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The Bremer River. 1824-1873

Bremer River: A local studies project.

The Brisbane River was discovered quite by accident by ticket of leave convicts, Pamphlet, Finnegan and Parsons, who had set out from Sydney to collect timber. Blown off course by terrible storms the three disoriented men had in fact sailed north. Eventually they reached Moreton Bay where they were cared for by local Aboriginals. Later on in that year while exploring Moreton Bay for possible penal settlements, John Oxley, surveyor general came across the convicts, it was Finnegan who acted as a guide when Oxley navigated the same large flowing river which he named the Brisbane River after the Governor General.(Fig 1) By 1824 the Moreton Bay penal settlement had been established and Oxley had returned to Brisbane from Sydney and along with Lieutenant Butler and botanist Allan Cunningham explored and surveyed the Brisbane River.( Fig 2) On the 19th September Oxley observed a large creek or stream which branched off from the Brisbane River. Oxley’s party continued with their journey upstream until they could go no further as the water levels were too low. On their return journey the Europeans saw a group of Indigenous Australians who upon discovery retreated into the bush. Oxley and his party examined their belongings, which included weapons and baskets but took nothing hoping to reassure the locals that they meant no harm or disrespect. That night they camped on the riverbank opposite the tributary which they had discovered earlier. Oxley named this the Bremer River, again after another prominent European Sir James Bremer who had months earlier established a penal colony in Northern Australia. (Buchanan: 2009). Rather than venture further up the Bremer River Oxley and his party returned to Brisbane. (Fig 3)
Three years after Oxley’s discovery, Captain Patrick Logan commandant of the 57th Regiment on exploration of the Bremer river discovered deposits of limestone,- which he considered suitable to make bricks, desperately needed in the construction of Brisbane Town- and coal(Fig 4). The site proved to have other advantages as moderate sized boats could come up the Bremer as far as the limestone deposits and near the lime deposits was a large natural basin in the river where boats could turn or anchor. This gave the site considerable strategic importance. Logan established a convict lime station out-station, and the limestone was carried to Brisbane by flat bottomed barges or punts. (Buchanan: 2009). The settlement became known as Limestone Hills.

Limestone Hills, was in the District of Moreton Bay and still a part of New South Wales.
During the days of the penal settlement, regulations prohibited free settlers, the penal colony was closed on May 5th 1839, but it was not until 1842 that the district was open for free settlers. ( Ipswich History:2013).In 1843 Limestone Hills officially became known as Ipswich and the Bremer River played an important role in the ribbon of communication between Brisbane and Ipswich and remained an important link until the introduction of the railway in 1870s. (Fig 5& 5a). (Buchanan: 2009).

The Moreton Bay Courier (1846) describes how the pioneers of Ipswich carved out their livelihoods as the Bremer became an important port for the growing local industries such as coal and wool brought from the Darling Downs. Punts and flat bottomed boats were used to transport wool and coal to Brisbane, a much quicker form of transport as travel by bullock team could take up to ten days. (Buchanan: 2009). According to Buchanan,(2009) within a year demand had increased so much that the river service was unable to cope and a second punt, the Mary Ann was placed into service. The punt could carry 100 bales of wool each load. Because of growing demand a wool store was built in Ipswich by 1847. Over the next few years a number of punts were in operation as they were cheap to run, easy to build and offered opportunities for enterprising settlers who were looking to improve their livelihoods. (Buchanan: 2009).
As the Bremer river became a major industry it was important to expand and to find other forms of river transport which would drastically reduce the time taken from Brisbane to Ipswich. The return journey between these towns took several days by punt. In 1846 the ‘Experiment” a paddle steamer purchased by James Canning Pearce was in service, this and other steamer services provided the backbone of local industry and passenger travel between Ipswich and Brisbane until the construction of the Albert Bridge which spanned the Brisbane River at Indooroopilly this allowed the completion of the railway line between Ipswich and Brisbane in 1873. It meant the end of a golden era of river transport on the Bremer. Some boats continued to operate but many were sold or used on other river routes. (Buchanan: 2009). (Fig 6, 6a, 6b, 6c, 6d)

While much has been written about European expansion and development on and around the Bremer River, documentation about Indigenous communities is scarce. Prior to colonialisation the area known as Ipswich was the tribal home to three groups of Aboriginal people. The Yuggerapul or Ugarapul people, a subdivision of the Yuggera or Jagera, the Cateebil and the Yugumbir tribe a subdivision of the Bundjalung people. Tribal areas were not particularly well defined and territories overlapped each other. (Ipswich History: 2013) What we do know is that, Oxley’s wish for harmony between the two peoples did not last as the relationship between the two races broke down immediately, when local aborigines threatened the Europeans and took some of their tools.( Fig 7) As a consequence soldiers were sent from the Brisbane convict settlement to guard the settlement and its inhabitants. When the area was opened for free settlement in 1842, frequent violent interactions between the new settlers and the Aborigines occurred. Part of the problem might have been that there was never any recognition given to the fact that the Aborigines owned the land. (Austpost: 2013). In 1844 the estimated Aboriginal population was 150.In 1849 a native reserve was established on the Bremer River, however this was abandoned two years later because of infrequent use. (Austpost: 2013).
While the local Indigenous population declined, European population in Ipswich increased and by 1870s it was around 5000. (Ipswich History: 2013) Ipswich was now considered the second town in the colony of Queensland. The Bremer River was undoubtedly the hub of the region in terms of industry, passenger travel and a newly found activity leisure. Although many settlers worked a six day week, after church on a Sunday picnics were common on the banks of the Bremer. (Fig 8) Families would gather on special occasions and take the paddle steamer up river. Fishing was another popular activity, fish was plentiful and the ardent fisherman could catch mullet, catfish, spangled perch and eels. Rowing also became a popular pastime and in 1870 the first rowing club was formed in Ipswich. However the most popular leisure activity was swimming and what better way to spend a hot summer’s day cooling off in the Bremer. Absurdly swimming was forbidden in the Town reach of the river and in 1867 two local men, T W Guy and Frances Kerr were taken to court and were fined 40 shillings each. Both contested that they had swam in the Serpentine in England without any complaints, both claimed that it was because the local council had spent a huge sum of money building new swimming baths which had been largely un used. (Buchanan: 2009).
Although swimming had been banned in the town reach of the river the ban did not apply to other parts of the river, this idiotic rule eventually lapsed or was ignored. Journalist Tom Baker claims that the real hazard was’ dodging snakes of every kind’ and not the local policemen. Tom Barker writes a beautiful description of the Bremer River basin and describes the foliage and riverbanks as beautifully clothed in trees and the water as quiet, deep and cold. (Buchanan: 2009).

Following the demise of the early Bremer River traffic in 1873, the Ipswich City Council in 2013 is trying to revive its use, not as a corridor for transport but for recreational use. With public support and the renewed interest in the river it is hoped that the history of the Bremer River will be revived and appreciated. (Bre: 1982)

Part B
In approximately 600 words, explain how you could use this task with a class in HSIE/SOSE. How would it meet syllabus requirements and outcomes, and what would your students understand as a result of doing the task? You must name the syllabus you are referring to, clearly indicate the section and/or content area, list the outcomes and provide a brief description of the class/year level for which this task is intended).

ACARA : The Australian Curriculum v4.2 History: Rationale www.australiancurriculum.edu.au/History/ I will be studying Year 9 Level Description
The Making of the Modern World,
• Making a nation
The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I 1914-1918, the ‘war to end all wars’.
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
The history content at this year level involves two strands: Historical Knowledge and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way; and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Year 9 Achievement Standard
By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgments about their importance. They explain the motives and actions of people at the time. Students explain the significance of these events and developments over the short and long term. They explain different interpretations of the past.
Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When researching, students develop different kinds of questions to frame an historical inquiry. They interpret, process, analyse and organise information from a range of primary and secondary sources and...
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By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgments about their importance. They explain the motives and actions of people at the time. Students explain the significance of these events and developments over the short and long term. They explain different interpretations of the past.

Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When researching, students develop different kinds of questions to frame an historical inquiry. They interpret, process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students examine sources to compare different points of view. When evaluating these sources, they analyse origin and purpose, and draw conclusions about their usefulness. They develop their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical interpretations. In developing these texts, and organising and presenting their conclusions, they use historical terms and concepts, evidence identified in sources, and they reference these sources. (http://www.australiancurriculum.edu.au/History/Rationale)

As history students develop their own methods and procedures of understanding human experiences they soon come to realise that history is based on evidence derived from the past. It promotes debate, encourages higher order thinking, including analysing human values and present and future challenges. The process of historical inquiry develops transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations, and communicate effectively. (HISTORY FOR THOSE NEW TO TEACHING THE SUBJECT)
Students can learn a great deal from local histories. Learning history through a local lens can be an engaging and powerful way to study the past because it motivates historical inquiry, supplies evidence for historical accounts and conveys information about the past. When teachers encourage students to learn about the community they live in they can try to make links with the past and present. Students can then understand that they are part a big part of that history ………………… (Teaching Local History)
The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. One topic taught is the nationalism and imperialism, and the colonisation of Australia as part of the expansion of European power. As an introduction to teaching local history my Teaching sequence would begin with a general overview as to why Australia became a penal colony, investigate settler movement, and then explain the connections/links to the settlement of Moreton Bay Penal Colony the free settlers and the importance of the Bremer River in terms of migration, industry and leisure use. Teachers need to develop pupil’s awareness of the local communities they live/lived in and to show its importance in framing the places where they live. Local history topics such as the Bremer River and its use since settlement will help students to understand their heritage, it also shows students that generations before them built these communities they now live in and who have experienced great events and hardships, known good and bad times and have created history.

Reference:
Acara. Australian Curriculum http://www.australiancurriculum.edu.au/History/Rationale Bre, M. (1982) The River Trail, Historical Society of Ipswich.
Brisbane Valley Heritage Trails, First Colonial Settlement: A VERY BRIEF HISTORY OF THE BRISBANE RIVER VALLEY by E. DeLacy, retrieved from http://www.brisbanevalleyheritage.org.au/first-colonial-settlement/ Buchanan, R. (2009), the Bremer River, Ipswich City Council.
City of Ipswich: Indigenous History, retrieved from http://www.ipswich.qld.gov.au/about_ipswich/history/indigenous_history/ Deebing Creek Aboriginal Mission near Ipswich, Queensland. Retrieved from http://www.auspostalhistory.com/articles/1984.shtm HISTORY FOR THOSE NEW TO TEACHING THE SUBJECT retrieved from http://www.curriculumsupport.education.nsw.gov.au/secondary/hsie/assets/new_teachers/teach_history.pdf
Ipswich History Timeline, retrieved from http://www.ipswich.qld.gov.au/documents/heritage/ipswich_time_line.pdf Ipswich history. http://www.ipswich.qld.gov.au/about_ipswich/history/ipswich_history/ Ipswich, retrieved from http://queenslandplaces.com.au/node/447 Local History: Exploring, retrieved from
Teaching Local History http://www.schoolhistory.co.uk/forum/index.php?showtopic=2920

Figures:
Bre, M. (1982) The River Trail: Early river travel was hazardous, Historical Society of Ipswich.
Bre, M. (1982) The River Trail: A voyage from Brisbane to Ipswich, Historical Society of Ipswich.
Bre, M. (1982) The River Trail: Tug boat around the bend, Historical Society of Ipswich.
Bre, M. (1982) The River Trail: This is Queensland’s IPSWICH (1860), Historical Society of Ipswich.
Ipswich, (1870), Bremer River, Copy found in the Ipswich Library Resource Centre.
Brief History of Brisbane City in the 19th Century, retrieved from www.ourindooroopilly.com/brisbane-history.html Captain Patrick Logan, retrieved from www.google.com.au/search?aq=&riz=14AURU Map of Ipswich (date unknown), Copy found in the Ipswich Library Resource Centre.
Moreton Bay Courier, (1846) Trip to Ipswich by Water. Copy found in the Ipswich Library Resource Centre.
Moreton Bay Courier, (1846) Steamer to be laid off, Copy found in the Ipswich Library Resource Centre.
Moreton Bay Penal Colony, retrieved from www.correctiveservices.qld.gov.au/about au/history/images/Moreton Bay.ipg
Oxley, J. Retrieved from www.google.com.au/imgres? Queensland Times (1986), By the banks of the Bremer, copy found in the Ipswich Library Resource Centre.
Queensland Times (1892), Another Drowning Accident, Copy found in the Ipswich Library Resource Centre.
The Report: Bathing in the River, Transcript from the Community Services Team QT Project: Wrap around Articles .Copy found in the Ipswich Library Resource Centre.