History of the School
For more defining information: Preparing for a School
A New Era
Closing of the School
Maps
The overall vision of the New Zealand Theosophical Society for Vasanta Centre in 1916, which was established in Epsom, Auckland, was to make the right conditions for a Centre of Peace in which their new age ideas could find fruition, and in which the forces which worked for the realisation of those ideals would be organised, and to flow into the outer world. Ideally it was envisioned that if the rhythm of the Centre could be brought to beat in unison with the rhythms of the new world-order and reflect the Will of the Great Brotherhood, then it would be the focal point of Light for the New Zealand theosophical section and become the integrating centre for larger ideals.
Encouraged by the schools set up worldwide by the Theosophical Society, plans were set afoot to provide an education for New Zealand children based on theosophical principles. Inspirational leaders in the society such as Mr Charles Leadbeater, Annie Besant, Mr Jinarajadasa and Mrs Ensor, founder of the New Education Fellowship in England, wrote articles and provided information for members to establish guidelines towards a syllabus and child empowerment techniques for learning and self discipline.
Various leagues and guilds were established to help give feedback to the NZ Theosophical Education Trust Board (TETB). Members of the board came from every lodge and another tier existed for the actual running of the school. Parents were encouraged to participate in their children’s development and teachers formed a Lotus Circle group to regularly meet and adjust the education programme as required.
‘Vasanta Preparatory School’ was officially opened on the 19th of February 1919, with 26 scholars and 11 boarders. Mr Butler, the first Acting Principal of the school, offered his services for free for the first year. Boarding accommodation was in the house which is now our national headquarters known as ‘Vasanta House’. Vasanta is an Indian rendition of Dr Annie Besant’s surname.
The motto of the school was ‘Truth, Light and Fellowship’. The expectation was that the educator’s role bought life and work that touched Truth, spread Light, and embraced Fellowship; by understanding and love given to the students and others around them.
Sources of financial aid came from members and lodges who sent in regular donations. Defunct lodges handed over their property and funds. Members could subscribe to a Sinking Fund in which monies lent were paid back in full with interest. Proceeds of the sale of Vasanta Farm were invested in this venture as well.
The TETB strove to put into practice the latest and highest ideals of modern education. In 1936 the Vasanta Garden School was engaged in teaching along the lines of the ‘Dalton Plan’ that had been developed by Helen Parkhurst who was trained in Montessori methods. Maria Montessori’s influence had extended into the theosophical community. She taught at the International Headquarters of the Theosophical Society in India for a number of years with her son. New Zealander, Miss Browning, was principal at a theosophical school in India and often wrote articles of her experiences in the New Zealand magazine, 'The Theosophist'.
Initially classes were held outside as advised by a headmaster in England, then an Arts and Crafts room was built in which a potter’s wheel was installed, boys were sent to a neighbouring technical school for lessons; there were vegetarian cooking lessons, choral speaking and play-writing. In 1933 a physics and chemistry laboratory, carpentry workshop, gymnastics and sports facilities were added to the school. Every girl and boy had equal opportunities for becoming proficient in gymnasium, athletics, tennis, basketball, folk and Greek dancing, miming, eurhythmics and swimming. Beehives were kept as well as a cow or two for a source of honey and milk. The larders were full of bottled jams and fruit. Children ate only vegetarian food.
Miss Daphne Darroch described her viewpoint in 1937 that education fell into two divisions. "The mechanical subjects which give the mastery over the physical environment. And the creative subjects which aid the student to master the forces of the spiritual world, to evolve as an ego, and to discover himself as a God - not a man". She said that "methods of presentation had swung from an over emphasis of sinking oneself in 'working all together' in the team or community spirit, to that of a consideration of the individual alone ideally; these poles meet and balance when the citizen learns to serve his community by contributing to the whole the efforts of his own individual uniqueness.”
The Order of the Round Table magazine 'The Torch' was an organ for the children to express themselves. Articles, stories, drawings and poetry were written about animal welfare, advocation for peaceful activities and other ideals supported by the Golden Chain Group and Theosophical Order of Service.
As the school did not exert any special religious attitude, Miss Darroch was surprised when senior students asked her whether a daily church service could be held in the Liberal Catholic Church called ‘The Chapel’ behind the school. In 1940 the students decided that services should begin with a hymn, accompanied on the organ by a pupil, followed by a Bible reading, prayers and benediction, teachers and pupils taking part conjointly. The services continued throughout World War 2. There is a War Memorial Honours Board inside the headquarters of the New Zealand Theosophical Society.
In the late 1950s grandiose plans were drawn for a replacement school on the site. Being in a healthy financial position, money was available for the build, although continuing frustrations at being unable to secure suitable teachers forced the board to close the school. This decision was believed to be in the best interests of the students. Families were able to enrol their children in new schools at the beginning of term two so that disruption to their education would be minimal in 1959.
In the forty years of its existence 891 pupils passed through the school, some staying for ten consecutive years. The roll at one time reached 100 and was 60 when the decision to close was made.
Lara-May Thorne - site producer
Next chapter: Preparing for a School
A New Era
Closing of the School
Maps
The overall vision of the New Zealand Theosophical Society for Vasanta Centre in 1916, which was established in Epsom, Auckland, was to make the right conditions for a Centre of Peace in which their new age ideas could find fruition, and in which the forces which worked for the realisation of those ideals would be organised, and to flow into the outer world. Ideally it was envisioned that if the rhythm of the Centre could be brought to beat in unison with the rhythms of the new world-order and reflect the Will of the Great Brotherhood, then it would be the focal point of Light for the New Zealand theosophical section and become the integrating centre for larger ideals.
Encouraged by the schools set up worldwide by the Theosophical Society, plans were set afoot to provide an education for New Zealand children based on theosophical principles. Inspirational leaders in the society such as Mr Charles Leadbeater, Annie Besant, Mr Jinarajadasa and Mrs Ensor, founder of the New Education Fellowship in England, wrote articles and provided information for members to establish guidelines towards a syllabus and child empowerment techniques for learning and self discipline.
Various leagues and guilds were established to help give feedback to the NZ Theosophical Education Trust Board (TETB). Members of the board came from every lodge and another tier existed for the actual running of the school. Parents were encouraged to participate in their children’s development and teachers formed a Lotus Circle group to regularly meet and adjust the education programme as required.
‘Vasanta Preparatory School’ was officially opened on the 19th of February 1919, with 26 scholars and 11 boarders. Mr Butler, the first Acting Principal of the school, offered his services for free for the first year. Boarding accommodation was in the house which is now our national headquarters known as ‘Vasanta House’. Vasanta is an Indian rendition of Dr Annie Besant’s surname.
The motto of the school was ‘Truth, Light and Fellowship’. The expectation was that the educator’s role bought life and work that touched Truth, spread Light, and embraced Fellowship; by understanding and love given to the students and others around them.
Sources of financial aid came from members and lodges who sent in regular donations. Defunct lodges handed over their property and funds. Members could subscribe to a Sinking Fund in which monies lent were paid back in full with interest. Proceeds of the sale of Vasanta Farm were invested in this venture as well.
The TETB strove to put into practice the latest and highest ideals of modern education. In 1936 the Vasanta Garden School was engaged in teaching along the lines of the ‘Dalton Plan’ that had been developed by Helen Parkhurst who was trained in Montessori methods. Maria Montessori’s influence had extended into the theosophical community. She taught at the International Headquarters of the Theosophical Society in India for a number of years with her son. New Zealander, Miss Browning, was principal at a theosophical school in India and often wrote articles of her experiences in the New Zealand magazine, 'The Theosophist'.
Initially classes were held outside as advised by a headmaster in England, then an Arts and Crafts room was built in which a potter’s wheel was installed, boys were sent to a neighbouring technical school for lessons; there were vegetarian cooking lessons, choral speaking and play-writing. In 1933 a physics and chemistry laboratory, carpentry workshop, gymnastics and sports facilities were added to the school. Every girl and boy had equal opportunities for becoming proficient in gymnasium, athletics, tennis, basketball, folk and Greek dancing, miming, eurhythmics and swimming. Beehives were kept as well as a cow or two for a source of honey and milk. The larders were full of bottled jams and fruit. Children ate only vegetarian food.
Miss Daphne Darroch described her viewpoint in 1937 that education fell into two divisions. "The mechanical subjects which give the mastery over the physical environment. And the creative subjects which aid the student to master the forces of the spiritual world, to evolve as an ego, and to discover himself as a God - not a man". She said that "methods of presentation had swung from an over emphasis of sinking oneself in 'working all together' in the team or community spirit, to that of a consideration of the individual alone ideally; these poles meet and balance when the citizen learns to serve his community by contributing to the whole the efforts of his own individual uniqueness.”
The Order of the Round Table magazine 'The Torch' was an organ for the children to express themselves. Articles, stories, drawings and poetry were written about animal welfare, advocation for peaceful activities and other ideals supported by the Golden Chain Group and Theosophical Order of Service.
As the school did not exert any special religious attitude, Miss Darroch was surprised when senior students asked her whether a daily church service could be held in the Liberal Catholic Church called ‘The Chapel’ behind the school. In 1940 the students decided that services should begin with a hymn, accompanied on the organ by a pupil, followed by a Bible reading, prayers and benediction, teachers and pupils taking part conjointly. The services continued throughout World War 2. There is a War Memorial Honours Board inside the headquarters of the New Zealand Theosophical Society.
In the late 1950s grandiose plans were drawn for a replacement school on the site. Being in a healthy financial position, money was available for the build, although continuing frustrations at being unable to secure suitable teachers forced the board to close the school. This decision was believed to be in the best interests of the students. Families were able to enrol their children in new schools at the beginning of term two so that disruption to their education would be minimal in 1959.
In the forty years of its existence 891 pupils passed through the school, some staying for ten consecutive years. The roll at one time reached 100 and was 60 when the decision to close was made.
Lara-May Thorne - site producer
Next chapter: Preparing for a School
Film Footage
A film from 1941 seperated into two parts. Please note that there was no recorded audio on either clip.
PART 1: Scenes in this part are: Coming to School, Morning Devotions Arranged at the Request of Pupils, Kindergarten, Physical Training, Bagot-stack Exercises, Cricket, Tennis, The Principal Calls From Play to Study, The school specialises in the freedom to follow individual interests, The Arts are Encouraged, Greek Dancing.
PART 1: Scenes in this part are: Coming to School, Morning Devotions Arranged at the Request of Pupils, Kindergarten, Physical Training, Bagot-stack Exercises, Cricket, Tennis, The Principal Calls From Play to Study, The school specialises in the freedom to follow individual interests, The Arts are Encouraged, Greek Dancing.
PART 2: Scenes in this part are: Lunch Time Comes, An Annual Garden Party with Fancy Dress Parades, Prizes for Fancy Dress are Awarded, Father Christmas has Come, Childhood joys gather ye "Blossoms" while ye may, Reading S1 and S2, Infants, Primers 3 and 4, Reading Writing Number, Morning Paper Talk.