Department of Education Building

Item details


Name of item:	Department of Education Building
Other name/s:	Education Building
Type of item:	Built
Group/Collection:	Government and Administration
Category:	Office building
Location:	Lat: -33.8638549136 Long: 151.2106685670
Primary address:	35-39 Bridge Street, Sydney, NSW 2000
Parish:	St James
County:	Cumberland
Local govt. area:	Sydney
Local Aboriginal Land Council:	Metropolitan

Property description

Lot/Volume Code	Lot/Volume Number	Section Number	Plan/Folio Code	Plan/Folio Number
LOT	56		DP	729620

All addresses

Street Address	Suburb/town	LGA	Parish	County	Type
35-39 Bridge Street	Sydney	Sydney	St James	Cumberland	Primary Address

Owner/s

Organisation Name	Owner Category	Date Ownership Updated
NSW Treasury	State Government	03 May 99

Statement of significance:


	The Department of Education Building demonstrates Edwardian architectural style and planning concepts; its historic features reveal Edwardian taste and customs - for example, the grand sequence from entry porch to Ministerial Board Room. The Building, especially where it remains in original condition, a particularly fine example of an early 20th century government office building, featuring an innovative internal steel frame that allowed for future re-use. It is an important example of the architecture of the period 1915-1930. While the original design determined the overall external effect, it is interesting to see purer Beaux Arts neo-classical details occurring in the 1929 Farrer Place porch and foyer, and simplified stonework details in this portion of the building. How much they reflect taste rather than economy is unclear. The importance of education to NSW c.1915 is manifest in this building and its original budget. Various important figures such as Peter Board and Sir Harold Wyndham are also associated with it. The building as conceived and built, has a considerable degree of unity in its use of materials, form and scale. The external design is highly disciplined, and uses a limited palette of materials: Sydney sandstone, metal framed windows, copper-clad skylights. It makes a major contribution to this part of Sydney, visually linking with other imposing sandstone government buildings and enhancing a number of important city vistas. It clearly has townscape value. (Department of Education Building, Howard Tanner & Associates in association with Terry Kass and Hughes Trueman Ludlow, 1989)
	Note: The State Heritage Inventory provides information about heritage items listed by local and State government agencies. The State Heritage Inventory is continually being updated by local and State agencies as new information becomes available. Read the OEH copyright and disclaimer.

Description


Designer/Maker:	George McRae (1912-14); John Reid and Son (1928-30)
Construction years:	1912-1914
Physical description:	The Department of Education Building occupies a complete city block, its four handsomely detailed sandstone elevations being designed to dominate this area. The northern elevation makes an important contribution to Bridge Street, the monumental simplicity being articulated by the central porch with its broken pediment, a sequence of arched openings and judiciously ornamented balconies and friezes, which are topped by a lofty parapet. The other three elevations generally repeat this formula in a more restrained way. In addition to the important Bridge Street presentation, there are other important views from the First Government House site, from Macquarie Place and along Bent Street, as well as the axial view from O'Connell Street. The northern half of the building was designed and construction c.1912-1915 for the Department of Public Instruction, now the Department of Education. The design can be attributed to the Government Architect of the day, George McRae, who as a young man was responsible for the Queen Victoria Building. His later work is characterised by imposing sandstone structures in what may be termed an Edwardian Baroque style, similar to major government buildings being erected in Britain at that time. Central Railway Station (c.1924) and the Department of Public Instruction (c.1914) are prime examples of his later work. Mc Rae intended that the completed buildings would form a quadrangle around a formal garden, and the second, or southern portion, was designed and constructed c.1928-30 to plans prepared by architects John Reid and Son. These largely followed the formula devised by McRae, but with additional openings to the parapet, and a set back top floor, whose rendered finish somewhat compromised the original intent. This section of the building was constructed for the Department of Agriculture, but since 1967 has been occupied by the Department of Education. There is no doubt that the formation by successive colonial governments of an administrative enclave in this area to designs by Government Architects such as Lewis, Barnet, Bernon and McRae sought to establish a special precinct, a kind of Antipodean Whitehall. That the Department of Education Building had British prototypes is quite clear. Its style was in what has come to be termed Edwardian Baroque featuring robust stonework broken by a regular rhythm of quasi-Georgian windows, and a strong play of shallow arches and segmental or broken pediments. A very obvious prototype is William Young's War Office, Whitehall of 1898-1906, or in a more general sense the vast civic group at Cardiff, Wales (1897-1906). The interiors of the Department of Education Building were generally functional, a series of simply partitioned offices and corridors now generally altered to form open plan office space. The exceptions were the imposing entry lobbies and related stairs, the finely wrought Minister's office, (or Board Room), and the top floor exhibition galleries. Here the external language of pillars and pilasters, was combined with deeply coffered ceilings and panelled doors and some exuberant detail: plaster, timber and marble were used to enrich these special areas. The existing building has been constructed in two sections with several later additions. The first part being the northern section built c.1912. The structure is steel framed with concrete floor slabs supported on a network of secondary RSJ's spanning between primary RSJ's which span from perimeter walls to internal columns. Internal concrete encased. From available drawings it cannot be confirmed whether the external walls to the street and the internal walls to the courtyard are steel framed or whether they are of load bearing masonry construction. Most likely they are load bearing masonry. The later southern section was originally the Department of Agriculture built c.1928. The structure consists of ribbed one way spanning reinforced concrete floor slabs supported by concrete encased steel plated RSJ's spanning from internal columns to columns within the external walls. The available drawings indicate that the perimeter walls and courtyard walls are steel framed. Both buildings are stoned clad to perimeter walls and have flat roof construction similar to the floor constructions except that the earlier building has the steel framing and slabs so arranged as to accommodate raised roof lights. (Department of Education Building, Howard Tanner & Associates in association with Terry Kass and Hughes Trueman Ludlow, 1989)


Current use:	In conversion to an hotel
Former use:	Aboriginal land, Government Domain and Government Office (Colonial Secretary), Department of Education Administration, office building, accommodation, scientific facility

History

Historical notes:

ABORIGINAL OCCUPATION
The "Eora people" was the name given to the coastal Aborigines around Sydney. Central Sydney is therefore often referred to as "Eora Country". Within the City of Sydney local government area, the traditional owners are the Cadigal and Wangal bands of the Eora. There is no written record of the name of the language spoken and currently there are debates as whether the coastal peoples spoke a separate language "Eora" or whether this was actually a dialect of the Dharug language. Remnant bushland in places like Blackwattle Bay retain elements of traditional plant, bird and animal life, including fish and rock oysters (Anita Heiss, "Aboriginal People and Place", Barani: Indigenous History of Sydney City http://www.cityofsydney.nsw.gov.au/barani).

Prior to European settlement the Millers Point area was part of the wider Cadigal territory, in which the clan fished, hunted and gathered shellfish from the nearby mudflats. Shellfish residue was deposited in middens, in the area known to the early Europeans as Cockle Bay; the middens were later utilised by the Europeans in lime kilns for building purposes. The Millers Point area was known to the Cadigal as Coodye, and Dawes Point as Tar-ra/Tarra (Sydney City Council, 2019).

With the invasion of the Sydney region, the Cadigal and Wangal people were decimated but there are descendants still living in Sydney today. All cities include many immigrants in their population. Aboriginal people from across the state have been attracted to suburbs such as Pyrmont, Balmain, Rozelle, Glebe and Redfern since the 1930s. Changes in government legislation in the 1960s provided freedom of movement enabling more Aboriginal people to choose to live in Sydney (Anita Heiss, "Aboriginal People and Place", Barani: Indigenous History of Sydney City http://www.cityofsydney.nsw.gov.au/barani).

In 1810, Governor Lachlan Macquarie arrived in Australia. During his leadership he required the assistance of his Secretary John Thomas Campbell who he worked with consistently until 1813. On 24 December 1813, Governor Macquarie approved the plans of building a house and offices for Secretary Campbell designed by architect Daniel Dering Matthew. Campbell moved into the site in 1816 which offered him accommodation, clerical rooms and storage space for record functions of government. This move marked a growing maturity of governmental and administrative duties which for many decades, this building was the real nerve centre of the Colony's administration. Almost all enquiries of government, particularly written ones went to the Colonial Secretary's Office serving as a clearing house and the hub of the administrative functions of the State.

In 1875, the Colonial Secretarial Office moved into a new location and was taken over by the Department of Public Instruction in 1881. A variety of minor additions and repairs were made to the building however, it was too small and cramped for the offices of the Department of Public Instruction.

To house the officers of the Department a new building was erected on September 1912. The style followed James Barnet's construction of imposing masonry offices and Edwardian institutional architecture. The Department of Public Instruction changed its name to the Department of Education in 1915 which was subsequently responsible for new changes which substantially laid the foundations for educational practice in the next century. Around the same period, new theories about education emerged. Consequently, this building was pivotal for the many changes to the educational system which developed a whole series of new initiatives and strengthened the role of the Education Department. The government took a more active role in supervising private schools with registration and inspection increasing competition between public and private schools which led to the demise of several private schools. In this building a new syllabus was formed based on the New Education theory which interrelated subjects and stressed the importance of individual learning. Several changes were made to primary and secondary syllabuses over the years and numerous building initiatives were put forward.

In 1948 an experimental regional office was opened at Wagga Wagga to ease the load and pressure the Department was experiencing. The role of the school principal was also increased who looked after curriculum, staffing and finance. The school system had to cope with an enormous expansion in the number of students, a teacher shortage and a shortfall in school accommodation. Education was also effected by the increase in the non-English speaking student population. Thus, the Department's role after World War II considerably modified to issuing aims and objectives for schools rather than supervising each school's curriculum and subject content.

In 1890 the Department of Agriculture was formed only playing minor roles for many years. However a growing understanding for need of advice and establishment of research stations increased the Department's requirements for office space. Officers were scattered until 1929 when building commenced adjacent to the Department of Education Building. The building offered offices, accommodation and biological, entomological and chemical labs. The role of the Department offered advice for farmers for sound management practices, maintained quality control and was also responsible for agricultural education.

In 1978 the Department of Agriculture moved into the McKell building in Rawson so the building could be occupied by the Department of Education. Therefore, the Department of Education acquired more land and office space which enabled the Department to work more efficiently and effectively.

(Summarised from - Department of Education Building, Howard Tanner & Associates in association with Terry Kass and Hughes Trueman Ludlow, 1989)

Historic themes

Australian theme (abbrev)	New South Wales theme	Local theme
1. Environment-Tracing the evolution of a continent's special environments	Environment - naturally evolved-Activities associated with the physical surroundings that support human life and influence or shape human cultures.	Changing the environment-
2. Peopling-Peopling the continent	Convict-Activities relating to incarceration, transport, reform, accommodation and working during the convict period in NSW (1788-1850) - does not include activities associated with the conviction of persons in NSW that are unrelated to the imperial 'convict system': use the theme of Law & Order for such activities	Convict labour-
2. Peopling-Peopling the continent	Convict-Activities relating to incarceration, transport, reform, accommodation and working during the convict period in NSW (1788-1850) - does not include activities associated with the conviction of persons in NSW that are unrelated to the imperial 'convict system': use the theme of Law & Order for such activities	Demonstrating convicts' experiences and activities-
3. Economy-Developing local, regional and national economies	Commerce-Activities relating to buying, selling and exchanging goods and services	Innkeeping-
3. Economy-Developing local, regional and national economies	Environment - cultural landscape-Activities associated with the interactions between humans, human societies and the shaping of their physical surroundings	Developing local, regional and national economies-National Theme 3
3. Economy-Developing local, regional and national economies	Environment - cultural landscape-Activities associated with the interactions between humans, human societies and the shaping of their physical surroundings	Landscapes of urban amenity-
3. Economy-Developing local, regional and national economies	Environment - cultural landscape-Activities associated with the interactions between humans, human societies and the shaping of their physical surroundings	Landscapes of institutions - productive and ornamental-
3. Economy-Developing local, regional and national economies	Environment - cultural landscape-Activities associated with the interactions between humans, human societies and the shaping of their physical surroundings	Creating environments evocative of the 'old country'-
3. Economy-Developing local, regional and national economies	Events-Activities and processes that mark the consequences of natural and cultural occurences	Developing local landmarks-
4. Settlement-Building settlements, towns and cities	Accommodation-Activities associated with the provision of accommodation, and particular types of accommodation – does not include architectural styles – use the theme of Creative Endeavour for such activities.	Building settlements, towns and cities-National Theme 4
4. Settlement-Building settlements, towns and cities	Accommodation-Activities associated with the provision of accommodation, and particular types of accommodation – does not include architectural styles – use the theme of Creative Endeavour for such activities.	Federation era office building-
4. Settlement-Building settlements, towns and cities	Accommodation-Activities associated with the provision of accommodation, and particular types of accommodation – does not include architectural styles – use the theme of Creative Endeavour for such activities.	Adapted heritage building or structure-
4. Settlement-Building settlements, towns and cities	Accommodation-Activities associated with the provision of accommodation, and particular types of accommodation – does not include architectural styles – use the theme of Creative Endeavour for such activities.	Architectural design-
4. Settlement-Building settlements, towns and cities	Accommodation-Activities associated with the provision of accommodation, and particular types of accommodation – does not include architectural styles – use the theme of Creative Endeavour for such activities.	Accommodating travellers and tourists-
4. Settlement-Building settlements, towns and cities	Land tenure-Activities and processes for identifying forms of ownership and occupancy of land and water, both Aboriginal and non-Aboriginal	Administering and alienating Crown lands-
4. Settlement-Building settlements, towns and cities	Land tenure-Activities and processes for identifying forms of ownership and occupancy of land and water, both Aboriginal and non-Aboriginal	Changing land uses - from rural to suburban-
4. Settlement-Building settlements, towns and cities	Land tenure-Activities and processes for identifying forms of ownership and occupancy of land and water, both Aboriginal and non-Aboriginal	Townships-
4. Settlement-Building settlements, towns and cities	Land tenure-Activities and processes for identifying forms of ownership and occupancy of land and water, both Aboriginal and non-Aboriginal	Suburban Centres-
4. Settlement-Building settlements, towns and cities	Land tenure-Activities and processes for identifying forms of ownership and occupancy of land and water, both Aboriginal and non-Aboriginal	Changing land uses - from suburban to urban-
4. Settlement-Building settlements, towns and cities	Towns, suburbs and villages-Activities associated with creating, planning and managing urban functions, landscapes and lifestyles in towns, suburbs and villages	Subdivision of urban estates-
4. Settlement-Building settlements, towns and cities	Towns, suburbs and villages-Activities associated with creating, planning and managing urban functions, landscapes and lifestyles in towns, suburbs and villages	Macquarie's town layout-
4. Settlement-Building settlements, towns and cities	Towns, suburbs and villages-Activities associated with creating, planning and managing urban functions, landscapes and lifestyles in towns, suburbs and villages	20th century Suburban Developments-
4. Settlement-Building settlements, towns and cities	Towns, suburbs and villages-Activities associated with creating, planning and managing urban functions, landscapes and lifestyles in towns, suburbs and villages	living in the city-
4. Settlement-Building settlements, towns and cities	Towns, suburbs and villages-Activities associated with creating, planning and managing urban functions, landscapes and lifestyles in towns, suburbs and villages	Early Sydney Street-
4. Settlement-Building settlements, towns and cities	Towns, suburbs and villages-Activities associated with creating, planning and managing urban functions, landscapes and lifestyles in towns, suburbs and villages	20th Century infrastructure-
4. Settlement-Building settlements, towns and cities	Towns, suburbs and villages-Activities associated with creating, planning and managing urban functions, landscapes and lifestyles in towns, suburbs and villages	19th Century Infrastructure-
4. Settlement-Building settlements, towns and cities	Towns, suburbs and villages-Activities associated with creating, planning and managing urban functions, landscapes and lifestyles in towns, suburbs and villages	Suburban Consolidation-
4. Settlement-Building settlements, towns and cities	Towns, suburbs and villages-Activities associated with creating, planning and managing urban functions, landscapes and lifestyles in towns, suburbs and villages	Creating landmark structures and places in suburban settings-
4. Settlement-Building settlements, towns and cities	Towns, suburbs and villages-Activities associated with creating, planning and managing urban functions, landscapes and lifestyles in towns, suburbs and villages	Developing suburbia-
4. Settlement-Building settlements, towns and cities	Towns, suburbs and villages-Activities associated with creating, planning and managing urban functions, landscapes and lifestyles in towns, suburbs and villages	Beautifying towns and villages-
4. Settlement-Building settlements, towns and cities	Towns, suburbs and villages-Activities associated with creating, planning and managing urban functions, landscapes and lifestyles in towns, suburbs and villages	Creating landmark structures and places in urban settings-
4. Settlement-Building settlements, towns and cities	Towns, suburbs and villages-Activities associated with creating, planning and managing urban functions, landscapes and lifestyles in towns, suburbs and villages	Urban landscapes inspiring creative responses-
4. Settlement-Building settlements, towns and cities	Towns, suburbs and villages-Activities associated with creating, planning and managing urban functions, landscapes and lifestyles in towns, suburbs and villages	Planning relationships between key structures and town plans-
4. Settlement-Building settlements, towns and cities	Towns, suburbs and villages-Activities associated with creating, planning and managing urban functions, landscapes and lifestyles in towns, suburbs and villages	Developing government towns-
5. Working-Working	Labour-Activities associated with work practises and organised and unorganised labour	Working in schools, colleges and educational institutions-
5. Working-Working	Labour-Activities associated with work practises and organised and unorganised labour	Working with hand tools and implements-
5. Working-Working	Labour-Activities associated with work practises and organised and unorganised labour	Working on public infrastructure projects-
5. Working-Working	Labour-Activities associated with work practises and organised and unorganised labour	Working in the public service-
5. Working-Working	Labour-Activities associated with work practises and organised and unorganised labour	Working in offices-
5. Working-Working	Labour-Activities associated with work practises and organised and unorganised labour	Providing job training and placement services-
6. Educating-Educating	Education-Activities associated with teaching and learning by children and adults, formally and informally.	Tertiary education-
6. Educating-Educating	Education-Activities associated with teaching and learning by children and adults, formally and informally.	Adult Education-
6. Educating-Educating	Education-Activities associated with teaching and learning by children and adults, formally and informally.	Trade education-
6. Educating-Educating	Education-Activities associated with teaching and learning by children and adults, formally and informally.	Education associated with Welfare institutions-
6. Educating-Educating	Education-Activities associated with teaching and learning by children and adults, formally and informally.	Community education - adults, school excursions-
6. Educating-Educating	Education-Activities associated with teaching and learning by children and adults, formally and informally.	Industry training and education-
6. Educating-Educating	Education-Activities associated with teaching and learning by children and adults, formally and informally.	Public education-
6. Educating-Educating	Education-Activities associated with teaching and learning by children and adults, formally and informally.	Educating people in regional locations-
6. Educating-Educating	Education-Activities associated with teaching and learning by children and adults, formally and informally.	Primary education-
6. Educating-Educating	Education-Activities associated with teaching and learning by children and adults, formally and informally.	Educating people in suburban locations-
6. Educating-Educating	Education-Activities associated with teaching and learning by children and adults, formally and informally.	Secondary education-
6. Educating-Educating	Education-Activities associated with teaching and learning by children and adults, formally and informally.	TAFE, NSW-
6. Educating-Educating	Education-Activities associated with teaching and learning by children and adults, formally and informally.	Maintaining libraries and museums for educational purposes-
6. Educating-Educating	Education-Activities associated with teaching and learning by children and adults, formally and informally.	Aboriginal Schools-
6. Educating-Educating	Education-Activities associated with teaching and learning by children and adults, formally and informally.	Public (primary) schooling-
6. Educating-Educating	Education-Activities associated with teaching and learning by children and adults, formally and informally.	Public (secondary) schooling-
6. Educating-Educating	Education-Activities associated with teaching and learning by children and adults, formally and informally.	Teaching teachers-
7. Governing-Governing	Government and Administration-Activities associated with the governance of local areas, regions, the State and the nation, and the administration of public programs - includes both principled and corrupt activities.	Colonial government-
7. Governing-Governing	Government and Administration-Activities associated with the governance of local areas, regions, the State and the nation, and the administration of public programs - includes both principled and corrupt activities.	State government-
7. Governing-Governing	Government and Administration-Activities associated with the governance of local areas, regions, the State and the nation, and the administration of public programs - includes both principled and corrupt activities.	Local government-
7. Governing-Governing	Government and Administration-Activities associated with the governance of local areas, regions, the State and the nation, and the administration of public programs - includes both principled and corrupt activities.	Suburban Consolidation-
7. Governing-Governing	Government and Administration-Activities associated with the governance of local areas, regions, the State and the nation, and the administration of public programs - includes both principled and corrupt activities.	Public works-
7. Governing-Governing	Government and Administration-Activities associated with the governance of local areas, regions, the State and the nation, and the administration of public programs - includes both principled and corrupt activities.	Developing roles for government - administration of land-
7. Governing-Governing	Government and Administration-Activities associated with the governance of local areas, regions, the State and the nation, and the administration of public programs - includes both principled and corrupt activities.	Developing roles for government - providing education-
7. Governing-Governing	Government and Administration-Activities associated with the governance of local areas, regions, the State and the nation, and the administration of public programs - includes both principled and corrupt activities.	Developing roles for government - public land administration-
7. Governing-Governing	Government and Administration-Activities associated with the governance of local areas, regions, the State and the nation, and the administration of public programs - includes both principled and corrupt activities.	Developing roles for government - conserving cultural and natural heritage-
7. Governing-Governing	Government and Administration-Activities associated with the governance of local areas, regions, the State and the nation, and the administration of public programs - includes both principled and corrupt activities.	Developing roles for government - building and operating public infrastructure-
7. Governing-Governing	Government and Administration-Activities associated with the governance of local areas, regions, the State and the nation, and the administration of public programs - includes both principled and corrupt activities.	Providing public offices and buildings-
7. Governing-Governing	Government and Administration-Activities associated with the governance of local areas, regions, the State and the nation, and the administration of public programs - includes both principled and corrupt activities.	Creating and displaying Coats of Arms and official emblems and symbols-
8. Culture-Developing cultural institutions and ways of life	Creative endeavour-Activities associated with the production and performance of literary, artistic, architectural and other imaginative, interpretive or inventive works; and/or associated with the production and expression of cultural phenomena; and/or environments that have inspired such creative activities.	Developing cultural institutions and ways of life-National Theme 8
8. Culture-Developing cultural institutions and ways of life	Creative endeavour-Activities associated with the production and performance of literary, artistic, architectural and other imaginative, interpretive or inventive works; and/or associated with the production and expression of cultural phenomena; and/or environments that have inspired such creative activities.	Monuments-
8. Culture-Developing cultural institutions and ways of life	Creative endeavour-Activities associated with the production and performance of literary, artistic, architectural and other imaginative, interpretive or inventive works; and/or associated with the production and expression of cultural phenomena; and/or environments that have inspired such creative activities.	Interior design styles and periods - Inter War-
8. Culture-Developing cultural institutions and ways of life	Creative endeavour-Activities associated with the production and performance of literary, artistic, architectural and other imaginative, interpretive or inventive works; and/or associated with the production and expression of cultural phenomena; and/or environments that have inspired such creative activities.	Architectural styles and periods - Baroque Revival-
8. Culture-Developing cultural institutions and ways of life	Creative endeavour-Activities associated with the production and performance of literary, artistic, architectural and other imaginative, interpretive or inventive works; and/or associated with the production and expression of cultural phenomena; and/or environments that have inspired such creative activities.	Architectural styles and periods - Edwardian Baroque-
8. Culture-Developing cultural institutions and ways of life	Creative endeavour-Activities associated with the production and performance of literary, artistic, architectural and other imaginative, interpretive or inventive works; and/or associated with the production and expression of cultural phenomena; and/or environments that have inspired such creative activities.	Applying architectural design to utlilitarian structures-
8. Culture-Developing cultural institutions and ways of life	Creative endeavour-Activities associated with the production and performance of literary, artistic, architectural and other imaginative, interpretive or inventive works; and/or associated with the production and expression of cultural phenomena; and/or environments that have inspired such creative activities.	work of stonemasons-
8. Culture-Developing cultural institutions and ways of life	Creative endeavour-Activities associated with the production and performance of literary, artistic, architectural and other imaginative, interpretive or inventive works; and/or associated with the production and expression of cultural phenomena; and/or environments that have inspired such creative activities.	Interior design styles and periods - Edwardian-
8. Culture-Developing cultural institutions and ways of life	Creative endeavour-Activities associated with the production and performance of literary, artistic, architectural and other imaginative, interpretive or inventive works; and/or associated with the production and expression of cultural phenomena; and/or environments that have inspired such creative activities.	Designing making and using coats of arms and heraldry-
8. Culture-Developing cultural institutions and ways of life	Creative endeavour-Activities associated with the production and performance of literary, artistic, architectural and other imaginative, interpretive or inventive works; and/or associated with the production and expression of cultural phenomena; and/or environments that have inspired such creative activities.	Landscaping - 20th century interwar-
8. Culture-Developing cultural institutions and ways of life	Creative endeavour-Activities associated with the production and performance of literary, artistic, architectural and other imaginative, interpretive or inventive works; and/or associated with the production and expression of cultural phenomena; and/or environments that have inspired such creative activities.	Landscaping - Federation period-
8. Culture-Developing cultural institutions and ways of life	Creative endeavour-Activities associated with the production and performance of literary, artistic, architectural and other imaginative, interpretive or inventive works; and/or associated with the production and expression of cultural phenomena; and/or environments that have inspired such creative activities.	Adaptation of overseas design for local use-
8. Culture-Developing cultural institutions and ways of life	Creative endeavour-Activities associated with the production and performance of literary, artistic, architectural and other imaginative, interpretive or inventive works; and/or associated with the production and expression of cultural phenomena; and/or environments that have inspired such creative activities.	Designing in an exemplary architectural style-
8. Culture-Developing cultural institutions and ways of life	Creative endeavour-Activities associated with the production and performance of literary, artistic, architectural and other imaginative, interpretive or inventive works; and/or associated with the production and expression of cultural phenomena; and/or environments that have inspired such creative activities.	Designing structures to emphasise their important roles-
8. Culture-Developing cultural institutions and ways of life	Leisure-Activities associated with recreation and relaxation	Gathering at landmark places to socialise-
8. Culture-Developing cultural institutions and ways of life	Leisure-Activities associated with recreation and relaxation	Going to a restaurant-
8. Culture-Developing cultural institutions and ways of life	Leisure-Activities associated with recreation and relaxation	Visiting heritage places-
8. Culture-Developing cultural institutions and ways of life	Leisure-Activities associated with recreation and relaxation	Activities associated with relaxation and recreation-
8. Culture-Developing cultural institutions and ways of life	Leisure-Activities associated with recreation and relaxation	Tourism-
8. Culture-Developing cultural institutions and ways of life	Leisure-Activities associated with recreation and relaxation	Going drinking in bars or clubs-
8. Culture-Developing cultural institutions and ways of life	Leisure-Activities associated with recreation and relaxation	Going to a cafe-
8. Culture-Developing cultural institutions and ways of life	Social institutions-Activities and organisational arrangements for the provision of social activities	Developing local clubs and meeting places-
8. Culture-Developing cultural institutions and ways of life	Social institutions-Activities and organisational arrangements for the provision of social activities	Places of informal community gatherings-
9. Phases of Life-Marking the phases of life	Persons-Activities of, and associations with, identifiable individuals, families and communal groups	Associations with George McRae, architect-
9. Phases of Life-Marking the phases of life	Persons-Activities of, and associations with, identifiable individuals, families and communal groups	Associations with John Reid, architect-

Assessment of significance


SHR Criteria b) [Associative significance]	This is an historic site, traditionally associated with a significant government purpose. In its present form it has been associated with a number of significant government Ministers and department heads. It has also been associated with the development of education and agriculture. (Department of Education Building, Howard Tanner & Associates in association with Terry Kass and Hughes Trueman Ludlow, 1989)
SHR Criteria c) [Aesthetic significance]	A remarkably fine set of Edwardian baroque sandstone elevations forming a complete city block and providing a landmark building to Bridge Street where it forms a group with the Lands Department and Chief Secretary's Office and the older portions of the Intercontinental hotel (the former Treasury). The fine external character and detailing is also found in several vestibules and several major interiors. (Department of Education Building, Howard Tanner & Associates in association with Terry Kass and Hughes Trueman Ludlow, 1989)
SHR Criteria d) [Social significance]	As a 'flagship' for the State's education system 1915-1990 the building has been long associated with key policy makers, teachers and pupils. The art gallery has been an important venue for many public meetings and exhibitions. (Department of Education Building, Howard Tanner & Associates in association with Terry Kass and Hughes Trueman Ludlow, 1989)
SHR Criteria e) [Research potential]	There may be some important scientific associations for both the Departments of Education and Agriculture but they have not been identified, although education theory, and agricultural research are obvious items. (Department of Education Building, Howard Tanner & Associates in association with Terry Kass and Hughes Trueman Ludlow, 1989)
Assessment criteria:	Items are assessed against the State Heritage Register (SHR) Criteria to determine the level of significance. Refer to the Listings below for the level of statutory protection.

Procedures /Exemptions

Section of act	Description	Title	Comments	Action date
57(2)	Exemption to allow work	Heritage Act	Record converted from HIS events Order Under Section 57(2) to exempt the following activities from Section 57(1): (1) The maintenance of any building or item on the site where maintenance means the continuous protective care of existing fabric. (2) The minor repair of the building where minor repair means the repair of existing materials and includes replacements of minor components such as individual bricks, where these have been damaged beyond reasonable repair or are missing. The replacement should be of the same material, colour, texture, form and design as the original it replaces. (3) Alterations to the interior of the building, except insofar as such work would affect: - the Bridge and Loftus Street Lobbies and associated stairwells; - the Farrar Place Lobby; - the Art Gallery, meeting room and associated stair; - the Ministerial Board Room and Director General's Suite; - the ground floor corridor; - the top lit recreation area on level 7; and - the external appearance of the building. (4) Change of use. (5) Subdivision.	Jun 22 1990
21(1)(b)	Conservation Plan submitted for comment	Conservation Management Plan submitted for endorsement.		Feb 9 2015
21(1)(b)	Conservation Plan submitted for endorsement	Department of Education Building, 35-39 Bridge Street, Conservation Management Plan		Jun 7 2017
57(2)	Exemption to allow work	Standard Exemptions	ORDER UNDER SECTION 57(2) OF THE HERITAGE ACT 1977 Standard exemptions for engaging in or carrying out activities / works otherwise prohibited by section 57(1) of the Heritage Act 1977. I, Donald Harwin, the Special Minister of State pursuant to subsection 57(2) of the Heritage Act 1977, on the recommendation of the Heritage Council of New South Wales do by this Order, effective 1 December 2020: 1. revoke the order made on 11 July 2008 and published on pages 91177 to 9182 of Government Gazette Number 110 of 5 September 2008 and varied by notice published in the Government Gazette on 5 March 2015; and 2. grant the exemptions from subsection 57(1) of the Heritage Act 1977 that are described in the attached Schedule. Donald Harwin Special Minister of State Signed this 9th Day of November 2020. To view the standard exemptions for engaging in or carrying out activities / works otherwise prohibited by section 57(1) of the Heritage Act 1977 click on the link below.	Nov 13 2020

Standard exemptions for works requiring Heritage Council approval

Listings

Heritage Listing	Listing Title	Listing Number	Gazette Date	Gazette Number	Gazette Page
Heritage Act - State Heritage Register		00726	02 Apr 99	27	1546
Heritage Act - Permanent Conservation Order - former		00726	22 Jun 90	80	5185
Local Environmental Plan	CSH Local Environmental Plan 4		07 Apr 00
Register of the National Estate			21 Mar 78

References, internet links & images

Type	Author	Year	Title	Internet Links
Tourism		2007	Colony Walking Tour	View detail
Tourism	Attraction Homepage	2007	Colony Walking Tour	View detail
Written	Howard Tanner & Associates, in assoc with Terry Kass and Hughes Truman Ludlow	1989	A Report on heritage significance - Department of Education Building

Note: internet links may be to web pages, documents or images.

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Data source


The information for this entry comes from the following source:
Name:	Heritage NSW
Database number:	5045558
File number:	S90/02690 & HC 89/2185

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