To give you an idea of what army ambulance corps have to carry I will make a list:– Belt, in which is first aid pouch and mess tin, own waterbottle, own haversack in which are housewife,[4] towel, and little things; iron rations, overcoat rolled to contain Balaclava, muffler, spare socks, waterproof, blanket, and change of garments in a roll; patients' waterbottle, and haversack of medical comfort.

[7] His father, William Lamb-Smith (1846–1910), born in Renfrewshire, Scotland in 1846, was a Justice of the Peace, and a prominent auctioneer and land developer in the outskirts of Melbourne.

Born in the West Indies,[16] she "was much given to good works, and rated serving people more highly than reputation or wealth", and, moreover, "was sensitive to the beauties represented by art, and especially music".

Mora and her brother Gemmell were both confirmed at the same ceremony at Saint George's Anglican Church in Malvern, Victoria on 21 June 1904.

On 11 September 1914, soon after the declaration of war (4 August 1914), Lamb-Smith — "[whose] sympathy lay with healing people rather than wounding them" (Webber, 1981, p. 248) — enlisted in the A.I.F.,[48] and joined the Expeditionary Camp at Broadmeadows.

The historians at the Australian War Memorial write of a "casualties debacle": Lamb-Smith sought treatment for gastric illness from time to time at Gallipoli, and in November 1915 he was hospitalized in Egypt with a case of "Enteric Fever" (i.e., Typhoid fever), which was severe enough for him to be invalided back to Australia in December 1915,[51] where he recovered sufficiently, four months later, to be able to return to duty.

Education Scheme was created and administered by Brigadier-General George Merrick Long (1874–1930) — a former headmaster of Trinity Grammar School, in Victoria (1904–1911); and, at the time of his appointment as Director of Education, A.I.F., the Anglican Bishop of Bathurst — with the assistance, support, and guidance of Major Harry Thomson (1888–1933), a Rhodes Scholar, of Oxford and Adelaide Universities,[54] and Captain William James Mulholland (1888–1966), of Sydney University.

[55] The Scheme had its origins in the A.I.F.’s response to the report made by Long in mid-1918:[56] at a time when it was obvious that it could take at least twelve months for the available transport to be able to repatriate all military personnel to Australia.

clearly understood its obligation to "refit the fighting man for his return to civil life and to make good as far as possible the wastage of the years spent at war" (Long, 1920, p. 141); and, in recognizing that "the longer the war goes on the more difficult becomes the [men's] taking up of the old life", its Education Scheme was specifically designed to meet the particular post-war needs of three quite different groups of men:[58] When applying for support from the scheme, the men provided particulars of their pre-enlistment occupation, their current military employment, their intended post-war occupation, the areas within which they desired training, and the details of any special courses of instruction that might prove beneficial.

It was of a non-military nature, and was delivered to the men, as part of their individual post-war demobilization procedure, through two separate but inter-dependent programmes:[59] Lamb-Smith not only worked immediately post-war as one of the scheme's in-service instructors — remaining overseas such that he was in one of the last groups repatriated — but he also used the opportunity the scheme provided for him, as a career educator, to spend some time at King's College London where, he studied (among other things) the approach of Henry Caldwell Cook, a British ex-soldier and teacher at an all-boys school, whose work emphasized the importance of making learning an exciting, inspirational, and imaginative exercise for all involved.

As an (already) experienced teacher of boys and young men, Lamb-Smith had been greatly influenced by his wartime observations of the prior education, wants, needs, talents, and native abilities of the men who enrolled in the AIF Education Scheme in order to prepare themselves academically, occupationally, and personally for their return to post-war civilian life (often in an entirely new and different occupation from that which they followed at the time of their enlistment).

Having directly observed these men collectively — most of whom had completed their secondary education some years earlier — he began to recognize the importance of teaching in a far more interesting and engaging fashion.

From this small beginning a number of groups were formed, and under the stimulus of an annual exhibition the hobbies club became an energetic body.

For the last two years the club has been working to provide a headquarters building, and the boys, with the support of the parents' committee, have now raised a sufficient sum to enable a large clubhouse to be built.

[68] One of the significant consequences of the time Lamb-Smith had spent at King's College London, and the reinvigoration and inspiration received from his studies of the "play way" approach of Henry Caldwell Cook, was his active encouragement of students' extra-curricular pursuits on his return to teaching at Caulfield Grammar.

Moreover, he "realized the benefits to both performers and observers of having good things brought to notice"; and, he also understood that, it was not just for the benefit that the pursuit of those activities brought to the individual "doers and collectors of things", but also that, "[if] the fruits of their [individual] skills [could] be shown to others [it might] encourage them, perhaps, to join in the activity", these pursuits would prove of equal value to the entire school (Webber, 1981, p. 249).

[69] Other clubs, once formed, were also encouraged to exhibit their work; and it was not long before these isolated exhibitions were combined into the school's "Hobbies Day", "one of the great annual events of the school [wherein], for a time, the classrooms, the corridors, and precincts were filled with an enthusiastic throng, fathers, mothers, girlfriends, friends' friends, all admiring, and all being made aware that education extended beyond the classroom and the playground to the limitless horizon" (Webber, 1981, p. 249).

[81] Also, he was an active member of the Returned Sailors and Soldiers Imperial League of Australia (later, the Returned Sailors' Soldiers' and Airmens Imperial League of Australia), the Honorary Organizer of the Caulfield Grammar School's Memorial Hall Fund,[82] and, with his wife Dorothy, he worked actively for the Auxiliary of the Royal Children's Hospital.

[91] Having discharged "the heavy responsibilities" of reading out the "names of the Fallen" (the majority of whom Lamb-Smith had directly known in person, the remainder by reputation) at Caulfield Grammar's annual Remembrance Day Ceremony in November 1951, Lamb-Smith returned to his office, "suffered a severe stroke, and collapsed" — "he lived on for some weeks, but never recovered from the illness", and died at his home in East St Kilda on 26 December 1951 (Webber, 1981, pp. 250–251).