIRTH
Attachment 16
Fannie Bay Gaol
Name _____________________________
School _____________________________
Date _______________________________
This kit has been put together from a kit produced by the
Northern Territory Department of Arts and Museums.
Legend
1) Visitors’ Building
2) Guard House
3) Reception
4) Stores
5) Remand Section
6) Medium Security D Wing
7) Medium Security C Wing
8) Infirmary
9) Concrete Slab
10) Guard House
11) Ablutions
12) Separate Confinement
13) Covered Muster
14) Women’s Section
Map of Fannie Bay Gaol
15) Children’s Section

16) Cell Blocks A & B
(Maximum Security)
17) Kitchen and Mess
Plan of Fannie Bay Gaol
WELCOME TO THE FANNIE BAY GAOL
Your mission for today is to answer the worksheet questions as you follow the trail
around. Don’t concentrate too much on getting the right answers, quickly, but have a
good look around. Consider that this gaol is part of Darwin’s early history and has
survived termite attacks, bomb attacks during World War II, and several cyclones.
LOOK AT THE LEGEND ON THE MAP OF THE GAOL.
PLEASE FOLLOW THE TRAILS STARTING AT NUMBER 1.
The Visitors’ Building

Write down a few rules that prisoners had to follow when they had visitors.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Medium Security “C” Wing
What supplies were issued to prisoners?
________________________________________________________________________
________________________________________________________________________
What were the prisoners’ daily duties?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The Infirmary
Who designed the building? _________________________________________________
What year was it built? _____________________________________________________
What happened to the building during Cyclone Tracy? ____________________________
How many people were executed in the Infirmary? ______________________________
What crime did they commit to deserve this sentence?
________________________________________________________________________
Ablution Block
Before this block was built, where did prisoners go to have a wash?
________________________________________________
Separate Confinement
Why would a prisoner be put in one of these cells?

_______________________________________________
_______________________________________________
Muster Area
When were prisoners required to stand on the numbered squares?
________________________________________________________________________
List some other uses for the covered muster shed.
________________________________________________________________________
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
You are now nearly at the end of the trail…….. walk through into the next
building (number 17) where you will find the kitchen and mess.
Kitchen And Mess

As you leave building 17 (the kitchen and mess), you will see a concrete slab marked
number 9 on the goal map. Read the sign. What happened to this building?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
You have now completed a remarkable journey through NT history by visiting

the Fannie Bay Gaol. We hope you enjoyed your visit!
Fannie Bay Gaol Daily Routine
6.50am Bell, wake up, make bed, tidy room,

dress for the day
7.00am Muster, daily notices
7.15am Breakfast
7.45am Return to cells
8.00am Jobs (laundry, scrub floors, kitchen duties,

clean toilet and showers, gardening)
11.45am Muster
12.00pm Lunch
12.30pm Return to cells
3.30pm Jobs
5.00pm Cells – showers
6.00pm Muster and dinner
6.45pm Cells
8.30pm Lights out

Fannie Bay Gaol Worksheet
1) What is the full name of the gaol?
_____________________________________________________________________
2) When was it built?
_____________________________________________________________________
3) Write down notes about what you see in each part of the gaol as you visit them:
Visitor’s Room (Entrance)

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Remand Section
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Cell Blocks A and B
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4) How would you feel if you were locked in here?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Sketch of Fannie Bay Gaol
Band 2
Civics, Governance and Social Justice
Role of The Administrator of the Northern Territory
Northern Territory
Band 2
John Anderson Gilruth, first Administrator of the Northern Territory of the Commonwealth of Australia
Photograph from The Gilruth Collection
Northern Territory

November 2007
Band 2

November 2007
Band 2 - Title Civics, Governance and Social Justice:
Role of the Administrator of the Northern Territory
Learner Context
Specific links to NT Curriculum Framework outcomes have been identified as Band 2.3, Year
4/5 learners. These teaching and learning ideas may also be used and adapted to suit Band 3
outcomes. Outcomes selected by an individual teacher will depend on the learner context,
teacher focus and prior understandings of learners.
Description
Teaching and learning ideas focus on the historical and current roles of the Administrator of the
Northern Territory.

Constructive Learner 3 • Identify groups to which • Learners to interview a
Participates in efforts to they belong and recognise broad selection of family
value diversity and social the ways their attitudes, members to identify the
responsibility through active beliefs and behaviour are various ways that members
and informed involvement in influenced. engage in the community
chosen areas within the through social, religious,
family and community. sporting, academic
involvement. Collate the
information and present in
an appropriate format to
the class.
Soc 2.3 Civics, • Discuss what it means to be • Learners to investigate,

Governance and active in the community. classify and present the
Social Justice • Value and respect various events, activities
Make informed decisions and differences and similarities. and roles of the
choices about immediate Administrators and analyse
local issues and define social how the nature of events
justice and its relevance to has changed over the years
societies. to reflect changing
community attitudes.
• Visit the Government House website and Resource: Government House website
consider: http://www.nt.gov.au/administrator
- the role of the Administrator;

- the role of the Governor-General • Attachment 1: A for Administrator
and the relationship with the • Attachment 2: The Role of the Administrator
NT Administrator through the – Spelling words
NT Self Government Act 1978;
- Worksheet – A for Administrator. • Attachment 3: The Role of the Administrator
– Word Search
• Attachment 4: Administrators of the Territory
– Word Search
• Attachment 5: Comprehension Activities:
- History and Role of the Administrator
- The Role of the Administrator
• View the Administrator’s diary on the

Government House website. In year Resources for all Bands, Information Sheets
groups, learners can investigate, classify 1) History and Role of the Administrator
and present the various events and
activities that the Administrator has
been involved in. Analyse how the
nature of events has changed over the
years and provide reasons.
• Source details about the history of

previous NT Administrators and create a
class timeline. Learners in pairs to Resources for all Bands, Resources
select an Administrator on which to 2) Index of Governors, Residents and
source information and prepare a Administrators of the Northern Territory
report. Consider:
3) Curriculum Vitae of Governors, Residents and
- the impact of change in the Administrators of the Northern Territory
community as a result of
5) Excerpts from the Northern Territory (Self-
administrative strengths and
Government) Act 1978
weaknesses brought to the position;
- how changes to the house and garden
affected groups of people such as the
Aboriginal and Chinese people;
- The influence of Federation and
changes in Federal and local
government.
• Learners to source, research and

investigate various newspaper articles • Attachment 6: The surprising stories of NT's
relating to the history of NT Administrators
Administrators.
• Attachment 7: Eric says: Don't axe my old job
• Attachment 8: Role of NT Administrator
• Examine situations of conflict in history,
such as the Gilruth rebellion. Consider
the differing points of view of Gilruth • Attachment 9: John Gilruth
and union members during the Darwin
uprising. (PES History NT Open Education Centre)
• Investigate classroom decisions and
compare.
• Undertake an Excursion to Government
House. • Information Handbook chapters 4 to 9
- Look at the architecture and artefacts
in the House and garden;
Resources for all Bands, Worksheet 9,
- Sketch the various significant Activity Sheets 1-3
architectural features of the House;
- Observe the portraits of past
Administrators and sketch a portrait of
one of them.
• Examine what investitures are and how Resources for all Bands
people obtain awards. Information Sheet 8
• Perform a mock Investiture

ceremony/role play. Teachers can use • Attachment 10: Investiture Role Play
this as a self-esteem boost for learners. Resource: http://www.itsanhonour.gov.au/
Example:
This award is for Kerry Gunner who
always follows through with her
promises
• Learners to research the different types

of awards presented by their school and
what that informs us about our values.
• Learners to read school newsletters and

newspapers to see what our society
values in the present day. Then
compare these values with the values of
the past.
Resources • Information Handbook chapters 4 to 9
Government House website http://www.nt.gov.au/administrator

Investiture website http://www.itsanhonour.gov.au/
Attachments
1) A for Administrator
2) The Role of the Administrator – Spelling Words
3) The Role of the Administrator – Word Search
4) Administrators of the Territory – Word Search
5) Comprehension activities:
- History and Role of the Administrator
- The Role of the Administrator
6) The surprising stories of NT's Administrators
7) Eric says: Don't axe my old job
8) Role of NT Administrator
9) John Gilruth (PES History NT Open Education Centre)
10) Investiture Role Play
General

gables.pdf
Territory
Northern Territory
Information Sheets


2) Government House
A for Administrator
Attachment 1
A FOR ADMINISTRATOR
Look at the privileges and responsibilities.

Colour the privileges (red) and responsibilities (blue)
Lives in Government House Conducts Investitures Is the Queen’s representative

in the Northern Territory
Has a Chef Presents Awards Is called “Your Honour”
Is the Patron of many Hosts special ceremonies Has to attend many public
associations functions
Has the opportunity to travel Meets important people Receives some

complimentary tickets to
Darwin Entertainment Centre
events.
Has a personal driver Is accessible to all the Presents a speech at the

residents of the Northern Opening of Parliament.
Territory
Which of these privileges would you like to have and why?
Which of the responsibilities is the most difficult? Why do you think that?
______________________________________________________
______________________________________________________________________________
The Role of The Administrator
Spelling Words
Attachment 2
The Role of the Administrator
SPELLING WORDS
advise
appoint
authority
parliament
awards
cultural
buildings
parades
wreaths
community
executive
honours
present
session
role
request
role
youth
speaking
public
duties
Attachment 3
The Role of The Administrator
Word Search
WORD SEARCH PUZZLE
S P K J T C P Y Y M R F B L E
E A R J P Q I T B A M O R T X
D C K B B U I L D I N G S N E
A X O T H R R S B S A C P E C
R V U M O O H O E U U M R M U
A Q Q H M T N I L L P R E A T
P F T Q A U T O T E I T S I I
U U T E S U N U U R X V E L V
A J R N D T R I E R V I N R E
I W X Q I A L Q T M S A T A S
S W M L L O U L I Y R O K P D
G N I K A E P S E S S I O N R
T V G C S L M P T E S I V D A
R M H T H L K A A Y O U T H W
S K U D U G F F T D T J I M A
ADVISE APPOINT
AUTHORITY AWARDS
BUILDINGS COMMUNITY
CULTURAL DUTIES
EXECUTIVE HONOURS
PARADES PARLIAMENT
PRESENT PUBLIC
REQUEST ROLE
SESSION SPEAKING
WREATHS YOUTH
Attachment 4
Administrators of the Northern Territory
Word Search
Administrators of the Territory
WORD SEARCH PUZZLE
A X T P P E G A N R N S N S X
R N H T A A B I E O N M D R G
K Q I P O B S H L O T A S T L
Z X A C O C C C S R S T M R G
T G V T T R S R H H U C I E M
S H T H A O A I W E A T T B U
W A G S V P M O O R I V H R I
E W L I K G O A E E X E N E R
D J J G N D Y Y T P S O O H H
D E A N U K R E V I R D S J E
E C I R P O P Y W A S N L V A
L Y Q R S V D T C H A N E Y D
L M C N O R E Y S F P O N R S
X Y P I G N J T V H P C P Y G
U R Q U A R T L L E H C T I M
ABBOTT ANICTOMATIS
ARCHER ASCHE
CAREY CHANEY
CONN DASHWOOD
DEAN DOUGLAS
DRIVER GILRUTH
HERBERT KNIGHT
MITCHELL MUIRHEAD
NELSON NOTT
PARSONS PRICE
SCOTT SMITH
WISE WEDDELL
EGAN
The History and The Role
of The Administrator
Comprehension Activities
Attachment 5
History and Role of the Administrator
1) Where does the Administrator live? ____________________________________________
2) What is the function of Government House? _____________________________________

________________________________________________________________________
________________________________________________________________________
3) The duties of the Administrator include: __________________________________________
4) What are the responsibilities of the Administrator’s spouse or partner?

5) Look at the history of the Northern Territory Administrators and their roles
Administrators Responsibilities
Finniss – the first Government
Resident in the NT
NT Administration Act 1910
Administrator position
downgraded to Director 1919
The Northern Australian Act 1926
The Northern Australian Act 1947
Administrator advised by Administration Council 1957
The Northern Territory (Self-Government) Act 1978
6) The Administrator of the Northern Territory is appointed by the following process:
7) Parliamentary responsibilities of the Administrator include the passing of a Bill.

This process involves:
1) Who appoints the Administrator? __________________________________________
2) The role of the Administrator is similar to that of _

_____________________________
3) List four duties of the Administrator within the community:

a)____________________________________________________________________
b)____________________________________________________________________
c)____________________________________________________________________
d)____________________________________________________________________
4) Why are investitures held?
5) What happens to a proposed law after it is

passed by the Legislative Assembly?
6) The Administrator appoints to specific_________________________________ Ministers

chosen from the ________________________________ party with the most
___________________ elected members which forms the G_____________________
The Surprising Stories of the
Northern Territory’s Administrators
Attachment 6
Attachment 7
Eric says
“Don’t axe my old job”
Attachment 8
Role of the
Northern Territory Administrator
John Gilruth
Attachment 9
This information has been taken from PES History NT Open Education Centre
Section 1
Gilruth – The first commonwealth
administrator
1. Compare and contrast the sources in this section in relation to Dr Gilruth’s
character. You may also use the picture as supporting evidence. You need to
determine the image being presented of Gilruth’s character and the strengths
and weaknesses of each source in describing or illustrating his character.
(2 to 3 paragraphs)
2. Examine the reasons for the dissatisfaction with Dr Gilruth’s administration
and explain how this caused the Darwin Rebellion.
(1 page or 3 to 4 paragraphs)
Section 3 – Assessment of
Gilruth’s administration
3. Analyse and evaluate the strengths and weaknesses of the following three
sources: a) The Secondary source by Powell, b) The Royal Commissioner’s report
and c) The response by Gilruth. (3 paragraphs)
AN ADDRESS
DELIVERED BY
HIS HONOUR THE

ADMINISTRATOR
AT THE
GILRUTH MARCH
RE-ENACTMENT
ON
MONDAY 2 MAY 1998
GILRUTH ADDRESS
WHEN I CAME HERE I HAD HIGH HOPES, THE HIGHEST FOR THE NEW WORLD
I WAS TO OVERSEE.
I HAD A VISION FOR THE DEVELOPMENT OF THE NORTH-WEEKLY TRAINS

RUNNING EXPRESS FROM PORT AUGUSTA TO PALMERSTON, THE VICTORIA
AND ROPER RIVERS BUSY AS THE RHINE OR MISSISSIPPI AND HARNESSED
FOR ELECTRIC POWER, FLOURISHING FARMS AND STATIONS ON THE BARKLY
TABLELAND AND THE GROWTH OF DARWIN AS A GARDEN CITY SETTLED BY
HARDWORKING MEN AND THEIR FAMILIES.
BUT I AM NOT ANSWERABLE TO YOU. YOU HAVE NO AUTHORITY OVER ME,

AND IF YOU THINK YOU HAVE, YOU ARE MISTAKEN AND MISLED.
MY DUTY IS TO THE MINISTER DOWN SOUTH WHO APPOINTED ME. AND IT’S
ONLY TO HIM THAT I’LL ANSWER – IF AND WHEN HE ASKS ME.
IT HAS NEVER BEEN MY DUTY, MUCH LESS MY DESIRE, TO ADDRESS A

RABBLE. FOR THAT’S WHAT YOU ARE – MAKE NO MISTAKE. AN ILL-INFORMED
MOB OF LAZY MALCONTENTS, STIRRED UP BY THOSE SELF-APPOINTED
BRAGGARTS WHO CALL THEMSELVES YOUR LEADERS.
YOU CAN EXPRESS YOUR OPINION, AND YOU HAVE. I’VE HEARD IT. THERE
ARE BETTER AND MORE CIVILISED WAYS OF EXPRESSING OPINIONS. LET US
NOT FORGET, YOUR OPINION DOESN’T MATTER. WHO DO YOU THINK LISTENS
TO YOU?
(TURNS BACK)
I REFUSE TO JUSTIFY MYSELF, MY ACTIONS, OR ANY ACTIONS TAKEN BY MEN
I’VE APPOINTED.
HOW DARE YOU PRESUME TO QUESTION ME? THE ADMINISTRATION IS THE

LAW AND YOU ARE IN CONTEMPT OF IT.
IT SHAMES ME TO SEE A POPULATION SO DISGRACE ITSELF, ONLY DAYS

AFTER THE END OF THIS BLOODY AND TERRIBLE WAR.
HOW CAN YOU CALL YOURSELVES TRUE AUSTRALIANS? HAVE OUR SOLDIERS
SACRIFICED THEMSELVES FOR YOU – A YOWLING PACK OF INGRATES AND
TROUBLEMAKERS?
YOU BLAME ME FOR EVERYTHING, YET THESE TROUBLES ARE OF YOUR OWN
MAKING. YOU LIVE IN AN ISOLATED TROPICAL VILLAGE IN WHICH RUMOUR
AND GOSSIP ARE RIFE, SPREAD BY THOSE MALICIOUS SELF-INTERESTED
MEN AMONG YOU WHO HAVE NOTHING BETTER TO DO.
(TURNS BACK)
OF COURSE I’VE GOT POWER, IT WAS GIVEN TO ME BY THOSE WITH EVEN

GREATER POWER. IF COMES FROM HE WHO HAS POWER OVER ALL. IT IS NOT
MINE TO GIVE AWAY, IT CAN’T BE BOUGHT, NOR BARGAINED FOR. IT IS
ABSOLUTE – OTHERWISE THE VERY FOUNDATIONS OF GOVERNMENT WOULD
FALL.
LOOK AT ME IF YOU WILL – YOU WON’T SEE A MAN WHO’LL BACK DOWN. DO I
LOOK LIKE MAN WHO’D BE INTIMIDATED BY YOU? THE POWER VESTED IN ME
IS A SACRED TRUST. I WAS SENT HERE TO ADMINISTER IT – AND I WON’T BE
GOING UNTIL I AM CALLED AWAY BY THOSE WHO SENT ME.
Investiture Role Play
Attachment 10
INVESTITURE ROLE PLAY
“LADIES AND GENTLEMEN WOULD YOU PLEASE STAND.”
“LADIES AND GENTLEMEN,
THE ADMINISTRATOR OF THE NORTHERN TERRITORY.”
(PLAY “SCHOOL SONG” OR NATIONAL ANTHEM)
“PLEASE BE SEATED.”
(ADMINISTRATOR HAS THE WRITTEN AUTHORITY IN FOLDER)

ADMINISTRATOR READS AUTHORITY
ADMINISTRATOR READS SPEECH

(SPEECH INCLUDED OR CAN BE RE-WRITTEN BY TEACHER)
ACCOMPANYING ADULT TO READ AWARD OUTLINE
ADMINISTRATOR TO PRESENT AWARDS
INVESTITURE CONCLUDES
“LADIES AND GENTLEMEN THAT CONCLUDES THE FORMALITIES.”
OFFICIAL PHOTOGRAPHS
REFRESHMENTS AND FINGER FOOD SERVED
ADMINISTRATOR RETIRES
GUESTS DEPART
INVESTITURE ROLE PLAY
“LADIES AND GENTLEMEN, IT IS MY PRIVILEGE TO INVEST THOSE
PERSONS WHO RECEIVED APPOINTMENTS AND AWARDS IN THE
HONOURS LIST.
I DO THIS AT THE DIRECTION GIVEN TO ME BY HIS EXCELLENCY,
MAJOR GENERAL MICHAEL JEFFERY, GOVERNOR-GENERAL OF
AUSTRALIA AND BY VIRTUE OF THE POWER CONTAINED IN THE
WARRANT GIVEN AT GOVERNMENT HOUSE, CANBERRA, UNDER
THE SEAL OF THE ORDER OF AUSTRALIA.”

Investiture Role Play - Speech
“Distinguished Guests, Territorians, Ladies and Gentlemen, this is a proud occasion.
Since the earliest times it is has been the practice of most States and Countries to
recognise the contributions made by their outstanding citizens with the award
insignia, symbols and emblems.
For over a hundred years Australia was served by the British Imperial System of
Honours and Awards, but this changed in 1975 with the introduction of the Order of
Australia and Australian Bravery Decorations.
In 1994, a series of military and civil occupation awards were added to the existing
two categories, giving Australia the honours system it had sought for so long – a
system that genuinely belongs to the people and the nation it serves.
Today, I will present an award to a number of people who have made an outstanding
contribution to their school community and to this Nation through their actions and
achievements.
These people are not just being honoured by people of Darwin, or just by the people
of the Northern Territory. The nominations for their awards came from those who
have worked closely with them, and from those who have benefited from service
they have given.
Today it is my privilege to honour these people on behalf of all Australians.”

Investiture Role Play – Example of a Real Award
THE ORDER OF AUSTRALIA
AUSTRALIA DAY 2003 HONOURS LIST
Appointed a Member of the Order of Australia

in the General Division
Professor David Sulman Carment AM

For service to the community, particularly through the National Trust of Australia, as
an advocate for the protection of Northern Territory cultural heritage, and to the
scholarship and dissemination of knowledge of Northern Territory history.
Professor David Carment has been working as Dean, Faculty of Law, Business and Arts, Northern
Territory University since 2001. He was Associate Dean, Research and Postgraduate Studies,
Faculty of Law, Business and Arts from 1999 to 2001.
From 1996 to 2001 Professor David Carment was the Professor of History, Faculty of Arts and
Faculty of Law, Business and Arts. He has held a number of other positions at the Northern
Territory University dating back to the University College in 1986.
Professor Carment was Vice-President Federation of Australian Historical Societies from 1994 to
2000 and newsletter Editor/ Secretary from 2000 to 2002. He also served on the Historical
Society of the Northern Territory and as a member on the Journal of Northern Territory History
Editorial Board.
He was made an Honorary Life Member of National Trust of Australia (Northern Territory) in
1995; was President from 1991 to 1993; Chairman, Executive Committee from 1990 to 1993;
and Chairman, Cultural Heritage Committee from 1986 to 1990. He has been a member, Council
and Executive Committee, since 1985 and Director from 1981 to 1984.
Professor Carment is a Fellow of the Australian College of Education (Northern Territory), a

Member of the Northern Territory Literary Awards Committee and has been the President of the
Australian Historical Association since 2002.
Investiture Role Play – Example Awards
SCHOOL SERVICE MEDAL
Miss Jo Smart
For outstanding school service in the role of lunch order monitor in the classroom.
Jo has been a monitor for four months and during this time has ensured the lunch
orders have been placed and collected daily.
Miss Jo Smart (present award)
COMMENDATION FOR ACTIVE SCHOOL SERVICE
Master Jack Clever
For displaying outstanding sportsmanship during the physical education classes.
Jack is encouraging and supportive of his peers. He is a team player who displays all
the attributes of good sportsmanship.
Master Jack Clever (present award)

Band 3
Northern Territory
Band 3
Darwin citizens attending a speech by Mr Justice S.J. Mitchell on New Year’s Eve, 1911,
marking the transfer of the Northern Territory from South Australia to the Commonwealth.
Photo from Territory Images.

November 2007
Learner Context
Specific links to NT Curriculum Framework outcomes have been identified as Band 3.1,
Year 6/7 learners. Outcomes selected by an individual teacher will depend on the learner
context, teacher focus and prior understandings of learners.
Description
These teaching and learning ideas focus on learners investigating the involvement,
perspectives and contributions of various Northern Territory Administrators and how their
values influenced groups and individuals and led to events that impacted on the community.

Inner Learner 6 • Investigate what life was Learners to develop and present
like in early NT history, a creative advertising campaign
how change occurred, and to promote ongoing
Explains how the past,
how change influenced the maintenance in order to retain
present, and future,
community today. Government House as a
contribute to one’s own
significant and important
identity and broadens life
presence. The audience will be
choices and directions.
Territorians, so it will be
necessary to present relational
aspects of the past, present and
Learning Technology P3 future.
Learners competently use Learners to research past and

a range of software that present Administrators, collate
creatively enhances • Use word processing information and creatively
presentation or conventions to format and present this to the class through
communication of publish original text. technology.
information.
Learning Area Indicators Assessment

Outcomes
Soc 3.1 Time, Continuity • Investigate the Learners to examine the various
and Change involvement, perspectives roles and responsibilities of
Investigate the past and and contributions of Administrators from early NT
how events have impacted individuals and groups in history to current time and to
on individuals and groups. Northern Territory history. undertake a comprehensive
study, identifying the changes
that occurred and how those
changes have influenced the
current role of the
Administrator.
• As a reference, learners to access Resources for all Bands, Resource 1:

articles and information in the resource www.nt.gov.au/administrator/foundation/docs/
section and further source data to excerpts_house_of_seven_gables.pdf
develop a timeline that represents
significant factors in the NT.
• Jigsaw puzzle activity: In groups,

learners to be given pieces of a puzzle
(cut up pictures of Government House
from various periods). Learners to walk
around the groups adding or taking
pieces that are needed for the
completion of the puzzles.
• As a group, learners to contrast their

puzzle and stick onto the middle of an
A3 template. Groups to come together
and place their respective puzzles into a
timeline.
Learners to:
- Estimate the year their respective Resources for all Bands: Resource 3:
picture relates to.
- Find pictures of the Administrators Curriculum Vitae of Governors, Residents and
and significant events of that time. Administrators of the Northern Territory
- Paste pictures/illustrations around
the puzzle.
• Use this as a catalyst for learners to

write a research report about
Government House, the Administrator • Attachment 1: Pro forma for a Biography of
that resided in Government House and an Administrator
historical events that took place.
Learners may prepare a ‘Biography of
an Administrator’ using the attached
pro forma.
• Learners to gather data about the

Gilruth rebellion. Examine the view
points of groups and individuals in
relation to this significant event in
Darwin. Before investigating the
rebellion, learners will need to look at: • Attachment 2: Who’s in charge?
- How decisions are made. Refer
• Attachment 3: History of Australian Unions
“Who’s in Charge worksheet”.
- The role of unions. Consider a guest • Attachment 4: Discovering Democracy unit
speaker to the class. ‘People Power’
- The ‘History of Australian Unions’.
• Learners to look at descriptions of
Administrator Gilruth and note whether • Attachment 5: Descriptions of the first
each attribute is positive or negative. Administrator
• Teacher to hand out to each group of • Attachment 6: Issues in the Gilruth rebellion
students a worksheet on issues in the
Gilruth rebellion. Learners will need to
discuss and decide if the Administrator
was to blame or not. Learners will
complete a written pro forma with
findings.
• Learners to read newspaper article

Rebel Crowd Rocks Town and • Attachment 7: Rebel crowd rocks town
Administrators chart. Learners to make • Attachment 8: Administrator's Chart
a comment on the ‘Extent Barometer • Attachment 9: Extent Barometer
worksheet’.
• Gilruth March re-enactment: Learners

to use script to role-play the event. • Attachment 10: Gilruth March Re-enactment
• Investigate the symbolism of the

Administrator and identify which
traditions have not changed. Use old
newspaper articles to investigate the
values of the day.
Develop and present a creative advertising

campaign to promote the ongoing For technology learning presentations, learners
maintenance to retain Government House. will require a range of materials such as video or
The audience will be Territorians, so it will digital camera, scanner and relevant software for
be necessary to present relational aspects editing.
of the past and future.
Attachments
1) Proforma for a Biography of an Administrator
2) Who’s in charge?
3) History of Australian Unions
4) Discovering Democracy Unit ‘People Power’
5) Descriptions of the first Administrator
6) Issues in the Gilruth rebellion
7) Rebel crowd rocks town
8) Administrator's Chart
9) Extent Barometer
10) Gilruth March Re-enactment
General

gables.pdf
Territory
Northern Territory
Information Sheets


2) Government House
Attachment 1
Biography of an Administrator
BIOGRAPHY OF AN ADMINISTRATOR
Name: ______________________________________
PHOTO OF
Date of birth and death: ___________________ ADMINISTRATOR
______________________________________
Period of time as Administrator:
____________________________________________
Family Information:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
How is the work of this Administrator remembered?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What significant events occurred during the term in office?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Why do you think this person should or should not be remembered?
__________________________________________________________________________________
__________________________________________________________________________________
Who’s in Charge?
Attachment 2
Who’s in charge?
Describe a decision at school made by:
You ______
Your class ______
Your teacher ______
The Student Council ______
The Staff (teachers) ______
The Parent Council ______
The Territory Department of Education ______
The Australian Government ______
Who Decided:
The number of hours you have to attend school? ______
The different subjects you have to study? ______
The school uniform? ______
Times for lunch break? ______
Your homework? ______
How to design your science project? ______
Class rules? _____

A Short History of
Australian Unions
Attachment 3
A Short History of Australian Unions
Key moments and achievements of the union movement over the last two hundred years
from convict rebellions over work and living conditions, through to more recent struggles
for maternity leave, superannuation and accident compensation.
The First Two Hundred Years
1788-1849
In this period New South Wales was settled as an English penal colony after the landing
of Captain Phillip on 26th January, 1788. The majority of First Fleeters, the convicts,
certainly deserve to be called workers, and their struggles were a lead up to unionism in
Australia. Some notable occurrences were:
1791 Convicts Strike: demanding daily issue of rations, not weekly issue.
1804 Castle Hill Rebellion: protest on conditions and rations.
1822 James Straighter, convict shepherd sentenced to 500 lashes, one month solitary
confinement on bread and water, and five years penal servitude for ... "inciting his
Masters' servants to combine for the purposes of obliging him to raise the wages and
increase their rations".
1828 Masters and Servants Act of NSW provided that ... "servants could be imprisoned
and have their wages forfeited for refusal to work or for destruction of property, and that
Masters found guilty of ill-usage should be liable to pay damages up to 6 months wages"
1829 Typographers, supported by carpenters, successfully strike for payment in sterling,

against currency reform, which threatened the value of wages.
1830 Shipwrights union formed.
1831 Boatbuilders union formed.
1833 Cabinetmakers union formed.
1838 Society of Compositors strike and win wage increase of 5s5d per week.
1840 Society of Compositors campaign to restrict the number of apprentices. The

government uses convict compositors as strike-breakers.
1843 Economic depression leads to the formation of the Mutual Protection Society to
protect the interests of the middle and working classes of N.S.W
1844 The Early Closing Movement seeks the reduction of working hours from 14 hours
to 12 hours per day.
1848 Political activity of the working class leads to the formation of the
Anti-Transportation League.
1850-1900
This period saw the early development of Australian trade unions. Legislation had existed
in Britain that outlawed unions, similar in intent to the Masters and Servants Act, until
the passing of the Trade Union Act in 1871. The English and Irish anti-union legislation
was not particularly successful in those countries, nor did it prevent union activity in
Australia. Transportation ended in the eastern states in 1853, in W.A. in 1868. Various
craft unions were formed. Gold was discovered in Bathurst in 1851.
1850 Stonemasons union formed.
1854 The Eureka Stockade results in the deaths of 10 Irish, 2 Scots, 2 Canadians,
2 English, 2 Germans and 1 Australian.
1856 The 8 Hour Day Movement is formed by the Stonemasons in Melbourne and
Sydney. Melbourne Trades Hall Committee help unions to co-operate with each other.
1869 Men of the Coranderrk Aboriginal Station Victoria demand wage payments for their
labour and official tenure of the station.
1870 The Sydney Trades and Labor Council formed.
1873 The Amalgamated Miners Association formed.
1873 The first Seamans Unions formed in Sydney and Melbourne.
1878 The Seamans Union organises the maritime strike against the use of cheap
Chinese labour by the Australian United Steam Navigation Company.
1879 The Inter-Colonial Trade Union Congress - the forerunner of the ACTU - is formed.
Congress unanimously opposes Chinese immigration.
1881 The N.S.W. Trade Union Act is passed giving union rights and registration.
1882 The Victorian Tailoresses Union is formed, as is the Waterside Workers Union.
1884 The Intercolonial Trade Union Congress is attended by women delegates.
1885 The first Board of Arbitration resolves the dispute in favour of the workers.
1886 The Shearers Union formed.
1890 Employers form the employers unions - the Pastoralists Union the Chamber of
Manufacturers and the Steamship Owners Association.
1891 The Shearers Union strike over freedom of contract.
1892 Miners strike in Broken Hill over wage cuts and employment of scabs.
1894 The Shearers Union strikes again on same issues. The Masters and Servants Act is
used against the union - 23 years after England proclaimed the Trade Union Act.
Women win the right to vote - for the first time in the world - in South Australia.
1896 Intercolonial Trade Union Congress resolves to extend the restrictions on Chinese
immigration to all non-European peoples.
1900-1939
The experience of the 1890's convinced unionists that legislation establishing Arbitration
and Conciliation Courts was required. During the period to 1904 the Australian Labour
Federation was formed, the first Labor government in the world was elected in
Queensland and the first federal Labor Government was formed in 1904.
1901 Union membership 97,200 (population 3,774,000). NSW Industrial Arbitration Act
passed.
1902 Women in NSW and Commonwealth receive the vote.
1904 Australian Conciliation and Arbitration Commission established.
1907 The Minimum Basic Wage is established by Mr Justice Higgins in the Harvester
Award.
1911 Union membership 364,700
1912 Strikes in Brisbane over the Tramways Co. refusal to recognise members' right to
wear union badges.
1918 The Australian Workers Union formed by rural worker organisations.
1920 44 hour week awarded to timberworkers and engineers. Others follow suit.
1921 Union membership 703,000.
1926 Federal Crimes Act amended to apply to unions - known as the "Dog Collar Act".
1927 ACTU is formed.
1930 Women are receiving 54% of male wage rates.
During the Great Depression the Industrial Court abandons the "needs" concept of wage
fixing and introduces a 10% wage cut.
1931 Union membership 769,000.
1937 The "Dog Collar Act" is applied to waterside workers who refuse to load scrap iron
for shipment to Japan.
1939 - 1983
World War 2 had a big impact on the Australian workforce. Women entered the
workforce in large numbers and, for the first time, many earned wages close to male
rates. Large scale post-war migration started to change the nature of the workforce and
Australian culture. The Liberal-Country Party was elected to govern Australia for almost
30 years. Australia's involvement in the Vietnam War generated a mass anti-war
movement involving some unions. The short term of the Whitlam Labor Government
(72-75) saw a number of significant reforms including equal pay (in principle).
1939 As a result of the second World War, women replace male workers in a wide
range of industries. Workbased child care facilities are provided and most receive 90% of
male rates.
200 of Cummeragunga (NSW) Reserve's 300 Aboriginal residents pack their bags and
leave. The mass desertion is both a spontaneous protest about life on the reserve and
an industrial action to deprive the management of their agriculture labour.
1941 Annual Leave of one week becomes standard. Union membership 1,076,600.
1945 Total membership of unions affiliated with the ACTU reaches 300,000. Two weeks
annual leave is introduced.
1946 Men replace women in industry. Child care centres are closed. Union membership
1,284,300.
Aboriginal workers on stations in the Pilbara, Western Australia, go on strike for better
wages and conditions; the strike lasts until 1949.
1948 Queensland Railways strike runs for 9 weeks. Queensland meat dispute - following
a campaign organised by the ACTU. 40 hour week is gained. Prime Minister Chifley
restores penal provisions.
1949 The Coal Strike for 35 hour week and Long Service Leave result in the use of
troops under the "National Emergency (Coal Strike) Act".
1950 The female wage rate is lifted to 75% of the male wage rate.
1953 Cost of living increases are abolished by the Australian Commission. Penal powers
over unions give "teeth to the Act", allowing heavy fines and jail sentences to be applied
to unions, officials and members who participate in industrial action.
1956 Union membership 1,690,200.
1957 ACTU restructures its Executive to allow unions from each industry group to elect
a representative member.
1963 Annual Leave of 3 weeks becomes standard.
1965 ACTU files claims to remove the discriminatory clauses in the Federal and State
awards relating to the employment of Aborigines.
* Pastoral Industry Award
* Station Hands Award
* Cattle Station Industry (NT) Award
1966 Commonwealth Conciliation and Arbitration Commission hands down a decision to

grant Aborigines on Northern Territory Cattle Stations equal pay with Europeans from 1st
December 1968.
1967 A Federal referendum gives a massive "YES" vote for Aboriginal people to gain
Australian citizenship and Federal control of Aboriginal affairs. Aborigines thereafter are
to be included in the census.
1969 The ACTU's Equal Pay Case paves the way for women to receive pay equal to that
of men performing same duties by 1975.
1971 Union membership 2,436,600.
1972 The ACTU's second equal pay case results in the principle of equal pay for equal
work being established.
1973 Four weeks annual leave.
1975 Wage indexation is introduced as the main method of wage fixing. Trade Union
Training Authority (TUTA) established.
1977 The first work related child care centre since the Second World War is opened at
Ryde.
1979 ACTU expands after the merger of the Australian Council of Salaried and
Professional Association (ACSPA). The right of women workers to 12 months unpaid
maternity leave is achieved.
1981 Wage Indexation is abandoned. 38 hour week is achieved in federal Metal

Industry and other awards. ACTU expands after the merger of the Council of Australian
Government Employee Organisation (CAGEO).
1983-1999
The Accord between the ACTU and the ALP, and the election of a Federal Labor
Government in 1983 ushered in a new phase in industrial relations. Unions became
involved in tripartite processes and significant changes were made to industrial relations
legislation. Maternity leave, occupational superannuation, then later, family leave
became award entitlements. Structural problems in the economy were addressed by
unions through award restructuring. A policy of strategic unionism was adopted which
saw the amalgamation of some 300 unions into 20 "super" unions. Enterprise bargaining
became the main avenue for wage increases. In the latter part of this era, conservative
State and Federal Governments initiated anti-worker and anti-union legislation.
1983 The Accord ushers in a new era for industrial relations and economic
management. Cost of living adjustments and a centralised system of wage fixation are
introduced. ACTU Congress elects first woman to the ACTU Executive.
1984 Job Protection Case. National Occupational Health & Safety Commission is
established. Union membership 3,028,500.
1985 Queensland power industry dispute leads to draconian anti-union law passed by
State Parliament. ACTU Congress expands to incorporate State public service unions.
The ACTU's test case on adoption leave is successful.
1986 The Accord Mark 2. Introduction of universal superannuation for Australian

workers
1987 ACTU Congress elects 5 women to the ACTU Executive. The two tiered wage
system is introduced. Unions begin a drive for industry and award restructuring.
1988 ACTU/CAI issue joint statement on participative practices (industrial democracy).
Conciliation and Arbitration Act 1904 is replaced by Industrial Relations Act 1988.
Structural Efficiency Principle is introduced.
1989 Unions embark on Award Restructuring process.
1990 ACTU drive to reform the Australian education and training system.
1992 Enterprise bargaining is introduced into Industrial Relations Act. Union

amalgamation accelerates. ACTU supports the process of reconciliation with Australia's
indigenous people. ACTU wins Parental Leave test case.
1993 Victorian Government introduces legislation to reduce award and union coverage.
ACTU Congress launches the Aboriginal/Torres Strait Islander Trade Union Employment
Development Strategy.
1994 Industrial Relations Reform Act 1993 comes into operation.
1995 Jennie George elected as first woman President of the ACTU.
ACTU wins Personal Carers' Leave Test case.
First Organising Works Program begins to train new organisers.
1996 Conservative Howard Government elected - introduces Workplace Relations Act,

reducing workers entitlements under awards and severely limiting unions' capacity to
organise and pursue members' interests.
1998 MUA dispute - union movement stands together and, with community support,
wins a great victory against employer and Government attacks on the right to organise
and be a union member.
1999 Second wave of anti-union legislation from the Howard Government is defeated by
a combination of union and community activity.
Unions @ work adopted by ACTU as blueprint for renewal and rebuilding of the union
movement.
The union scorecard
* the right of workers to form a union which elects its own independent
representatives;
* award to ensure that employers observe minimum wages and working conditions;
* equal pay;
* long service leave;
* pay loading for evenings, nights and weekends;
* paid public holidays;
* periodic wage increases;
* maternity/adoption/parental leave;
* annual leave and leave loading;
* protective clothing and equipment provided by the employer;
* occupational health and safety laws;
* compensation for injury;
* occupational superannuation;
* the right to be given notice and to be consulted about changes at work (eg new
technology, planned retrenchments, new working arrangements);
* personal carer's leave.
Attachment 4
Discovering Democracy Unit
“People Power”
How did groups of Australian workers bring about improvements in their
working conditions?
Teaching and learning activities
Activity 1: Tuning in (20 min) ESL Activity 1

Activity 2: Introduction to the Eight-hour Day movement (15 min) ESL Activity 2
Activity 3: The Eight-hour Day Men (30 min) ESL Activity 3
Activity 4: Eight-hour Day role-plays (60 min) ESL Activity 4
Activity 5: A working man in parliament (20 min) ESL Activity 5
Activity 6: Celebrating the Eight-hour Day movement (90 min) ESL Activity 6
Activity 7: Rounding up (40 min) ESL Activity 7
Assessment ESL Assessment
Further activity
Activity 1: Tuning in (20 min)
1a Conduct a class discussion about what the students do in their 'spare' time.
List popular activities on the board.
1b Sketch the following '24 hours' table on the board.
Table 3 24 hours
School Play Sleep

My day (today)
What if…?
1c Ask students to calculate the number of hours:
• they will be at school today

• they will (probably) sleep tonight
• remaining for play (and eating etc).
1d Students should copy the table into their 'People Power' journals, and fill in their hours of school, play
and sleep in the 'My day' row.
1e Ask students to imagine this scenario: What if school hours were two hours longer
Insert typical
each day?
hours into the
'My day' row on
• Write the extended number of school hours (eg 7.30) into the appropriate cell
the table, on the
in the 'What if...?' row on the board table.
board.
• Ask students what the consequences of this would be for their hours of sleep
and play. How do they feel about shorter hours of play?
• Ask students to fill in new shorter hours of sleep and play in the 'What if...?' row
in the '24 hours' table in their journals.
Activity 2: Introduction to the Eight-hour Day movement (15 min)
2a Display the Eight-hour Day Movement poster. Draw attention to the slogan on the banner in Item 9.
This is another story about 'People Power'. It's the story of working men in
the 1850s who joined together to campaign for shorter hours of work. They
wanted a better quality of life. Their slogan was:
'Eight hours labour, Eight hours recreation, Eight hours rest'.
2b Write 'Eight-hour Day movement' in the 'Event' column of the 'People Power' matrix.
2c Provide a brief outline of the context of the Eight-hour Day movement, using an OHT of Handout 4.
These men lived and worked in Australia about 150 years ago.
• Identify the men's jobs. (Clue: Look at each worker's tools and materials.)
The jobs are, clockwise from the top left, builder (stonemason), boot maker, mechanic, roofer,
baker, blacksmith, and carpenter.
• Some workers wanted:
Shorter working hours:

Many employers demanded ten or more hours per day, six days per week.
Trade unions:
Workers support one another, and bargain as a group with employers to improve working
conditions and wages.
Working men in parliament:

Men who did not own land or have much money were unable to vote or stand for election to
parliament in most colonies. The rules were changed in Victoria after the miners' struggle at
Eureka in 1854.
Activity 3: The Eight-hour Day Men (30 min)
3a Read the fictionalised account of the Melbourne Eight-hour Day movement below then distribute
Handout 5 (one between two) for students to complete the story. Students listen for information about,
and take notes on:
• the injustice the workers experienced

• the action taken by the Eight-hour Day Men.
The Eight-hour Day Men
James Stephens is my name. One of my friends is also called James. He's

James Galloway. Some people call us the 'Eight-hour Day Men'.
Yesterday, 12 May 1856, was a wonderful day for us. With most of the
working men of Melbourne and their families we celebrated the gaining of
the Eight-hour Day. Let me tell you how we achieved this, and why it is so
important for all workers. Then I'll tell you about our grand celebration,
which ended with the biggest fireworks displays ever seen in Melbourne.
James and I immigrated to Victoria during the gold rush. I'm from Wales,
he's from Scotland. We're stonemasons - we cut and shape huge blocks of
stone for Melbourne's great public buildings, and put them into position.
Sometimes we work on scaffolding high above the ground. Once I fell ten
metres to the ground from unsafe scaffolding.
These public buildings are built of sandstone on foundations of 'bluestone',

which is volcanic rock. It's very, very hard to cut. Sandstone is softer, but it
has to be worked into fine shapes and decorations. We are very proud of
our skills.
3b Read the remainder of the story from Handout 5. Examine the ten-hour day background to the Eight-
hour Day movement. Direct attention to paragraph 1, which describes James Stephens' ten-hour working
day. As a class construct on the board a 24-hour timeline of James Stephens' day.
• Why did James Stephens think his hours of work should be made shorter?
• Can you suggest a few words to describe the injustice of a ten-hour day for builders' labourers?
3c Ask students to write in their journals (under the heading 'Eight-hour Day movement'):
• what the Eight-hour Men wanted

• why this was important to them
• what the students think - should people work only eight-hour days? Why?
Activity 4: Eight-hour Day role-plays (60 min)
4a Organise students into six groups to prepare a simple dramatisation of the actions of the Eight-hour
Day Men. Using Handout 5 allocate a section of the story to each group.
• Groups should read their section of the story and prepare a short play (about two minutes) in
which:
each student has a role
students make up dialogue that shows the knowledge they have

gained from the story.
Making a
4b After the dramatisation, ask students to list three important actions that helped the
cartoon strip
Eight-hour Day Men to win shorter working hours in their journals.
could be an
alternative
4c Complete the 'Action' cell in the 'Eight-hour Day movement' row in the 'People
activity for the
Power' matrix. Ask students to suggest a few words to describe the action taken by the
Eight-hour Day
Eight-hour Day Men. Add the most appropriate suggestions (eg unity, persuasion,
story.
demonstration, strike) to the matrix.
4d Relate this story to the lives of adults we know, by setting a homework task.
• Each student is to ask an adult to describe the main activities of a 'typical' day. Students should
present their data in a 24-hour timeline (or pie graph) in their journals. The findings will be used in
Activity 7c.
Activity 5: A working man in parliament (20 min)
5a Read the following story.
A working man in parliament
The stonemasons were very pleased with their success in the Eight-hour Day
campaign, but they knew they had been lucky. Most of the builders had
agreed to shorter hours because in the 1850s there were many big building
projects in Melbourne, paid for with wealth from the goldfields. The builders
could afford to employ more workers.
But workers in other industries were still working ten or more hours a day.
The stonemasons decided to use another strategy in the Eight-hour
campaign, in addition to persuasion and strike action. They formed a group
to plan the election to parliament of a representative of the working class.
In 1857 working men in Melbourne elected Charles Don to the Parliament of

Victoria. He was the first working man elected to a parliament in Australia.
Charles Don was able to help the Eight-hour movement by persuading
parliament to agree that all workers employed on government contracts
work an eight-hour day. So now more workers had a shorter working day.
5b Conduct a short discussion on Don's role in the Eight-hour Day movement. Add 'The election to
parliament of a worker's representative' to the 'Action' cell in the matrix.
Activity 6: Celebrating the Eight-hour Day movement (90 min)
6a Explain that Australia and New Zealand were the first countries in the world in which workers won
shorter hours. The workers were very proud of their success in the Eight-hour campaign. Workers in all
colonies (now the states and territories) celebrated:
• what they had won (shorter working hours and a better quality of life)
• how they had won (through unity, organisation, negotiation with employers, electing a working
man to parliament etc).
6b Display the Eight-hour Day Movement poster.
• Draw attention to the symbols, banners, procession, badge, ribbon and medals (the 44-hour
medal and the 40-hour badge refer to the workers' next goals, after they had achieved the eight-
hour day, i.e. a 48-hour week).
6c Distribute copies of Handout 6 (one between two students).
• Direct attention to the dates when some workers won the Eight-hour Day. On what date this year
is/was the Eight-hour Day remembered in our State or Territory? Why do you think the success of
the Eight-hour Day movement is still remembered one hundred or more years after it happened?
6d Prepare art materials (sheets of paper and paints or markers).
• Organise students to design an Eight-hour Day graphic as outlined on Handout 6.
6e Arrange for students to show and explain their products.

Activity 7: Rounding up (40 min)
7a Complete the 'Eight-hour Day movement' row on the 'People Power' matrix. Ask students to suggest a
few words to describe the results of the Eight-hour Day movement. Consequences should include 'shorter
working day', 'better quality of life', 'a worker in parliament' etc.
7b Using the Eight-hour Day Movement poster and 'The next steps' information on Handout 6, draw
students' attention to further outcomes of the movement:
After the success of the Eight-hour Day movement, working men continued
their campaign for a better quality of life. By the 1960s most men worked
eight hours a day for five days, and received a fair minimum wage, higher
pay for overtime etc.
7c Examine current patterns of work. In a class discussion ask students to share the information they
collected on an adult's day (Activity 4d):
• Does 'eight hours labour, eight hours recreation and eight hours rest' still apply today?
• What does this mean for the quality of life of workers today?
• Can you think of any benefits for workers today of the Eight-hour Day movement?
Assessment
Assess students' understanding of the Eight-hour Day movement using their journal entries. The student
can:
• identify some key strategies used by the stonemasons to win the Eight-hour Day
• demonstrate an understanding of the 'quality of life' factors that motivated the Eight-hour Day
Men
• present a value judgement on this issue, supported by evidence.
Further activity
Students could investigate a current work issue, eg the trend towards 12-hour working days, and design a
cartoon, badge or sticker that communicates a message about the issue.
http://www.curriculum.edu.au/ddunits/units/up4fq2acts.htm#act1
Handout 5 The Eight-hour Day Men
1 Last summer we had to work ten hours a day. We got up at six, ate breakfast and
walked to work, starting at seven. We had a 15-minute ‘smoko’ at ten, and
another at two o’clock. By then we were hot and dusty, and the stones and tools
were burning hot. We knocked off work at about half past five, and walked home.
After tea we were too tired to do anything but sleep. We work six days a week
and go to church on Sunday. We had no time for recreation, or to go to the
working men’s college to improve our education. We hardly had the energy to
play sport.
2 James and I are members of the Stonemasons’ Society, a union of stonemasons

who work together to improve our working conditions. I’m the president and he’s
the secretary. We called a meeting of members and decided that eight hours
should be the maximum day’s work. We visited the employers to persuade them
to agree to shorter working hours. All but three employers agreed.
3 To persuade the other employers to agree, I decided to use strike action. I was
working on the building of Melbourne University. One burning hot day at morning
‘smoko’ I called the other men to put down their tools and follow me. Seven
hundred men marched through the streets of Melbourne to all the major building
sites and called on the men at each place to join us. They dropped their tools and
joined our procession. This was the first demonstration of the unity and power of
the Stonemasons’ Society.
4 Next we had a general meeting of all the stonemasons, carpenters and

bricklayers and most of the employers, to discuss hours of work. James Galloway
spoke very strongly in support of the eight-hour day. We clapped and cheered his
speech. Then the meeting voted to introduce the eight-hour day. One Melbourne
newspaper supported our action, but another editor attacked our movement,
saying shorter working hours add to the cost of wages.
5 Mr Cornish, who has the government contract to build Parliament House, refused
to agree to shorter working hours. He said he would have to employ more
workers if we worked for only eight hours. So his workers still had to work ten
hours. Members of our Stonemasons’ Society persuaded the government that our
demand for shorter hours was fair. We offered to take a cut in wages. The
government told Mr Cornish to agree to the eight-hour day or it would cancel his
contract. He agreed.
Handout 5 cont.
6 So now we work eight hours a day for six days. That’s 48 hours a week instead of
60. We are not so tired, and we have more time and energy for recreation.
Yesterday was a holiday. We had a procession and party to celebrate the first
victory of working men in this country. Twelve hundred men marched proudly
through the streets of Melbourne behind a banner made by the daughters of one
of our members. It said:
EIGHT HOURS LABOUR

EIGHT HOURS RECREATION
EIGHT HOURS REST
We went to our favourite recreation place beside the Yarra River where we had
sports, music, dancing and a meal. Then the fireworks began. Fiery dragons and
sky rockets lit up the sky over the river.
Discovering Democracy Upper Primary Units - People Power © Commonwealth of Australia 2002
Handout 6 Celebrating the Eight-hour Day around Australia
When some workers won the Eight-hour Day

1855 NSW, 1856 Vic, 1858 Qld, 1873 SA, 1874 TAS (nine-hour day), 1896 WA.
But in 1900 some men and women were still working 16 hours or more a day.
Public holidays when the Eight-hour Day is remembered

TAS Eight-hour Day, first Monday in March
WA Labour Day, first Monday in March
Vic Labour Day, second Monday in March
Qld Labour Day, first Monday in May
NT May Day, first Monday in May
NSW Labour Day, first Monday in October
ACT Labour Day, first Monday in October
SA Labour Day, first Monday in October
The next steps

After Federation, the movement for shorter working hours entered the courts.
1939 – 44-hour week granted to some workers
1939 – 40-hour week granted to some miners
1947 – 40-hour week granted to some workers
A minimum wage for male workers

In 1907 the Commonwealth Arbitration Court introduced a ‘living’ or ‘basic’
(minimum) wage for male workers. This decision is known as the Harvester
Judgement.
Select one of the following activities.

Activity A
1 Design a motif for the Eight-hour Day campaign, using the three 8s.
2 In your journal, explain why there are three 8s, not just one, in the
symbol of the Eight-hour Day campaign.
Activity B
Choose an occupation and design a banner for workers to carry in an Eight-
hour Day procession. Decide upon the picture, border, colours and slogan or
title.
Activity C
Design a poster to tell other students about the Eight-hour Day in your state
or territory: when did some workers win an eight-hour day, and when and
how is it celebrated?
Discovering Democracy Upper Primary Units - People Power © Commonwealth of Australia 2002
Attachment 5
Descriptions of the
First Administrator
Descriptions of the first Administrator
Aloof Courageous Intelligent
Ambitious Dignified Intolerant
Authoritarian Experienced Mannerly
Authoritative Generous Obstinate
Autocratic Highhanded Organiser
Committed Imposing Reputable
Confident Incompetent Sense of duty
Confrontational Ineffective Tactless
Contemptuous Intellectual Uncompromising
Positive Negative Reasons

Issues in the
Gilruth Rebellion
Attachment 6
Issues in the Gilruth Rebellion
People/Group involved:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The Issue/Problem:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What was happening in Australia/world at the time and did this have any affect on the
issue?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What was the general attitude towards the Administrator at the time?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
How did this issue/problem contribute to the Gilruth Rebellion?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Was this issue/problem resolved? If so how? If not, what happened?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Rebel Crowd Rocks Town
Attachment 7
Attachment 8
Administrator’s Chart
Administrator’s Chart
Issue/Problem Administrator had Beyond Administrator’s

control control
The Publicans
Vestey’s Meat Works
The Union
The Administrator’s public

relations skills
The Administrator’s new

car
Allegations of corruption
Issues with WA
Attachment 9
Extent Barometer
Extent Barometer
After reading the newspaper article “Rebel crowd rocks the Town”
and using the information from the Class Administrators’
Medium
Chart and knowledge from the class discussion, you need
to determine whether the events below contributed to the
Gilruth Rebellion. Discuss with other students the
statements below. Then draw arrows on the scale to state
whether there was a very high chance that the conditions Low High
at the time did contribute to the Gilruth Rebellion or
whether they did nothing to contribute to it.
Events occurring during the time Extent
The hot, humid weather made the residents of Darwin irritable

and short tempered.
The clothing worn in the photo (newspaper article) would have

been uncomfortable in high humidity.
The cost of beer had risen.
Pubs were closed down to curb public drunkenness.
There were labour shortages and failed industry.
The purchase of the Administrator’s new car and the fact that it
was the first car in the NT.
It was the end of World War 1 and there was a large decline in
the male population.
Canberra was a long distance from Darwin and many decisions

were made there.
Gilruth was reluctant to talk to the people and stated he was

only answerable to the Minister not the people.
Gilruth March Re-enactment
Attachment 10
Setting Outside Government House on 18 December 1918, more than nine

hundred community members and trade unionists, some holding
placards, are shouting abuse and yelling for the Administrator to address
the crowd. The general feeling is violent and angry.
Publican Hey Gilruth! Come out and show yourself. Tell us why you are raising the
price of beer and closing the ale houses early. We are thirsty men in this
hot humid weather!
Resident 1 Perhaps Gilruth cannot come out to talk because he is driving in his new
car. Who paid for that contraption Your Honour? Would it be the hard
working, poor residents of Darwin? Would it be the people standing here
without a penny to spare!
Unionist 1 His Honour must address us to explain why he is failing to support the
community and the union, why he is making decisions that are not his to
make, and why he has sworn in special armed constables.
Resident 2 Gilruth will not talk to us. He is corrupt and evil. Gilruth is just a puppet
for the Federal government. He is here to ensure we cannot form our
own rules.
Crowd The crowd is yelling and shouting for Gilruth to explain himself and to
address the crowd. Gilruth comes to the lawns of Government House.
He looks strained and disgusted.
Gilruth When I came here I had high hopes, the highest hopes for the new world
I was to oversee. I had a vision for the development of the north: weekly
express trains running from Port Augusta to Palmerston; the Victoria and
Roper Rivers as busy as the Rhine or Mississippi, and harnessed for
electric power; flourishing farms and stations on the Barkly Tableland;
the growth of Darwin as a garden city settled by hard working men and
their families.
Resident 3 Well you have not done any of what you promised. You have not done
anything! We have labour shortages and our industries are closing,
leaving families without any money for food. What are you going to do
about that?
Gilruth I am not answerable to you. You have no authority over me, and if you
think you have, you are mistaken and misled. My duty is to the minister
down south who appointed me. It is only to him that I will answer –
if and when he asks me.
Resident 4 That’s right – you are simply corrupt! Carrying out the wishes of those in
power in Canberra who know nothing of the problems and hardships
faced by us hardworking souls in the north.
Crowd Yelling and cheering.
Gilruth It has never been my duty, much less my desire to address a rabble. For
that is what you are – make no mistake. An ill-informed mob of lazy
malcontents, stirred up by those self-appointed braggarts who call
themselves leaders.
Unionist 2 We are working for the people, Gilruth. We are not out to further our
careers, make money out of those less fortunate, or to carry out the will
of the south. We are here for the people!
Gilruth You can express your opinion and I have heard it. There are better, more
civilised ways of expressing your views. Let us not forget, your views do
not in fact matter. My opinion and mine alone is of any importance.
Who do you think listens to you?
Publican The unions listen to us, Gilruth. When have you ever carried out the
wishes of the public?
Crowd Mutterings of support for the union.
Gilruth I refuse to justify myself, my actions, or any actions taken by those I
have appointed. How dare you presume to question me?
The Administration is the law and you are in contempt of it.
Unionist 3 What do you know of the law, Gilruth? Our industries are closing. So
many brave men died in World War 1 and there is no one left to work in
our factories. But you have done nothing to help.
Gilruth It shames me to see a population so disgrace itself, only days after the
end of this bloody and terrible war. How can you call yourselves true
Australians? Have our soldiers sacrificed themselves for you – a yowling
pack of ingrates and troublemakers?
Publican 2 You have disgraced this city and its people, Gilruth, with your lies and
corruption.
Gilruth You blame me for everything, yet these troubles are of your own making.
You live in an isolated, tropical village in which rumour and gossip are
rife, spread by those malicious self-interested men amongst you who
have nothing better to do.
Unionist 4 It is not gossip that is being spoken of you, Gilruth. These unions are
telling the population the truth about you and what you have failed to do
for us. You have abused your power. Go now! Leave us! Let one more
worthy take the position of Administrator!
Gilruth Of course I have got the power, it was given to me by those with even
greater power. It comes from he who has the power over all. It is not
mine to give away, It cannot be bought, or bargained for. This power is
absolute – otherwise the very foundations of government would fall.
Crowd Boos and jeers from the crowd.
Gilruth Look at me – you will not see a man who could be intimidated by you.
The power vested in me is a sacred trust. I was sent here to administer it
– and I will not be leaving until I am called away by those who sent me.
Do I look like a man who would back down?
Crowd Boos, jeers and much yelling. Gilruth turns his back on the crowd to
re-enter the house. The enraged crowd push forward against the fence.
One of the leaders yells “over the fence” and some swarm forward
disarming the constables, wrecking lattice work at the windows and
pulling down the netting at one end of the tennis court.
Political Role of The Administrator
Band 3
Northern Territory
Band 3
Administrator John Anictomatis OAM with the

Chief Minister and Cabinet Ministers, 2001

November 2007
Political Role of the Administrator
Learner Context
Specific links to NT Curriculum Framework outcomes have been identified as the Band 3.3,
Year 6/7 learners. Outcomes selected by an individual teacher will depend on the learner
context, teacher focus and prior understandings of learners.
Description
These teaching and learning ideas focus on learners investigating the process of passing a Bill,
the making of a law and the role of the Northern Territory Administrator within this process.
Learners will require pre-requisite knowledge about the three levels of government.

Constructive Learner 1 • Select an appropriate data Investigate, examine
collection process to information and present to an
Accesses information from gather information. audience a report that describes
appropriate sources, the role of the Administrator
analyses, and applies the and the process in the passing
• Distinguish between fact
most relevant aspects to of a Bill.
and fiction.
optimise results.

Outcomes
Soc 3.3 Civics, Represent decision-making Compare the decision-making

Governance and Social processes carried out in a role of a School Administrator to
Justice. familiar organisation and the political role of the
compare to political and legal Administrator of the Northern
Research and describe
systems. Territory.
features, such as decision-
making, in a familiar
system and political and
legal systems, and analyse
how choices, opportunities
and conflict affect people’s
life chances.
Pre-requisite understandings • Refer to the Parliament Education Program –

available in school libraries, for sequences in
• Examine the three levels of the three levels of government and also
government. passing a Bill.
• Learners to investigate and examine the • Attachment 1: Australia's Constitution and
role of the Administrator and assent to Levels of Government
the Bill. Link to Passing of the Bill.
Activities can include:
- Role playing the passing of a Bill

• Attachment 2: Passage of a Bill.
- Designing a poster outlining the steps
in the process of passing a Bill • Attachment 3: From Idea to Law.
- Developing a procedural text outlining

the role of the Administrator in the
passing of a Bill
- Identifying the impact if the

Administrator was eliminated from
the process.
Resources
Northern Territory Parliamentary Education Program. January 2003
Attachments 1) Australia's Constitution and Levels of Government

2) Passage of a Bill.
3) From Idea to Law.
General

gables.pdf
Territory
Northern Territory
Information Sheets


2) Government House
Attachment 1
Australia’s Constitution and
Levels of Government
Attachment 2
Passage of a Bill
Passage of a Bill
New laws can originate from members of the public, staff in government departments,
or from Members of Parliament.
In most cases, an idea for a law is first considered by the Cabinet which often consults
government departments and any organisations or groups who are likely to be affected.
If the Cabinet decides to go ahead, the proposed law is written up as a Bill.
An individual Member of Parliament can also introduce a Bill (called a ‘Private Member’s
Bill’) into the Legislative Assembly. However, the majority of Bills come from the
government and are introduced by Ministers.
The Bill begins its passage through the Legislative Assembly when the Clerk gives it the
first reading in the form of a ‘long title’ – a brief description of what the proposed law is
intended to accomplish.
A motion for a second reading is usually moved by the Minister whose area of
responsibility it will affect. The Minister then makes a second reading speech which
explains the general ideas behind the Bill. Debate on the Bill is often adjourned until
another day, usually one month later, giving Members an opportunity to consider it.
When the second reading debate resumes, Members discuss the merits of the Bill, the
policies reflected in it and what effects it might have.
If the motion for the second reading is agreed, the Clerk reads the long title of the Bill a
second time. The Bill is then considered in more detail. It may be considered clause by
clause or, if no Member objects, it may be taken as a whole.
Once the Bill has been agreed to, (with or without amendment), the Minister (or the
Member) moves that the Bill be read a third time.
While the motion for a third reading may be debated, that is unusual. When the question
for the third reading is agreed to, the Clerk again reads the long title of the Bill. After this
is done, the passage of the Bill through Parliament is complete.
The final stage is the presentation of the Bill to the Administrator for assent (approval by
signing), after which it becomes an Act of Parliament, part of the law of the Northern
Territory.
As soon as an Act becomes law, it is noted in the Government Gazette.

From Idea to Law
Attachment 3
From Idea to Law
Idea from the Public

Idea from Government Department
Idea from Minister
Idea goes to Cabinet as a Submission

Input from Input from other
the public Government
Departments
Draft Bill prepared
Goes back to Cabinet for approval
Goes to Legislative Assembly for the first reading
Second reading speech from Minister, followed by second reading debate

and second reading
Debate in the Cabinet of the Whole Bill
Third reading and passing of the Bill
Bill goes to the Administrator for assent.
Available from the

Government Printing Office
The Bill is now an Act (a law of the Northern Territory) and must be obeyed and put into
practice by the police, the people and the courts.
Band 4
Northern Territory
Band 4
Bomb Damage to the Administrator’s Office

Government House, February 1942

November 2007
Role of the Administrator of the Northern Territory
Learner Context
Specific links to NT Curriculum Framework outcomes have been identified as Band 4.1
Outcomes selected by an individual teacher will depend on the learner context, teacher focus
and prerequisite understandings of learners.
Description
These activities have been developed to support the teaching and learning about the position
of the Administrator and the significance of Government House in Northern Territory history.
The activities were designed to support the development of a unit of work or a teaching and
learning sequence, depending on specific learner context and prior understandings and are to
be used as a catalyst for the development of rich learning opportunities.
Collaborative Learner 3 Actively participate in group work Learners to work in groups

by analysing and fulfilling personal to research, write a script,
Fulfils their responsibilities responsibilities. dramatise and present the
as a group member and performance using video
actively supports other tape. Present to the whole
members. class.

Outcomes
Time, Continuity and Analyse significant events in • Learners to investigate

Change Darwin’s past and explain how the historical disasters that
events impacted on Northern impacted on the
Analyse significant ideas,
Territory history by investigating: buildings of Darwin:
people and movements
bombing of Darwin,
that have shaped • The bombing of Darwin and natural disasters.
societies. the impact on the town and
its people. • Research and prepare a
report with a particular
• The impact of the 1897, 1927 focus, such as the
and 1974 cyclones on the people, buildings,
town, damage to Government infrastructure etc.
House and resulting changes
to the building code. • Write a script, present
a scripted role and
• Information about NT
perform live or
employees at the time of
videotape and present
Federation.
to the class.
• Consider the nature and mix of Darwin’s

population prior to the beginning of WWII.
• Use map to identify workplaces. Research

and analyse information about lifestyles at
the time by investigating employment in
Darwin within Government House. For
example Aboriginal and Chinese workers.
• Consider Vesteys Meatworks and

investigate the north of the 256th parallel
railway line between Darwin and Pine
Creek, (ex-convicts).
• Learners to examine and outline the events Resources:

and extent of damage following the first
bombing raid on Darwin. • Darwin’s Air War 1942 – 1945
• Australia’s Frontline (kit).
• On 19 February a Bombing of Darwin The Territory at War.
commemoration is held on the Esplanade
in Darwin. Bookings for student excursions • Federation Frontline: A Secondary
are made through the Education Officer at Resource Package on the Bombing of
the Darwin City Council. Consider a visit to Darwin
the War Museum at East Point following
the commemoration service.
• Learner groups to use role cards attached • Attachment 1: Bombs on Darwin

to summarise the effect of the bombing on
groups of people. As a member of a
Current Affairs team you need a reporter,
scriptwriter, a resident of Darwin in
1941-1942 and another eye witness for
a role play interview. Each team will
represent a different group of people
affected by the bombings in Darwin.
Choose from the Chinese, women, the
Indigenous community, servicemen or
public servants. Learners must research,
write a script, present a scripted role and • Attachment 2: Role Cards
either perform a play or videotape it and
present to the class.
• View photographs of employees at • Attachment 3: Selection of photographs

Government House and discuss the (Territory Images – NT Library)
descriptions provided for each photo.
• Investigate the impact of the cyclones of
1897, 1937 and 1974 on the town and on • Resource: Punkahs and Pith Helmets:
the structure of Government House.
How have buildings changed due to the
introduction of cyclone protection
measures. Students could visit the
Museum, look at the Cyclone Tracy section
and research old newspapers. Newspapers
can also be accessed through a visit to the
NT State Library in Parliament House.
• View photographs of Government House at • Attachment 4: Photographs 1871-2003

different stages in its history. Comment on • Resources for all Bands, Resource 4:
design features in relation to climate and The Residence and its Residents 1870-2003
weather events.
• Use NT News accounts of the cyclones to

identify common damage to buildings and
infrastructure.
• Investigate and report on key themes in

the history of the modern period by
investigating the growth of democracy
through the rebellion, international conflict,
technology, overhead telegraph line.
• Compare and contrast State and Territory

differences in the role of the Administrator.
Resources
• Alford, R 1991 Darwin’s Air War 1942 – 1945
Aviation Historical Society of the Northern Territory.
• Australia’s Frontline (kit). The Territory at War – Letters from Wartime Darwin.
Northern Territory Department of Education 1992
• Mountford, E. Australia Day Council 2004 Federation Frontline: A Secondary Resource
Package on the Bombing of Darwin.
Attachments 1) Bombs on Darwin

2) Role Cards
3) Selection of photographs (Territory Images – NT Library)
4) Photographs 1871-2003
General

gables.pdf
Territory
Northern Territory
Information Sheets


2) Government House
Attachment 1
Bombs on Darwin
Attachment 2
Role Cards
Role Cards
1. John Roberts, telegraphist, looked out of his office door and saw people running for
cover. He then ran across the Esplanade and down to the cliffs below. He watched
as eight ships were bombed in the harbour.
2. Harry Hawke, senior telegraph engineer, left his office and took cover in a slit trench.
A bomb exploded some thirty metres away.
3. Bruce Acland, radio operator, sent a coded warning that an air raid was in progress.
He cut off power to the transmitters and raced to the trenches at his quarters.
Bombs destroyed the town’s power supply and the emergency power supply was on
fire. He worked night and day to warn civil aircraft to stay clear of Darwin.
4. Alf Shepherd, an elderly gentleman and a survivor of World War I, watched the raid
sitting on a flight of office steps.
5. Roy Edwards, a property owner, was busy chatting. He suddenly realised that the
aircraft were Japanese. He had expected warning of air raids so that he would be
able to fly his wife to safety in his Puss Moth aeroplane. Instead, his aeroplane was
pulverised by machine gun fire.
6. Sergeant Bill McKinnon, a policeman, sent his wife to Adelaide with Guinea Airways
rather than wait for an evacuation order. He witnessed the destruction of the police
barracks and government offices.
7. James Kerbin, labourer, was asleep at the Don hotel prior to his shift on the
waterfront. He awoke and saw the post office destroyed.
8. Glad Litchfield was a passenger on the Zealandia in December 1941. The ship carried
women and children evacuees, as well as Japanese internees and prisoners of war.
The ship was grossly overcrowded with its portholes blackened and closed which
made conditions stifling. The food was only powdered egg, rice, and bread and the
water was brackish. Glad was permitted one small item of luggage. Possessions left
behind in Darwin were pillaged - “We were later paid War Damage.”
9. Daphne, passenger on the President Grant, was comfortable as there were only 225
evacuees aboard and the food was plentiful.
10 Administrator Abbott was in a shelter when a bomb hit, killing the Aboriginal maid,
Daisy Martin. Mr Abbott then travelled to Adelaide River to oversee the evacuation of
civilians. Upon his return to Government House, he packed the valuables and liquor
to prevent looting and then relocated the administration to Alice Springs.
11 Judy was a cook at the Croker Island Methodist mission.
12 Melvin Duke was a survivor of USS Peary. The ship took five hits before it began
sinking from the stern. Despite burning oil in the water, Melvin jumped over the side,
swam away from the sinking ship and was rescued by life raft. Ninety-one men lost
their lives.
13 Boyd Selman, resident of Darwin, noted the effects of looting the day after the raid:
“I saw crystal glass smashed, hinges broken off cupboards, cutlery bent and screwed
up… treasured personal photographs torn up.”
14 Charles See Kee, private secretary to the Administrator, took shelter underneath the
office in the grounds of Government House. “Mrs Abbott’s housemaid, Daisy Martin,
was sitting right beside me. She got killed when the slab fell on her. After I went up
town. There was a big panic, people were leaving. Police and soldiers were telling
people that the Japanese were landing”.
15 Hilda Abbott, wife of the Administrator, was evacuated by car to Adelaide River on
20 February. She was with “children from Melville Island, the nuns, myself,
Mrs Kampur, my cook, my wounded black boy and some old women …at Pine Creek.
Mr Cummings and his wife managed bread and butter and camp pie for everyone. At
Katherine there was a meal and a shower…The hotel people took hot food up to the
train for our wounded…at Larrimah we were given a tent to each four people…We
were to rest there until afternoon when the convoys would take us to Alice Springs”.
16 Bill Eacott was a bank clerk in Darwin on 19 February. “One of the saddest sights I
saw was… an old Chinaman pulling a pram loaded with gear. He had an umbrella
hooked over the handle and he was pulling it along [Cavenagh St] behind him.”
17 Sinclair, a prisoner at Fannie Bay Gaol, was released by order of Justice Wells on the
morning of 19 February. He reported to Parap Police station and had an excellent
knowledge of first aid. Sinclair helped with setting up precautions against further air
raids and he buried bodies rescued from the harbour. He subsequently received a
free pardon from the Governor General.
18 Madge Gaden was on the Channel Island leper colony. She tended wounded seamen
after their blazing ship had run aground. Native patients went bush by crossing to
the mainland at low tide.
19 Gwenda Hansen, secretary at the Qantas Airways Darwin office, applied first aid and
drove a wounded man to hospital.
20 Betty Fisher, an Aboriginal child, walked from the Mission on Croker Island to Pine
Creek: “all the kids went, maybe 100 kids. We had only one old Ute that carried
Mrs Adams…and a new born baby…plus all our tucker and all our gear. All the
children had to walk many miles each day and then camp. From Pine Creek they
took us in army trucks to Alice Springs. And from Alice Springs we were sent to a
place on the south coast of NSW called Otford”.
21 Chinese evacuee
22 Chinese eye witness

Employees of Government House
Attachment 3
Northern Territory Library and Information Service: Territory Images
Man, boy and pony

Child with servants

Group of servants
Chinese man
Chinese man
Ah Bong on the left
Outside the Staff Quarters
House Boy
Government House Maid
Maid with the Administrator’s dogs

Cleaning the Terrace
The ‘girls’ in the gardens

Assistant to the Official Secretary, 2003
Chef, 2006
Photos 1871-2003
Attachment 4
1871
1874–1875
1879
1905
1937, following the cyclone
1970
2003
Band 4
Historical Role of The Administrator
Northern Territory
Band 4
Aerial Photograph, 17 November 1964

November 2007
Civics, Governance and Social Justice:
Band 4 - Title
Historical Role of the Administrator
Learner Context
Specific links to NT Curriculum Framework outcomes have been identified as Band 4.3.
and prior understandings of learners.
Description
of the Administrator and significance of Government House in Northern Territory history. The
activities were designed to support the development of a unit of work or a teaching and
Collaborative Learner 1 Interpret ideas and opinions Learners to interview a

expressed in public places and selection of people and
Listens attentively and respond appropriately. respond appropriately to
considers the contributions interview situations.
and viewpoints of others.

Outcomes
Civics, Governance and • Analyse events leading up to Learners to present

Social Justice. Federation, comparing attitudes researched information,
Detail the formation of within the Northern Territory from a variety of sources,
the existing structure of with those of other and a critical examination of
Australia’s political and States/Territories. the Administrator’s role in
legal systems. Explain the upholding the principles of
roles, rights and • Investigate the role of the social justice.
responsibilities of citizens Administrator as a non political
within these systems. watchdog.
Evaluate how these
structures protect the
rights of individuals and
societies.
Learners to analyse events within the NT

leading up to Federation.
Formative:
• Learners to study “The NT Question”
cartoon. • Attachment 1: “The NT Question” cartoon
a) Who is pulling the cart?
b) Who is in the cart?
c) Who is sitting on the fence?
d) What is the meaning of this cartoon?
• Learners to watch ‘Federation’ video and Federation ABC ‘Behind the News’ special
identify reasons for Federation and the broadcast 16/02/01 (15 minutes)
people who were involved.
• Read arguments of colonies for and against

Federation and learners to table the
colonies and their viewpoints.
• Read the text about Northern Territory

points of view and create a For and Against
chart about Federation.
• Learners to read “That’s our Territory” to Resource Reference:

determine development of the NT under That’s our Territory S.Parry
SA rule 1863-1901.
• Role play constitutional convention and
have learners act out parts of the
state/territory representatives to put their
cases for or against Federation.
Summative: Discussion
• What did the NT have to gain from
Federation?
• What did the NT have to lose from

Federation?
• Address both questions in your discussion.

Evaluate Federation for the NT. Was
Federation good for the people of the NT?
Formative:
Investigate the role of the Administrator as a

non political watch dog
• Learners to research Administrator’s duties Resources for all bands:

and the difference of the role of an • The Residence and its Residents
Administrator and that of a State Governor. • History and Role of the Administrator
Summative:
Students use responses to create a power

point presentation.
Attachments: • Attachment 1: “The NT Question” cartoon
References:
• Mearns, L. & Barter L. Eds Progressing Backwards: the NT in 1901

Historical Society of the Northern Territory
• Federation ABC ‘Behind the News’ Special broadcast 16/02/01
• Larder, S. The NT of SA and Federation
• James, B The story of a Territory ‘object lesson’ in Federation
• Government in the NT Northern Territory Legislative Assembly 1998
• Parry, S That’s Our Territory 1985 Jacaranda Press
• History of the Indigenous Vote AEC 2002
• Home.vicnet.net.au/~centfed
General

gables.pdf
Territory
Northern Territory
Information Sheets


2) Government House
Attachment 1
The N.T. Question
The N.T. Question, Critic 6 July 1901
http://www.slsa.sa.gov.au/federation/slides/1/6critic_the_nt_question.htm
State Library of South Australia

Values, Beliefs and Cultural Diversity
The Darwin Rebellion
Band 4
Northern Territory
Band 4
Values, Beliefs and Cultural Diversity
Vice Regal visit to the Northern Territory about 1905.

A gathering of Chinese Merchants at the Residence.
Photograph from Territory Images.

November 2007
Values, Beliefs and Cultural Diversity:
Band 4 - Title
The Darwin Rebellion
Learner Context
Description
of the Administrator and significance of Government House in Northern Territory history.
In particular, these teaching and learning ideas focus on the relationship and impact that the
Chinese had on the local community, and the events that led to the Darwin Rebellion.
The activities were designed to support the development of a unit of work or a teaching and
Collaborative Learner 1 Evaluate the credibility of the Through source analysis

information source. research, access appropriate
Accesses information and information and critically
tools from appropriate evaluate to develop relevant
sources, analyses these and data for presentation.
applies the most relevant
aspects to optimise results.
Soc 4.4. Identify, interpret and explain Learners to use the Gilruth
Values, Beliefs and ways people express their Administration and the Darwin
Cultural Diversity. values through their Rebellion as a case study
interactions based on age, through source analysis.
Research and describe the
culture, gender. Including
diverse interpretations and
multiple perceptions of the Learners in pairs/groups to be
reactions of
same historical events through allocated a source and answer
individuals/groups to the
an explanation of the 1919 questions in presentation form
impact of major events in
Darwin Rebellion and an to the class so that a picture
the Northern Territory.
analysis of the life stories of can be built up of the
past Administrators. contribution made by the
Research and describe how
Chinese.
cultural diversity contributes
to the identity of a society.
Summative Essay: How did the
Chinese community contribute
to the development of the
Northern Territory’s economy?
Section 1 Attachments include Sources taken from the

Formative PES History NT Open Education Centre
Examine the sources about Gilruth. Note his • Attachment 1: The First Commonwealth
characteristics and determine the image Administrator
being presented. Debate Gilruth’s suitability • Attachment 2: Gilruth’s Resume -
for the task of administering such a remote A. Powell, Far Country, Third Edition, 1996,
and extensive area. Learners to look at chapter 7
descriptions of Administrator Gilruth and note • Attachment 3: Gilruth’s character -
whether each attribute is positive or White, thirty years in Tropical Australia,
negative. Society for promoting Christian knowledge,
London, 1918. pp.99-100
Summative • Attachment 4: Descriptions of the First
Note some of the factors that promoted, and Administrator
inhibited, the economic growth of the
Northern Territory.
Section 2 • Attachment 1: A Powell, Far Country, Third

Formative Edition, 1996, chapter 7
Write a report on the causes and effects of • Attachment 2: Excerpt from Place Names
the dissatisfaction with Dr Gilruth’s Committee of the Northern Territory
administration and how this caused the • Attachment 3: Fred Thompson’s Editorial,
Darwin Rebellion. NT Times, July 30, 1914
(1 page) • Attachment 4: D Lockwood, The Front
Door: Darwin, 1869-1969
Section 3
Through the examination of the 1919 Darwin
Rebellion, identify key issues and personnel.
How are their perceptions different on the
basis of age, gender and culture?
Formative • Attachment 1: Article, NT News 31/10/95
• Learners to read newspaper article Rebel crowd rocks town
Rebel crowd rocks town and outline the • Attachment 2: The Violent Rebellion –
events of the Darwin Rebellion. D.Lockwood, The Front Door, Darwin
• Identify the viewpoints of Gilruth, Nelson, 1869-1969
Union members and Justice Ewing and • Attachment 3: Photo of protest against
role-play the Gilruth March. Gilruth, State Library of the NT
• Use Gilruth’s speech and learners to • Attachment 4: Gilruth March Re-enactment
analyse. • Attachment 5: Gilruth’s Address
Summative
• Conduct a class debate from the Territory Images:
perspective of key personnel or divide the http://www.ntlib.nt.gov.au/NTLpicWeb
class into groups representing each key
person.
Section 4 • Attachment 1: A. Powell, Far Country,

Analyse and evaluate the strengths and Third Edition, 1996, chapter 7
weaknesses of the three sources. Learners to • Attachments 2 and 3: D.Lockwood, The
cross-reference, compare and contrast. Front Door, Darwin 1869-1969
(3 paras)
Section 5
Formative
Resources for all Bands
Research and analyse the life stories of past
Administrators in the Northern Territory.
Identify common threads that all
Administrators would have e.g. class, gender,
attitude, social values, beliefs and careers.
• Divide the class into groups, making each
group responsible for information on two
of the Administrators.
• Learners to present information in poster
form as per specified headings and
present orally to the class.
Summative
Write a report outlining the positive attributes
that contribute to Administrators’ success in
the role.
Section 6
Formative
• At the time of Federation, Government
• Attachment 1:
House employees were mainly of Chinese
Strong and Proud Culture Lives on
or Aboriginal background. Learners to
brainstorm the concept of
• Attachment 2:
multiculturalism. What did
Chinese toil led to golden era in NT
multiculturalism mean to the NT
economy? Learners to research and
analyse information about the employees.
Learners to use the Chinese as a case
study through source analysis.
Pairs/groups to be allocated a source and
answer questions in presentation form to
the class so that a picture can be built up
of the contribution made by the Chinese.
Source 1
Use the Attachments as a source.
The Chinese in the Northern Territory,
Description of Chinese labour used on public
Timothy G. Jones:
works. How was Chinese labour used by the
Government and why?
• Attachment 3
Source 2
Based on the comments by Government
Resident John Langdon Parsons:
• Attachment 4
What other jobs besides labouring were the
Chinese involved in?
What aspect of this resource reinforces

information found in source 1? How did
European women make use of Chinese
workers?
Source 3
Advertisement in the NT News showing the • Attachment 5
range of Chinese businesses in Darwin.
Describe the range of businesses engaged in
by the Chinese.
Source 4
Photograph of the Chinese Timber-merchant. • Attachment 6
What sort of work is happening here? Why
did white settlers consider this work suitable
for a Chinese worker?
Source 5
European/Chinese population statistics • Attachment 7
1874-1931. What do the statistics tell of the
contribution made by the Chinese to gold
mining in the NT?
Source 6
Anti-Chinese meeting Northern Territory • Attachment 8
Times excerpt. What was the concern of
Mr Harrison in relation to the Chinese?
Source 7
A politician’s platform. Learners to summarise • Attachment 9
the attitude expressed towards the Chinese.
Source 8
Prejudice against the Chinese. Customs • Attachment 10:
Officer Searcy said of the Chinese. “You A Far Country, A Powell
would not find a better…lot of businessmen
anywhere”. And yet he also said of the
Chinese that it was “their virtues, not their
vices, we had to fear”. What does he mean
by these statements?
Summative Essay
How did the Chinese community contribute to
the development of the Northern Territory’s
economy?
Attachments Section 1
1) The First Commonwealth Administrator
2) Gilruth’s Resume - A. Powell, Far Country, Third Edition,
1996, chapter 7
3) Gilruth’s character - White, thirty years in Tropical Australia,
Society for promoting Christian knowledge, London, 1918.
4) Descriptions of the First Administrator
Section 2
1) A Powell, Far Country, Third Edition, 1996, chapter 7
2) Excerpt from Place Names Committee of the Northern
Territory
3) Fred Thompson’s Editorial,
NT Times, July 30, 1914
4) D Lockwood, The Front Door: Darwin, 1869-1969
Section 3
1) Article, NT News 31/10/95
Rebel crowd rocks town
2) The Violent Rebellion – D.Lockwood, The Front Door,
Darwin 1869-1969
3) Photo of protest against Gilruth, State Library of the NT
4) Gilruth March Re-enactment
5) Gilruth’s Address
Section 4
1) A. Powell, Far Country, Third Edition, 1996, chapter 7
2) D.Lockwood, The Front Door, Darwin 1869-1969
3) D.Lockwood, The Front Door, Darwin 1869-1969
Section 6
1) Strong and Proud Culture Lives on, August 12, 2003 NT
News
2) Chinese toil led to golden era in NT, August 5, 2003 NT
News
3-9) The Chinese in the Northern Territory
10) A Powell, A Far Country
General

gables.pdf
Territory
Northern Territory
Information Sheets


2) Government House
The First Commonwealth Administrator
Gilruth’s Resume
Gilruth’s Character
Descriptions of the First Administrator
Section 1, Attachments 1-4

Section 1, Attachment 1: The First Commonwealth Administrator
On 1 January 1911, the Federal Government took over the affairs of the Northern
Territory. Dr. John Anderson Gilruth, Professor of Veterinary Science at the University of
Melbourne, was appointed the first Commonwealth Administrator of the Northern
Territory. The old term Government Resident, used during the South Australian
administration period, was abolished upon transfer of power. When Dr Gilruth arrived in
Darwin in 1912, he was originally referred to as “His Excellency” but this practice was
discontinued in July 1917.
Section 1, Attachment 2: Gilruth’s Resume

Dr John Anderson Gilruth, Professor of Veterinary pathology at the University of
Melbourne, was the fourth member of the scientific party. Born near Arbroath, Scotland,
in 1871, he qualified brilliantly as a veterinary surgeon in 1892 and went on to a
distinguished career in the service of the New Zealand Government. In 1908 the
University of Melbourne lured him to Australia by offering him the newly created Chair in
Veterinary Pathology. In that post he showed such notable teaching, research and
administrative talents that the Fisher government turned first to him for advice on the
stock industry of the Northern Territory. He duly returned an optimistic report on both
the general health of Territory stock and the carrying capacity of the country he saw;
and he might well have lived out his days as an honoured academic had not the Federal
government offered him the Administrator’s post in the Northern Territory. The ministers
may have thought that Gilruth’s reputation for probity, energy and administrative ability
qualified him for the post; no doubt they considered that his veterinary skills would give
him understanding of the Territory’s pastoral industry and there are some indicators that
Gilruth may have quietly lobbied for the job; but he was still a surprising choice for the
head of a (virtually) colonial administration. He stepped ashore at Darwin in April 1912
full of high resolve for Territory development. In February 1919, hope shattered, he
suffered a bitter recall and, two years later, the ignominy of being condemned by a
Royal Commissioner as ‘temperamentally unfitted for filing in the office he occupied’.
There were some grounds for the Commissioner’s belief that Gilruth ‘had little toleration
for any person who disagreed with him’. A scientific colleague recalled that he was
forthright. An eminent West Australian stud-breeder consulted Dr Gilruth about a not
unusual complaint, unthriftness in his merino weaners. Gilruth replied ‘Why don’t you
feed your bloody sheep?’
In this case Gilruth was right and friendship resulted; but a tale from his New Zealand
days showed that forthrightness could become arrogance: Challenged one day by a
rather illiterate member of an audience he was addressing who declared that he had as
much right to an opinion as the speaker, Gilruth quickly agreed. ‘Only’, he added, ‘the
difference between your opinion and mine is that yours does not matter.’
Among scientists of similar background and interest his blunt, dynamic style of
leadership was respected and he was able to show best the personal kindliness and
loyalty which endeared subordinates to him. Amongst the heterogeneous population of
the Northern Territory he was seen as merely arrogant and insensitive. His abilities were
largely wasted in the north. But given the conditions he faced it is unlikely that any
leader short of the Archangel Gabriel could have brought peace and prosperity to the
Northern Territory.
A. Powell, Far Country, Third Edition, 1996, chapter 7
Section 1, Attachment 3: Gilruth’s character
Dr. Gilruth was a man of character and strong personality, of vigour and determination,
as he had need to be considering the very great difficulties of his position, and he has
carried out vigorously and conscientiously the policy of those who appointed him,
without allowing consideration for things as they were, to stand in his way. He has been
unsparing of himself, and he has faced difficulties with courage and resolution. The
white residents are entirely disenfranchised, and have no voice in the administration of
local affairs. A local council was indeed formed to advise the Administrator, but at its first
meeting it had the temerity to disagree with His Excellency. I have not heard of its
meeting since. The Administrator was supported by a host of Heads of Department and
other officials sent up from Melbourne. These excellent gentlemen were paid from £750
to £900 a year to enable them to support their banishment to the tropics, and had a
garden city provided a mile out of town for their residence, though even then they were
by no means always content! None of them were accustomed to tropical conditions.
Altogether they formed a staff sufficient to run a State of half a million inhabitants and
seemed rather out of place in a State of three thousand, for the greatest dignity was
maintained in titles, rank, precedence, and ceremonial. Personally, all these gentlemen
were excellent fellows, and in manners and morals have certainly set a good example on
the Northern Territory, but I cannot but feel that they were handicapped by
circumstances and by their inexperience of tropical conditions. I have never ceased to
wonder why the Commonwealth did not get half a dozen experienced men from North
Queensland. They would have been glad to come at half the salaries, and would have
saved much time and many useless experiments.
The Administrator and his staff set to work with energy and with an honest
determination to succeed if it were possible.
White, thirty years in Tropical Australia,
Society for promoting Christian knowledge, London, 1918. pp. 99-100.
Section 1, Attachment 4: Descriptions of the first Administrator
Aloof Courageous Intelligent

Ambitious Dignified Intolerant
Authoritarian Experienced Mannerly
Authoritative Generous Obstinate
Autocratic Highhanded Organiser
Committed Imposing Reputable
Confident Incompetent Sense of duty
Confrontational Ineffective Tactless
Contemptuous Intellectual Uncompromising
Positive Negative Reasons

Undiplomatic and Non-Consultative
Nationalised Hotels
Darwin Rebellion 1918
Gilruth’s Neck
Damning Editorial
Bitter Criticism
Section 2: Attachment 1
Undiplomatic and non-consultative

Increasing bitterness over the franchise issue [in 1911 the Commonwealth denied
Territorians of all political representation on a national level] worked against Gilruth. He
worsened the case by feuding with the members of the Territory’s only representative
body, the Palmerston Council, and by declining to call any meetings of his own Council of
Advice – made up of senior government officers – after July 1913 because, he said, the
Council served no useful purpose. He also alienated his junior officers by refusing to
support them in their long-drawn battle to be recognised as full members of the
Commonwealth Public Service. In each case he acted upon honest principles – but, to
say the least, they were not the principles of a diplomat and, worst of all; they earned
him the bitter enmity of the fledgling union movement in the Northern Territory.
Nationalised Hotels
In October 1915 the Hughes Labour ministry unwittingly gave to Gilruth’s opponents a
marvellous opportunity; they nationalised all the hotels in the northern half of the
Territory and closed all except the Club, Terminus and Victoria in Darwin and the Pine
Creek pub. Thereafter Gilruth’s well-meant attempts to run hotels at a profit and still cut
down Darwin’s drunkenness were used against him. Short hours, overcrowding, bad food
and accommodation, rigged prices and a policy of tipping drip tray slops back into the
beer were all alleged against him. Public protest, strikes and boycotts were organised.
Gilruth retaliated by temporarily closing the hotels whereupon, according to a gleeful Dr
Jensen, ‘three or four old pioneer Territorians, used to drinking a bottle of gin… a day,
took ill and… died’. When these troubles caused the hotels to run at a loss in 1918-19,
Gilruth’s enemies were able to imply that any administration which could not make a
profit out of Territory pubs must be beyond all hope. In November 1921 the government
hotels were quietly handed back to private enterprise.
Darwin Rebellion 1918

The issue which really hardened union attitudes was Gilruth’s reappointment. His initial
term as Administrator ended in 1917. The A.W.U [Australian Workers Union] lobbied
strongly to have him removed; and the government, having given Gilruth little support
and less direction, hesitated. Finally – and ungraciously – they reappointed him; and the
unionists determined to get rid of him. They stepped up their campaign of hostility –
easily done, since Gilruth had no friends who dared speak for him except his close
colleagues Carey, Evans and Judge J. D. Bevan. Finally, on 17 December 1918, came
‘the Darwin Rebellion’. Dr Jensen, with his usual penchant for gross exaggeration, linked
this event in importance to the Rum Rebellion and Eureka stockade. According to
Douglas Lockwood, more than a thousand men – an extant photograph shows only three
to four hundred – marched on Government House to demand that Gilruth leave the
Territory and agree to an investigation of his administration. Gilruth faced them with the
courage that never failed him and was roughly handled before Nelson and Darwin’s
mayor, Douglas Watts, could calm the men and get them away. Gilruth stayed on; but
continuing agitation caused the Hughes government to recall him in February 1919. He
never returned to the post.
A. Powell, Far Country, Third Edition, 1996, chapter 7.

Section 2, Attachment 2: Gilruth’s neck
When the Commonwealth took over the Territory in 1911 and Dr J.A. Gilruth was
appointed its first Administrator, his survey staff were commissioned to carry out new
survey work over the staff housing blocks on “Myilly Point”, previously known as “Dead
Horse Point”, and the road running down from Darwin tableland, across a bridge over
Mindil Creek to Parap Road, named by Gilruth, which led past the Vestey’s Meatworks
site to Parap of today. The road down the neck was difficult to negotiate in any vehicle.
The survey work on this “neck” of road was given the name locally as “Gilruth’s Neck”,
because of his desire to improve access in some way to other parts of Darwin… In post-
war years the hazard – “Gilruth’s Neck” – was straightened out… and the coconut tree-
lined Gilruth Avenue was official named in January, 1955. [Some people have less
generously attributed the short, twisted stretch of road as being a reflection of the man’s
character and actions.]
Kindly supplied [1994] by the Place Names Committee of the Northern Territory.
Section 2, Attachment 3: Damning Editorial
God give us men! A time like this demands

Strong minds, great hearts, true faith and ready hands;
Men whom the lust of office does not kill;
Men whom the spoils of office cannot buy;
Men who possess opinions and a will;
Men who have honour – men who will not lie;
Men who can stand before a demagogue
And damn his treacherous flatteries without winking;
Tall men, sun crowned, who live above the fog
In public duty and in private thinking.
For, while the rabble with their thumb-worn creeds,
Their large professions and their little deeds,
Mingle in selfish strife, lo! Freedom weeps,
Wrong rules the land, and waiting justice sleeps.
Fred Thompson’s Editorial, NT Times, July 30, 1914.

Quoted in D. Lockwood, The Front Door: Darwin 1869-1969, p.189.
Section 2, Attachment 4: Bitter criticism

(by Dr. Jensen, already dismissed by Gilruth)
The people are dictated to as if they were children. Men are discarded to make way for
the pets of the Administrator. George Ryland was one of them. The poor postmaster, a
widely respect man, blew his brains out, and one of the unfortunate Daly settlers
drowned himself. The alteration of office hours, school hours, and working hours has
created conditions intolerable to all domestic life.
Dr Jensen, quoted in D. Lockwood, The Front Door: Darwin 1869-1969.
Rebel Crowd Rocks Town
The Violent Rebellion
Protest Against Gilruth
Gilruth March Re-Enactment
Gilruth’s Address
Section 3, Attachment 2: The violent rebellion.
Government House was surrounded by a picket fence. It collapsed with the weight of
bodies against it. Now a voice shouted from the crowd. “Are you satisfied with this?” A
thousand men answered emphatically, “No!” Another voice shouted. “Hop over the
fence.” Thereupon the crowd swarmed across the garden and into Government House.
For a few moments Gilruth was roughly handled, but was then taken aside by Hardie
Gibson and conducted in to the house. The mob forcibly disarmed special constables and
policemen. Lattice windows were wrecked and wire netting pulled from around the
tennis court.
For several minutes it seemed that the men were out of hand and that only demolition of
Government House would stop them. But Gibson and Nelson got them under control.
Nelson shouted that they had done quite enough to show they meant business. He
advised them to go home and they did so. But first they carried Gilruth’s effigy to the
front gate of Government House, soaked it in kerosene, and set it alight. Into the flames
there was hurled a broken rifle taken from a special constable.
[Because of the rebellion, an Australian gunboat H.M.A.S Una – previously a German

gunboat captured by Australia during WWI – was ordered to divert to Darwin and anchor
below Government House. This gunboat diplomacy was considered to be a major over-
reaction.]
D. Lockwood, The Front Door, Darwin 1869-1969.
Section 3, Attachment 3: Photo of protest against Gilruth
Effigy of Gilruth in car in procession of irate citizens, 1918.

State Library of the Northern Territory.
Section 3, Attachment 4: Gilruth March Re-enactment
Setting Outside Government House on 18 December 1918, more than nine

hundred community members and trade unionists, some holding
placards, are shouting abuse and yelling for the Administrator to address
the crowd. The general feeling is violent and angry.
Publican Hey Gilruth! Come out and show yourself. Tell us why you are raising the
price of beer and closing the ale houses early. We are thirsty men in this
hot humid weather!
Perhaps Gilruth cannot come out to talk because he is driving in his new
Resident 1 car. Who paid for that contraption Your Honour? Would it be the hard
working, poor residents of Darwin? Would it be the people standing here
without a penny to spare!
His Honour must address us to explain why he is failing to support the
Unionist 1 community and the union, why he is making decisions that are not his to
make, and why he has sworn in special armed constables.
Gilruth will not talk to us. He is corrupt and evil. Gilruth is just a puppet
Resident 2 for the Federal government. He is here to ensure we cannot form our
own rules.
The crowd is yelling and shouting for Gilruth to explain himself and to
Crowd address the crowd. Gilruth comes to the lawns of Government House. He
looks strained and disgusted.
When I came here I had high hopes, the highest hopes for the new
Gilruth world I was to oversee. I had a vision for the development of the north:
weekly express trains running from Port Augusta to Palmerston; the
Victoria and Roper Rivers as busy as the Rhine or Mississippi, and
harnessed for electric power; flourishing farms and stations on the Barkly
Tableland; the growth of Darwin as a garden city settled by hard working
men and their families.
Well you have not done any of what you promised. You have not done
Resident 3 anything! We have labour shortages and our industries are closing,
leaving families without money for food. What are you going to do about
that?
I am not answerable to you. You have no authority over me, and if you
Gilruth think you have, you are mistaken and misled. My duty is to the minister
down south who appointed me. It is only to him that I will answer – if
and when he asks me.
That’s right – you are simply corrupt! Carrying out the wishes of those in
Resident 4 power in Canberra who know nothing of the problems and hardships
faced by us hardworking souls in the north.
Yelling and cheering.
Crowd
It has never been my duty, much less my desire to address a rabble. For
Gilruth that is what you are – make no mistake. An ill-informed mob of lazy
malcontents, stirred up by those self-appointed braggarts who call
themselves leaders.
We are working for the people Gilruth. We are not out to further our
Unionist 2 careers, make money out of those less fortunate, or to carry out the will
of the south. We are here for the people!
You can express your opinion and I have heard it. There are better, more
Gilruth civilised ways of expressing your views. Let us not forget, your views do
not in fact matter. My opinion and mine alone is of any importance. Who
do you think listens to you?
The unions listen to us, Gilruth. When have you ever carried out the
Publican wishes of the public?
Mutterings of support for the union.
Crowd
I refuse to justify myself, my actions, or any actions taken by those I
Gilruth have appointed. How dare you presume to question me? The
Administration is the law and you are in contempt of it.
What do you know of the law, Gilruth? Our industries are closing. So
Unionist 3 many brave men died in World War 1 and there is no one left to work in
our factories. But you have done nothing to help.
It shames me to see a population so disgrace itself, only days after the
Gilruth end of this bloody and terrible war. How can you call yourselves true
Australians? Have our soldiers sacrificed themselves for you – a yowling
pack of ingrates and troublemakers?
You have disgraced this city and its people, Gilruth, with your lies and
Publican 2 corruption.
You blame me for everything, yet these troubles are of your own making.
Gilruth You live in an isolated, tropical village in which rumour and gossip are
rife, spread by those malicious self-interested men amongst you who
have nothing better to do.
It is not gossip that is being spoken of you, Gilruth. These unions are
Unionist 4 telling the population the truth about you and what you have failed to do
for us. You have abused your power. Go now! Leave us! Let one more
worthy take the position of Administrator!
Of course I have got the power, it was given to me by those with even
Gilruth greater power. It comes from he who has the power over all. It is not
mine to give away, It cannot be bought, or bargained for. This power is
absolute – otherwise the very foundations of government would fall.
Crowd Boos and jeers from the crowd.

Look at me – you will not see a man who could be intimidated by you.
Gilruth The power vested in me is a sacred trust. I was sent here to administer it
– and I will not be leaving until I am called away by those who sent me.
Do I look like a man who would back down?
Boos, jeers and much yelling. Gilruth turns his back on the crowd to
Crowd re-enter the house. The enraged crowd push forward against the fence.
One of the leaders yells “over the fence” and some swarm forward
disarming the constables, wrecking lattice work at the windows and
pulling down the netting at one end of the tennis court.
Section 3, Attachment 5:
Address presented at the Gilruth March Re-enactment 2 May 1998.
When I came here I had high hopes, the highest for the new world I was to oversee. I
had a vision for the development of the north; weekly trains running express from Port
Augusta to Palmerston, the Victoria and Roper rivers busy as the Rhine or Mississippi and
harnessed for electric power, flourishing farms and stations on the Barkly Tableland and
the growth of Darwin as a garden city settled by hardworking men and their families.
But I am not answerable to you. You have no authority over me, and if you think you
have, you are mistaken and misled. My duty is to the minister down south who
appointed me. And it’s only to him that I’ll answer – if and when he asks me.
It has never been my duty, much less my desire, to address a rabble. For that’s what
you are – make no mistake. An ill-informed mob of lazy malcontents, stirred up by those
self-appointed braggarts who call themselves your leaders.
You can express your opinion, and you have. I’ve heard it. There are better and more
civilised ways of expressing opinions. Let us not forget, your opinion doesn’t matter.
Who do you think listens to you?
I refuse to justify myself, my actions, or any actions taken by men I’ve appointed. How
dare you presume to question me? The administration is the law and you are in
contempt of it.
It shames me to see a population so disgrace itself, only days after the end of this
bloody and terrible war. How can you call yourselves true Australians? Have our soldiers
sacrificed themselves for you – a yowling pack of ingrates and troublemakers?
You blame me for everything, yet these troubles are of your own making. You live in an
isolated tropical village in which rumour and gossip are rife, spread by those malicious
self-interested men among you who have nothing better to do.
Of course I’ve got power; it was given to me by those with even greater power. If comes
from he who has power over all. It is not mine to give away, it can’t be bought, nor
bargained for. It is absolute – otherwise the very foundations of government would fall.
Look at me if you will – you won’t see a man who’ll back down. Do I look like man who’d
be intimidated by you? The power vested in me is a sacred trust. I was sent here to
administer it – and I won’t be going until I am called away by those who sent me.
Restrictions on Gilruth’s Administration
Commissioner’s Report
Gilruth’s Reply to Commissioner of Inquiry

Section 4 Attachment 1: Restrictions on Gilruth’s Administration
Commonwealth governments, the people of the Territory and blind fate all had a hand in
this state of affairs. It seems that Alfred Deakin stood alone in his vision of great things
for the Territory. The uneasy fear born of South Australian experience led politicians and
the people of the Territory alike to hold unrealistically high hopes for economic
development and yet to have a half-expectation of failure. Thus every setback was
doubly condemned; and Commonwealth policies – or lack of them – ensured plenty of
setbacks. ‘If only you are properly supported by the government and have a free hand
you can do great work’, wrote Baldwin Spencer to Gilruth as the new Administrator
prepared to leave for Darwin in March 1912. Gilruth received neither the free hand nor
much money. The government appointed his department heads; George Ryland
(Director of Lands), Dr H. I. Jensen (Director of Mines and Chief Geologist), W. H. Clarke
(Director of Agriculture), J. T. Beckett (Chief Inspector of Aborigines) and H. V. Francis
(Superintendent of Railways). Gilruth was not consulted. Control of the Railway
Department, always disputed, was removed entirely from the Administration in 1918;
other departments, notably Postal, Customs, Federal Taxation, Quarantine, Lighthouses
and Radio Services, were never under the Administrator’s control and their officers were
full members of the Commonwealth Public Service. They went their own way. Gilruth’s
officers, under the control of, firstly, the Minister for External Affairs and, from 1917, the
Minister for Home and Territories, were appointed directly to the Territory with no rights
of transfer or access to the Public Service Commissioner and precious little chance of
promotion. Under these conditions good men seldom came to the Territory and the
seething dissatisfaction of those who did found a target in Gilruth.
The Commonwealth failed to open its purse strings. Faced with a restricted income in its
early years and, from 1908, provision of large sums for defence spending and age
pensions, the Federal government had little money to spare when it first took over the
Territory; and just as buoyant revenues seemed about to open up great prospects,
World War I began. In 1914-15 Commonwealth expenditure was thirty and a half million
pounds. Eighteen millions of it represented the costs of the war. Five years later the
respective figures were eighty eight million pounds and fifty three million pounds. Under
these conditions Federal treasurers had only one thought for the home front – economy
– and Territory development suffered accordingly. Pressed by his political masters to
exercise economy, Gilruth also found his administration attacked, even before the war
began, by parliamentarians and the Darwin press for the ‘extravagance’ of its manning
structure. ‘The Northern Territory is a sink into which the government is pouring money
without getting any return’, complained W. J. McWilliams to the House of
Representatives in January 1914; and he produced a long list of government appointees
and their salaries. W. J. Kirkland, editor of The Northern Territory Times, had been
harping on that theme for months before. Probably, as Frank Alcorta has suggested, his
ire was connected to Gilruth’s threat, made on 12 August 1913, to cut off his lucrative
contract for the printing of the Government Gazette if the service did not improve; but
Gilruth could do no right. In May 1914 he abolished the directorships of Schools, Lands
and Agriculture, and the posts of Chief Protector of Aborigines and Superintendent of
Railways, all in the interests of economy, only to find him self accused of trying to put all
power into the hands of sycophants – most of the duties ended up in the hands of the
Government Accountant, R. J. Evans and the Government Secretary, H. E. Carey. Both
men had been selected by Gilruth.
A. Powell, Far Country, Third Edition, 1996, chapter 7.
Section 4, Attachment 2: Commissioner’s report
Even if it be allowed that government by ordinance was a wise and proper method … the
question of Administration there under becomes an all-important one. I found that the
Territory had been governed in a manner which no other part of the Commonwealth
would tolerate for a moment … it would quickly bring about a state of open rebellion.
The action of the citizens in insisting upon the departure of the Judge and senior officials
was unconstitutional, but the confidence of the people … in receiving just, impartial and
humane treatment had been shaken to its foundations.
Justice Ewing, Commissioner of Inquiry into Gilruth Administration, Appointed 1919,
Quoted in D. Lockwood, The Front Door: Darwin: 1869-1969
Section 4, Attachment 3: Gilruth’s reply to Commissioner of Inquiry
When early in 1912, at the earnest request of the government of my country, I agreed
to sacrifice the comfort, the intellectual and the scientific associations of a University
chair in the important city of Melbourne for life in a tropical village, only varied by the
discomfort of inland treks, I did not anticipate that after seven years it would terminate
by a report from a Royal Commissioner so unjudicial, so careless of fact and of evidence
as that criticized.
Gilruth, quoted in D. Lockwood, The Front Door: Darwin 1869-1969.
Dr. J. Gilruth
Reference: Resources Folder
Section 5
Section 6, Attachment 1
Strong and Proud Culture Lives On
Chinese Toil Led To
Golden Era in Northern Territory
The Chinese in the Northern Territory

Section 6.
(Attachments 3-7 taken from The Chinese in the Northern Territory by Timothy G. Jones)
Attachment 3
Further problems for the Government were created by the arrival of three ships carrying
1240 Chinese right at the end of the 1879-80 wet season. The South Australian
Government asked Price whether it would be necessary to give relief each dry season
and for an evaluation of such work done last season. His response was that several
steamers had arrived towards the end of the previous wet season bringing 1059
Chinese. As only a few would have any chance of getting gold most were destitute so he
set them to work, on relief –
• Cutting away of Fort Hill to widen the road to the jetty

• Reclaiming land from the mangrove swamp on the east side of Fort Hill
• Cutting cypress pine on Indian Island
• Digging and screening shell for lime
• Cutting and stacking timber for the lime kiln
• Various road works
Attachment 4
Government Resident Parsons travelled with the Chinese Commissioners from Hong
Kong to Sydney, and he was also present at their interview with the South Australian
Premier. He increasingly urged his government to take restrictive action and reported at
some length in his annual report for 1887. He said, “From information received by me, I
conclude that throughout the emigrating provinces of China the conviction is deepening
that the avenues in Australia are being narrowed, and will eventually be strictly closed.
The immediate effect is an unprecedented rush to the Northern Territory….As it is near
the middle of the wet season, when the number of men employed upon the railway has
been greatly reduced, there must be some cause at work which does not appear on the
surface. This is said, upon good authority, to be the formation of a powerful syndicate of
Hong Kong and Canton merchants, with the distinct policy of pouring into Port Darwin as
many coolies as they can, while it is a port without a poll-tax.”
He made the following observations about the Chinese in relation to the climate and
conditions of life in the Territory.
1. A limited number of Chinese are useful in the Northern Territory.

2. They are usually law-abiding, except in respect of thieving, gambling and perjury.
3. They make excellent gardeners, and supply vegetables and fruit to the European
population.
4. There is a merchant and storekeeping class of undoubted probity.
5. The better class of coolies make good cooks, house servants and dobies
(washermen), and the lower class are handy drudges.
6. Contractors and employers of labour find the ordinary coolies a plodding
workman, accepting from three shillings to three shillings sixpence per day. He is
self-reliant and his food is supplied by Chinese storekeepers. There is no trouble
about caste.
7. The artisans are fairly skilful and good copyists.
Attachment 5
Attachment 6
Attachment 7
Appendix B
European and Chinese population, Northern Territory, 1874 to 1931
Year Population engaged in mining Total Territory population
European Chinese European Chinese
1874 722
1875 128 63 472 170
1876 259 97 160
1877 115
1878 208
1879 1176
1880 105 1500 2154
1881 40 1500 660 4108
1882 60 1550 649 3725
1883 42 1250 616 2839
1884 40 1100 576 2637
1885 50 1000 697 2586
1886 60 1120 966 3237
1887 65 900 1010 5837
1888 50 800 1144 6122
1889 80 1350 1070 4432
1890 85 1300 1009 4141
1891 90 1300 1144 3658
1892 95 1520 933 3714
1893 90 1600 965 3661
1894 65 2015 891 3566
1895 111 1985 880 3443
1896 193 1638 958 3396
1897 153 1600 984 3359
1898 107 1426 1023 3298
1899 114 1372 1043 3204
1900 72 1232 1003 2928
1901 58 1199 1055 2690
1902 47 1043 1038 2516
1903 91 1190 1190 2254
1904 189 1158 1098 2143
1905 161 1077 1115 1983
1906 179 1018 1075 1878
1907 208 958 1100 1833
1908 150 674 1076 1808
1909 190 630 1269 1654
1910 140 602 1258 1558
1911 101 575 1729 1542
1912 84 542 1931 1528
1913 90 530 2143 1445
1914 136 462 2694 1196
1915 112 389 3326 1194
1916 137 371 3291 1221
1917 141 350 3554 1228
1918 194 282 3767 1177
1919 194 282 3443 1152
1920 195 250 2770 1076
1921 155 180 2478 1094
1922 89 100 2252 1039
1923 90 90 2249 1043
1924 90 70 2432 01063
1925 120 70 2364 1075
1926 110 60 2345 1040
1627 2356 1050
1928 69 34 2645 1069
1929 60 18 2694 838
1930 68 13 2440 884
1931 52 2823 777
Resolution of Meeting 1888
A Politician’s Platform 1889

Attachment 8
An anti-Chinese meeting, 1888

RESOLVED [that] this meeting is of opinion that the time has come… [to stop] the
alarming influx of Chinese to our settlements…
Mr Charles Harrison, in support of the motion, stated that he had been working for over
fourteen years carting on the roads of the Northern Territory, and had expended many
hundreds of pounds in horses, wagons, stores, &c. during that time, but that he had
been obliged to abandon business in consequence of the competition of the Chinese,
who undersell the Europeans, and then stint their horses of their feed to make up for
any loss they would otherwise sustain.
Northern Territory Times, 14 January 1888
- taken from A Social History of the Northern Territory page 14
Attachment 9
A politician’s platform, 1889

Racial
No gold or pearling licences to be issued to Asiatics.
A heavy penalty to be imposed on Europeans dummying for Asiatics.
Naturalisation papers to be refused to all Asiatics in future, as such papers are only
taken out for purposes of gain…
General
… Federation of Australia.
Formation of a new Northern Colony as a sequel to Federation.
Raising of the standard rate of pay for Europeans engaged on public works.
Overland mail from Katherine to the Tablelands…
Construction of Transcontinental Railway…to be constructed by white labour only…
Part of the election Manifesto of G. Mayhew,
Northern Territory Times, 31 March 1899
- taken from A Social History of the Northern Territory page 16
Excerpt from “Far Country”
Attachment 10
The Chinese faced prejudice everywhere. From 1878 they outnumbered Europeans in
the Northern Territory, by a ratio of more than four to one in 1888, declining slowly to
the point of equal numbers in 1911. Their numbers reinforced European fears of their
economic competition. During the late 1870s the Europeans of Palmerston took to
holding indignation meetings whenever a shipload of Chinese arrived. In 1878 a mere
rumour that Governor Jervois of South Australia favoured Chinese immigration led to
uproar amongst the Palmerston citizenry and threats to secede from South Australia…
Searcy a Darwin Customs Officer was one of a growing band of officials in the Northern
Territory who recognized the good qualities of the Chinese. In words later echoed by
Alfred Deakin he remarked that ‘it was their virtues, not their vices, we had to fear’, and
he had the wit to see beyond the uniformity of pigtails and strange garb into the
diversity of Chinese society.
After the first shipload from Singapore, most of the Northern Territory Chinese came
from the delta area of the Hsi Chiang River, in Kwantung province, and from the nearby
New Territories of Hong Kong. Not all were coolies. Skilled tradesmen – tailors,
herbalists, carpenters, even jewellers – came. So did merchants. Some, such as Ping
Que of Palmerston, were men of means who travelled widely and had extensive Asian
business contacts. Looking back after fifteen years as a Darwin Customs Officer, Searcy
said of them: “You would not find a better or more straightforward lot of businessmen
anywhere. My experience was that a Chinese merchant’s word was his bond”. In hard
times the credit they extended was said to have kept almost the whole citizenry of Port
Darwin. The European business community feared their competition; but neither
European households nor European mines could be worked without Chinese of the lower
class. The Northern Territory Times, first published in 1873 when fewer than forty
people in Palmerston could read, was the mouthpiece of the middle class whites. The
agonized ambivalence of its editorials on the Chinese question was a measure of
European conflict over their presence.
Powell, Alan Far Country: a short history of the Northern Territory.

Third edition 1996, chapter 6, pp 103-104
Band 5
Roles of Government in the Northern Territory
Northern Territory
Band 5
Time Continuity and Change
Government Offices at Port Darwin, with stables to the left, the gaol to the right and
Government House under construction in the background. 1876
Photo from Territory Images

November 2007
Roles of Government in the Northern Territory
Learner Context
Outcomes selected by an individual teacher will depend on the learner context, the teacher focus
Description
These teaching and learning ideas can compliment a unit of work on the history of the governing
and legal role of the Northern Territory Administrator. Formative and summative foci have been
suggested and support resources have been identified.

Inner Learner 1 Consider own learning preferences Effective selection, analysis
Uses own preferences and when prioritising and negotiating and presentation of research
meta-cognitive processes to options and selecting pathways. project.
optimise learning.
Time, Continuity and Examine how the role of the Learners to examine the
Change Administrator changed as a result events that led to the
of the Northern Territory Self- Northern Territory Self-
Analyse how past forces
Government Act. Government Act and to
and events have shaped
research a particular event for
contemporary communities.
analysis.
How did the role of the Administrator

change as a result of the Northern Northern Territory Self-Government
Territory Self-Government Act? List of vocabulary to understand
Appointed British subjects

Formative:
Citizen Clear Majority
1. Identify specific language identified in the
Colony Commonwealth
worksheet.
Consensus Democratic
2. Learners to define vocabulary and explain
Disenfranchised Federal
in their own words.
Legislative Council
3. Provide on-going opportunities for oral
Legislative Assembly
use of language in the class.
Referendum Representative
4. Review understandings of concepts
Self-Government Senators
embedded in the language through a
Statehood Status
close exercise. e.g.: representation,
self-government.
Summative:
Provide learners with a timeline of government Resources for all Bands: Resource 5
in the Northern Territory and learners to answer
interpretative questions.
Refer to the Resource NT Self-Government. • Attachment 1: Timeline of Government in
Consider the following prompts to develop the NT
understandings and identify specific research
areas.
1. Explain how traditional law worked in the NT
before white settlement.
2. How were the first white settlements in the NT
governed?
3. In 1863 the NT came under South Australian
control. Why were Territorians disenfranchised • Attachment 2: A Short History of
until 1882? Government in the NT
4. When could Territorians elect politicians to
serve in the South Australian parliament? • Attachment 3: Australia's Constitution and
5. At Federation, what advantage did NT women Levels of Government
have over those from Victoria?
6. When did Territorians lose the right to vote in
Federal elections?
7. What restriction applied to the NT's elected
member in the Commonwealth parliament?
8. How did the situation improve in 1936?
9. What democratic restriction applied to the Resource: www.dcm.nt.gov.au/dcm/statehood
NT's first version of Self-Government?
10. In 1968, Territorians’ democratic rights
improved in two ways, what were they?
11. How was the NT granted Self-Government
in 1978? Reference: That’s Our Territory, S. Parry
12. How will Territorians get the same
democratic rights as the rest of Australians?
Resources www.dcm.nt.gov.au/dcm/statehood
Attachments 1) Worksheet - Timeline of Government in the NT

2) A Short History of Government in the Northern Territory
3) Australia's Constitution and Levels of Government
Reference • Parry, S. That’s Our Territory

General

gables.pdf
Territory
Northern Territory
Information Sheets


2) Government House
Timeline of Government
In the Northern Territory
Attachment 1
Timeline of Government in the NT
1) Explain how traditional law worked in the NT before white settlement.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2) How were the first white settlements in the NT governed?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3) In 1863 the Northern Territory came under South Australian control. Why were
Territorians disenfranchised until 1882?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4) When could Territorians elect politicians to serve in the South Australian parliament?
_____________________________________________________________________
_____________________________________________________________________
5) At Federation what advantage did Northern Territory women have over those from
Victoria?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6) When did Territorians lose the right to vote in Federal elections?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7) What restriction applied to the Northern Territory's elected Member in the
Commonwealth parliament?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
8) How did the situation improve in 1936?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
9) What democratic restriction applied to the NT's first version of Self-Government?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
10) In 1968 Territorians' democratic rights improved in two ways, what were they?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
11) How was the NT granted Self-Government in 1978?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
12) How will Territorians get the same democratic rights as the rest of Australians?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Constitutional Milestones and
A Short History of Government
in the Northern Territory
Attachment 2
Constitutional Milestones
and
A Short History of Government in the Northern Territory
Pre European The constitutional history of the Northern Territory has its roots in the long
Settlement period of occupation by the Aboriginal people of Australia prior to European
settlement. The Aboriginal people had their own systems of governance
and traditional customary laws.
Today, the Aboriginal people still maintain their strong and distinctive
cultural heritage, language, systems of governance and customary laws.
1829 to 1849 The first European settlements in the Northern Territory - which did not last
long - were established as military bases (Melville Island, 1829; Port
Essington, 1849). These settlements were ruled by their commanders
whose decisions were based on instructions from senior officers and the
Governor in Sydney.
1856 The Constitutional Act of 1856 provided South Australia with an elected
parliament to make its laws. In that year, all South Australian men over
twenty-one years of age who were British subjects - including Aborigines -
were given the right to vote.
Also in that year, Victoria was the first colony to introduce secret voting (the
secret ballot) in 1856, followed later that year by South Australia. By 1879,
it was used for elections in all the other Australian colonies.
1863 In 1863, the Northern Territory was separated from New South Wales to
become part of South Australia. However, nobody in the Territory could
actually vote until 1882, because there were no arrangements to put their
names on the list of voters (the 'electoral roll').
1869 The first European settlers came to live in Darwin, or Palmerston as it was
then called.
1874 Local Government begins when the Territory's first local government
council (Palmerston District Council) was established. The Palmerston
District Council continued until the Darwin Town Council replaced it in
1915.
1884 The South Australian Parliament passed the Northern Territory
Representation Act, which made the Territory a single electoral district and
allowed the Northern Territory to send two members to the Legislative
Assembly and gave representation in the Upper House.
1890 The South Australian Government extended to the white adult residents of
the Northern Territory full voting rights.
1895 In 1894, the South Australian Parliament passed the Constitution (Female
Suffrage) Act which was enacted in 1895, made South Australia the
second place (after New Zealand in 1893) in the world to extend the vote to
adult women and the first in the world to gain the right for women to stand
for election.
1901 In 1901, the Australian colonies (now the States) joined together to become
the Commonwealth of Australia and the first Commonwealth (sometimes
1
called Federal) Parliament was elected. It was not compulsory for people
to enrol as voters or to vote. The only women able to vote were those in
South Australia (including the Northern Territory) and Western Australia,
where they had voting rights under State laws.
1902-10 In 1902, negotiations between the South Australian and Commonwealth
Governments began for the transfer of the Northern Territory from South
Australia to the Commonwealth. In 1907 the South Australian Parliament
passed the Northern Territory Surrender Act and in 1910 the
Commonwealth Parliament passed the Northern Territory Acceptance Act.
1911 The responsibility for governing the Northern Territory was transferred from
South Australia to the Commonwealth Government. Territorians lost their
right to vote in federal elections. There were too few people in the Territory
to justify them having their own member in the Commonwealth Parliament
and it was not possible for them to be counted among voters in one of the
states. Territorians had no say in what happened to them except at the
local government level.
1922 The people of the Northern Territory were finally allowed to elect one
member of the Commonwealth Parliament's House of Representatives, but
the Member had no right to actually vote in the parliament only to observe.
1924 In 1924, Australia became one of the first countries in the world to
introduce compulsory voting for all adults.
1926 From 1926 to 1931, the Northern Territory was divided into 'North Australia'
(administered from Darwin) and 'Central Australia' (administered from Alice
Springs), but the Territory was only entitled to elect one member of the
Commonwealth Parliament to represent the whole Territory.
1929 In 1929, the Commonwealth Government decided to bring back the right
for all adults to vote, but the mayor and members of the Darwin Town
Council resigned in protest before it happened. The Council continued with
members appointed by the Commonwealth until the Town Council
abolished itself in 1937 at its own request. The Commonwealth public
service departments took over the local government functions.
1936 After 1936, the Northern Territory's Member of the House of
Representatives could speak and vote in the parliament, but only on
matters that directly concerned the Territory.
1942 to 1946 In 1942, during the Second World War, the Territory was placed under
military control and the NT Administration was moved to Alice Springs and
it wasn't until 1946 when full civil Administration was resumed.
1947 to 1948 In 1947, the first seeds of representative democracy were sown in the
Northern Territory with the creation of the Legislative Council, which had
six elected members and seven official members presided over by the
Administrator. The first meeting of the new Legislative Council was held in
1948.
The Council was given the power to make laws and regulations for the
peace, order and good government of the Territory, subject to assent by
the Administrator or the pleasure of the Governor-General.
The Administrator could also vote during debates (and could vote a second
time if the members were evenly divided on an issue). The appointed, or
2
official, members were generally senior public servants within
Commonwealth government departments. This, of course, meant that
decisions relating to the government of the Northern Territory were
controlled by the Commonwealth government.
1953 to 1957 A law was passed in 1953 to reintroduce local government in Darwin, but it
wasn't until 1957 that the people of the town agreed on how it was to work
and the Corporation of the Municipality of Darwin was established.
Darwin remained the sole Territory centre with a fully elected local
government until 1971.
In 1956 the Legislative Council established the Select Committee on
Constitutional Reform. That Committee in 1957, tabled its report
suggesting constitutional changes – including increase in numbers of
elected Council members, and some control over finance and executive
government. In 1958, because of the undue government delay in
considering the Committee’s recommendations, all six elected members of
the Legislative Council resigned in protest.
1959 In 1959, the Member for the Northern Territory in Canberra was allowed to
vote on any matters to do with the Northern Territory.
In addition, membership of the Legislative Council increased to seventeen:
eight elected members, six official members and three non-official
members. The Administrator's Council comprising the Administrator, two
official members and three elected members of the Council was
established as an advisory body to the Administrator.
1962 Federal voting rights extended to adult Aboriginal people. Also in that year
the Legislative Council petitions the Commonwealth Parliament in the form
of a Remonstrance outlining its constitutional grievances with the
Commonwealth and seeking greater control over Territory Affairs.
1965 The Administrator, as Presiding Officer, was removed from membership of
the Legislative Council and replaced by a member elected from the elected
or non-official members.
1967 A National Referendum amended the Australian Constitution to enable the
Commonwealth parliament to make laws for Aboriginal people and to count
them in the Census.
1968 The composition of the Legislative Council was amended with the non-
official seats being abolished and recreated as elected member seats,
which meant there were eleven elected and six official members.
In the same year, the Member for the Northern Territory was given the
same voting rights as other members of the House of Representatives.
1971 The Corporation of the Municipality of Alice Springs (the Alice Springs
Town Council, elected by the residents of the town) was established.
1973 The voting age throughout Australia was lowered from twenty-one to
eighteen. Also in that year, a Joint Commonwealth Parliamentary
Committee on the Northern Territory was established to review
constitutional progress and reform in the Territory.
1974-75 The Commonwealth Parliament passed the Senate (Representation of
Territories) Act giving the Northern Territory two Senators in the next
3
general elections and in 1975, the Northern Territory elected two senators
with full voting rights to the Senate.
Further in that year the Joint Commonwealth Parliamentary Committee on
the Northern Territory's report to the Commonwealth Parliament
recommended the first steps in the devolution of executive responsibility.
Subsequently the Legislative Council was replaced by a fully elected
Legislative Assembly of nineteen members, but with no increase in its
powers. However, the Administrator's Council was reconstituted to
comprise the Administrator and five elected members.
In 1975, following the devastation of Darwin caused by Cyclone Tracy
(Dec, 1974) the Joint Commonwealth Parliamentary Committee on the
Northern Territory's second report to the Commonwealth Parliament
recommended that there should be no alteration to its first Report and its
recommendations - including the call for progressive transfer of functions
towards self-government.
1976 The Commonwealth Parliament passed the Aboriginal Land Rights
(Northern Territory) Act. The Act established the basis upon which the
Aboriginal people in the Northern Territory could, for the first time, claim
rights to land based on traditional occupation. This Act was the first
Australian law, which allowed a claim of title if claimants could provide
evidence of their traditional association with land.
Also in that year, Administrator's Council renamed to the Executive
Council.
1977 Katherine and Tennant Creek both agreed to establish municipal councils
in 1977.
Following an Australia-wide referendum in 1977, Territorians were given
the right to vote in referendums, with their votes being counted as part of
the total national vote, though not as a State vote. (The majority of people
in the majority of states must agree on a 'yes' vote to pass a referendum
question.)
The Commonwealth Government announces a program to grant Northern
Territory responsible self-government from 1 July 1978 with a view to
eventual Statehood. The program provided for the establishment of a
separate Government of the Northern Territory from 1 July, 1978 with local
Ministers and exercising executive control over and responsibility for its
own finances.
1978 The Territory was granted self-government with the passing of a law - the
Northern Territory (Self-Government) Act 1978 - by the Commonwealth
Parliament. Some powers were kept by the Commonwealth (including
control over industrial relations, uranium mining, some environment laws,
Aboriginal land rights and some national parks), but the important thing,
Territorians were now able to make most decisions about how the Territory
should be governed through their Legislative Assembly.
Also in 1978, the Northern Territory Government made it possible for
community government councils to be set up in small communities and
towns, which meant, that even quite small places could make decisions
about local matters without having to await approval from Darwin.
4
1980 On 30 July 1980, the Queen put her seal to a document that changed the
office of Mayor of Darwin into that of Lord Mayor.
1982 The passing of legislation and electoral redistribution conducted in 1982
resulted in the number of members of the Legislative Assembly being
increased from 19 to 25 and this became effective from the general
election of 3 December 1983.
1984 In 1984, enrolment and voting became compulsory for all Aboriginal adults
in Commonwealth, Northern Territory and local government elections.
1985 The Palmerston Town Council and the Litchfield Shire Council were
established. Since then, many communities have achieved some form of
local government.
Also in that year, the Northern Territory Government commenced the
Statehood for the Northern Territory campaign, which would give citizens of
the Northern Territory the same rights as other Australians.
To this end, in August 1985, the Legislative Assembly established a bi-
partisan Select Committee on Constitutional Development to report and
make recommendations on:
• a Constitution for the new State and the principles upon which it should
be drawn;
• the method to be adopted to have a draft new state Constitution
approved by or on behalf of the people of the Northern Territory; and
• the issues, conditions and procedures relating to the entry of the
Northern Territory into the Australian Federation as a new State.
1986 All the Australian States and the Commonwealth Parliaments, and Britain,
pass legislation (called Australia Acts) to make Australian law independent
of British parliaments and courts. The Australia Acts ended the inclusion
into Australian law of British Acts of Parliament and abolished all remaining
constitutional provision for appeals from Australian courts to the Privy
Council in London. Since then Australian law, which, was built on British
foundations, now reflects the decisions of Australia's own legislatures and
courts.
The Commonwealth's Australia Act was the final one of the seven Acts of
the seven Australian parliaments needed for a constitutional change to the
whole Federation. The action in changing the Commonwealth legislation
affected the Northern Territory because it is a territory under the
Commonwealth.
1988 The Memorandum of Understanding between the Commonwealth and
Northern Territory Governments that was formalised at Territory Self-
Government in 1978, which related to a special Commonwealth and
Northern Territory financial arrangement was terminated. As a result of this
action, the Northern Territory was funded on the same basis as the other
States. Also in that year, the Northern Territory joined with the
Commonwealth and States as a member of the Loans Council.
1992 The High Court of Australia hands down its Mabo decision, which
recognised the rights of the Meriam people in the Torres Strait, had over
their traditional lands. This decision overturned the previous terra nullius
theory that Australia was classified as uninhabited before European
5
settlement.
1993 As a result of the High Court's Mabo decision the Commonwealth
Parliament passes the Native Title Act enabling Indigenous people
throughout Australia to claim traditional rights to unalienated Crown land
1994 The Northern Territory Government secures from the Commonwealth
Government, following submissions from the Northern Territory to the
Council of Australian Governments (COAG), a joint
Commonwealth/Northern Territory Statehood Working Group to examine
and report on the implications of a grant of statehood to the Northern
Territory.
1995 A poll conducted in March 1995, found that Territorians were strongly in
support of the proposition to make the Northern Territory Australia’s
seventh State. Subsequently the Northern Territory Government obtains a
commitment from the Prime Minister and the State Premiers (with some
reservations by the New South Wales Premier) for the Territory to achieve
Statehood by 2001.
1996 The Northern Territory Statehood Working Group, established in 1994,
presented its Final Report (May 1996) to the Northern Territory and
Commonwealth Governments. The Report discussed in detail the issues
and options concerning a grant of Statehood to the Northern Territory,
although not necessarily favouring proposals put by the Northern Territory.
In October of that year, the Legislative Assembly unanimously passed a
resolution, in the form of a Remonstrance, to petition the Commonwealth
Parliament in connection with the exercise for the first time since self-
government of the Commonwealth’s power to override the Territory's
legislation relating to euthanasia. The Remonstrance outlined a series of
grievances in regard to the Commonwealth Parliament's intention to
override the Territory's euthanasia law that was enacted in 1995, which
was called the Rights of the Terminally Ill Act.
Also in November 1996, the Committee on Constitutional Development
(which was established in 1985) presented its final report and a draft
constitution to the Legislative Assembly recommending that:
• a new constitution be adopted for the Northern Territory to replace the
Northern Territory (Self-Government) Act, to be prepared by
Territorians;
• a preferred procedure for adopting a Northern Territory Constitution
which included referring the Committee’s draft constitution to a
Northern Territory Constitutional Convention, with broad representation
from across the Northern Territory community and comprising a
majority of elected members; and
• the draft Constitution as adopted by that convention to be submitted to
a referendum of Northern Territory electors.
In December 1996, the High Court of Australia handed down the W ‘ ik
decision’ in regard to the rights of indigenous Australians in respect of
Australian lands; in particular, lands over which pastoral leases have been
granted. This decision had strong implications for the Northern Territory
because of it large pastoral leases and holdings. To date some issues
regarding the rights of the indigenous peoples and leaseholders have not
6
been finalised.
1997 The Commonwealth Parliament exercises its plenary power, under the
Australian Constitution, in respect of the Territory for the first time since
self-government, by enacting the Euthanasia Laws Act 1997 so as to
amend the Northern Territory (Self-Government) Act 1978 to remove the
power of the Northern Territory to make laws in respect to euthanasia and
assisted suicide.
This action by the Commonwealth Parliament, was seen by many as being
a major interference by the Commonwealth in Northern Territory affairs and
a significant setback for progressive constitutional development and
Statehood. Only by becoming a State, could the Northern Territory
overcome such control by the Commonwealth.
1998 In March/April 1998, a constitutional convention (called the Statehood
Convention) was convened by the Northern Territory Government. The
Convention was held in Darwin and was made up of appointed delegates
to consider and report on important issues relating to Statehood for the
Northern Territory. The Convention was given four issues to consider:
• Should the Northern Territory become a State?
• What should be the name of the new State of the Northern Territory?
• When should the Northern Territory become a State?
• What should be the form of the Constitution for the new State?
The Convention passed thirty-six resolutions of which six were of note.
These were:
• the Northern Territory should become a new State in the
Commonwealth of Australia;
• the new State be called the State of the Northern Territory;
• the Northern Territory become a State as soon as possible;
• the recognition of Aboriginal customary law as a source of law in the
new constitution;
• the level of Senate representation; and
• a Declaration of Statehood.
The Convention also passed another important resolution in regard to the
question on Statehood that should be put to Northern Territory voters. The
question contained three parts:
• whether the Northern Territory should become a State;
• whether there was support for the name "the State of the Northern
Territory"; and
• whether the draft Constitution should be adopted.
In August 1998, the Prime Minister announced in Canberra that the
Commonwealth Government supported Statehood for the Northern
Territory and set 1 January 2001 as the target date.
Also in that month, the Legislative Assembly passed the Referendums Act.
The first action under this legislation was to provide for a question on
7
Statehood to be put to Territory voters. Subsequently, the Legislative
Assembly agreed that there would be a single referendum question as
follows:
“Now that a constitution for a State of the Northern Territory has
been recommended by the Statehood Convention and endorsed
by the Northern Territory Parliament:
DO YOU AGREE that we should become a State?”
On 3 October 1998, the Statehood referendum question, that was agreed
by the Legislative Assembly, was rejected by a majority of the Northern
Territory voting community in a Territory wide indicative referendum. The
result was a No vote with a majority of 51.3%. The negative vote thus
halted the Northern Territory's push in becoming Australia's seventh State
by 2001.
On 7 October 1998, the Legislative Assembly resolved that the Assembly's
Standing Committee on Legal and Constitutional Affairs conduct an inquiry
into and report on reasons for the failure of the Northern Territory
Referendum of October 1998 and to ascertain support for the Northern
Territory gaining Statehood by 2001. That Committee was also required to
recommend to the Assembly appropriate means whereby community
support for Statehood could be achieved.
1999 In April 1999, the Legislative Assembly's Standing Committee on Legal and
Constitutional Affairs tables its report to Parliament regarding the failed
Northern Territory Statehood referendum. The Committee found, amongst
other things, that there was a lack of information on the process of
constitution-making and a lack of understanding about Statehood.
Most importantly, the Committee found that there was overwhelming
community support for Statehood within the Northern Territory, and that the
community wanted the process of constitutional development to continue.
Further, it noted that for an inclusive process to be effective, Aboriginal
interests and the protection of their rights had to be seriously addressed, if
Statehood was to be achieved.
Subsequently, the Committee recommended, amongst other things, that
the constitutional development process recommence, but not before an
inclusive and comprehensive community education program on the
implications of Statehood had been conducted.
In December 1999, in accordance with the Commonwealth Electoral Act
1918, the Commonwealth Electoral Commissioner determined that the
Northern Territory would be entitled to two members to be elected to the
House of Representatives at the next Commonwealth General Election.
This was as a result of population changes between Australian states and
territories.
The new Electorate of Solomon would comprise Darwin, Palmerston and
inner rural areas and the new Electorate of Lingiari would comprise the
remainder of the Northern Territory, including the Territories of the Cocos
(Keeling) Islands and Christmas Island.
2000-2002 In February 2001, the Northern Territory Government taking into account
the Legislative Assembly's Standing Committee on Legal and
8
Constitutional Affairs report, informed the Commonwealth Government that
was still committed to the achievement of Statehood. However, it was for
the people of the Northern Territory to make a decision on the matter.
In August 2001, with the election of a new Government, Statehood was put
back on the agenda as part of the new Government’s program, but on the
basis, that the pursuit of Statehood would only occur after a fully inclusive
process of education and consultation. The Government would only
proceed to Statehood if and when a Statehood proposal had gained the
widespread support of Territorians.
In October 2001, the Legislative Assembly provided additional references
to its Standing Committee on Legal and Constitutional Affair to inquire,
consider, make recommendations and report to the Assembly from time to
time on any matter concerned with legal or constitutional issues, including
any proposed changes to the legal or constitutional relationship between
Northern Territory and Commonwealth, including the admission of the
Northern Territory as a new state of the Commonwealth.
In February 2002, the Chief Minister rules out any referendum to coincide
with the next Territory general election and that the Statehood process has
to be community driven.
9
Attachment 3
Australia’s Constitution and
Levels of Government
Band 5
Northern Territory
Band 5

November 2007
Role of the Administrator of the Northern Territory.
Learner Context
Specific links to NT Curriculum Framework outcomes have been identified as Band 5.3. Outcomes
selected by an individual teacher will depend on the learner context, teacher focus and prior
understandings of learners.
Description
These teaching and learning ideas can compliment a unit of work on the governing and legal role
of the Northern Territory Administrator. Formative and summative foci have been suggested and
support resources have been identified.

Constructive Learner 1 Analyse or evaluate arguments, Learners to examine a
Accesses tools and interpretations, assumptions, selection of resources and
information from beliefs or theories. Make plausible accurately translate data
appropriate sources, inferences and predictions while collated.
analyses these and applies perusing information.
the most relevant aspects
to optimise results.
Civics, Governance and Investigate the role of the Learners to state which
Social Justice. Administrator and why we need a viewpoint they support and
non-partisan watchdog. justify their answer based on
Critically evaluate a range
‘Does the Administrator’s
of political and legal
function in assenting to bills
systems, their policies and
support or undermine the
how these impact on
principles of democracy? ‘
citizens.
Formative:
1. Identify the basic tenets of democracy.

Refer to Discovering Democracy Lower • Attachment 1: Discovering Democracy
Secondary reader and Spirit of democracy
website
2. Brainstorm the way that the government

is made up and how this does not allow
minority interests to be represented.
3. Revise the role of the Administrator to
judge whether a Bill such as “that the • Attachment 2: Passage of a Bill worksheet
wearing of burkas in public shall be
prohibited” is fair and equitable. Would
the Administrator assent to the passing of
the Bill? On what grounds would the
Administrator send it back or send it to
the Governor General?
4. Consider a group discussion and

development of arguments for and
against the Bill. Refer to Band 3 in the Reference Band 3 Parliament Kit
Parliament kit on how to pass a bill.
Reference Band 4 Parliament Kit
5. Learners could role play – the Ethnic
Affairs Minister could present the Bill,
Members of Parliament could be involved Resources for all Bands: Resource 5
in Question time, have a committee Excerpts from the Northern Territory
enquiry – Refer to Band 4 of the (Self-Government) Act 1978
Parliament Kit for Committee enquiries.
Summative:
Does the Administrator’s function in assenting to
Bills support or undermine the principles of
democracy? State which viewpoint you support
and justify your answer.
Attachments • Attachment 1: Discovering Democracy
• Attachment 2: Passage of a Bill
Resources • Band 3 Parliament Kit

• Band 4 Parliament Kit
General

gables.pdf
Territory
Northern Territory
Information Sheets


2) Government House
Discovering Democracy
Attachment 1
Passage of a Bill
Attachment 2
Passage of a Bill
New laws can originate from members of the public, staff in government departments, or
from Members of Parliament.
In most cases, an idea for a law is first considered by the Cabinet which often consults
government departments and any organisations or groups who are likely to be affected.
If the Cabinet decides to go ahead, the proposed law is written up as a Bill.
An individual Member of Parliament can also introduce a Bill (called a ‘Private Member’s
Bill’) into the Legislative Assembly. However the majority of Bills come from the
government and are introduced by Ministers.
The Bill begins its passage through the Legislative Assembly when the Clerk gives it the
first reading in the form of a ‘long title’ – a brief description of what the proposed law is
intended to accomplish.
A motion for a second reading is usually moved by the Minister whose area of
responsibility it will affect. The Minister then makes a second reading speech which
explains the general ideas behind the Bill. Debate on the Bill is often adjourned until
another day, usually one month later, giving Members an opportunity to consider it.
When the second reading debate resumes, Members discuss the merits of the Bill, the
policies reflected in it and what effects it might have.
If the motion for the second reading is agreed, the Clerk reads the long title of the Bill a
second time. The Bill is then considered in more detail. It may be considered clause by
clause or, if no Member objects, it may be taken as a whole.
Once the Bill has been agreed to, (with or without amendment), the Minister (or
Member) moves that the Bill be read a third time.
While the motion for a third reading may be debated, that is unusual. When the question
for the third reading is agreed to, the Clerk again reads the long title of the Bill. After this
is done, the passage of the Bill through Parliament is complete.
The final stage is the presentation of the Bill to the Administrator for assent (approval by
signing), after which it becomes an Act of Parliament, part of the law of the Northern
Territory.
As soon as an Act becomes law, it is noted in the Government Gazette.

From Idea to Law
Idea from the public

Idea from Government Department
Idea from Minister
Idea goes to Cabinet as a submission
Input from Input from other

the public Government
Departments
Draft Bill prepared
Goes back to Cabinet for approval
Goes to Legislative Assembly for the first reading
Second reading speech from Minister, followed by second reading debate and second reading
Debate in the Cabinet of the Whole Bill
Third reading and passing of the Bill
Bill goes to the Administrator for assent.
Available from the

Government Printing Office
The Bill is now an Act (a law of the Northern Territory) and must be obeyed and put into practice
by the police, the people and the courts.

Bands

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Bands

Uploaded by

Copyright:

Available Formats

Northern Territory

Produced by Government House Foundation

Knight’s Folly, Fort Hill and Government House

Produced by Government House Foundation

Exit Outcomes Indicators Assessment

Learning Area Outcomes Indicators Assessment

Time, Continuity and Source a wide variety of • Oral/written report on an

The National Trust

Visit the NT National Trust Website:

Identify a guest speaker and arrange for them to

View historical articles in ‘The NT Heritage News’

- Building with stone and why Resources for all bands:

Comprehension Activities • Attachment 9: Government House is a

Excursion – Historical Architectural Sites

Esplanade Sites • Attachment 14: CBD Places of Interest

Palmerston Cemetery • Attachment 15: Palmerston Cemetery

Looking at Darwin’s history

Post Excursion Activities – Assessment

Punkahs and Pith Helmets NT Department of Education

Attachments From the Northern Territory Heritage News:

1) Excerpts from the House of Seven Gables- A History of Government

1) History and Role of Administrator

1) Site Plan of Government House

Northern Territory News, Tuesday, December 6, 1994

Focus Vocabulary: Survivor Gable Resident Structure

1) Government House is also known as what house? Why?

2) Notable dates in the history of the house

3) Why was Government House built?

4) How many rooms were built in the original house?

5) What building changes were made by architect John George Knight?

7) What damage was sustained to Government House in the 1887 cyclone?

8) What was the riot at Government House known as?

Northern Territory News, December 29, 1993 - House rich in history

Focus Vocabulary: Esplanade Violation Dignitaries Quarried

2) What was the name of the first Government Resident?

3) In what features of the Government House building is tropical architecture demonstrated?

4) The roof of Government House was replaced by what and when?

5) What is Government House used for today?

6) Who lives on the site of Government House?

General Questions that can be asked about Cemeteries

The Protocols of visiting Cemeteries

Diagram of the 48 acres

John George Knight Government Resident for the Northern Territory

Paul Foelsche The first Inspector of Police

Activity 1 – Cemetery art/architecture

Activity 2 – Child Mortality

Activity 5 – Death through disaster

MATERIALS USED FOR MONUMENT

SPELLING Archaic forms, Incorrect?

MATERIALS USED FOR MONUMENT

SPELLING Archaic forms, Incorrect?

MATERIALS USED FOR MONUMENT

SPELLING Archaic forms, Incorrect?

MATERIALS USED FOR MONUMENT

SPELLING Archaic forms, Incorrect?

15) Children’s Section

LOOK AT THE LEGEND ON THE MAP OF THE GAOL.

PLEASE FOLLOW THE TRAILS STARTING AT NUMBER 1.

The Visitors’ Building

Why would a prisoner be put in one of these cells?

Kitchen And Mess

You have now completed a remarkable journey through NT history by visiting

6.50am Bell, wake up, make bed, tidy room,

7.00am Muster, daily notices