[3] The nearby town of Murgon, about 6 kilometres (3.7 mi) to the north, grew around the location of an unattended timber loading siding, which opened in 1903 on the Nanango railway line from Kilkivan to Kingaroy.

The railway, which facilitated the transport of local produce - maize and pumpkins, pigs, cattle and dairy products - to markets, spurred an influx of selectors who took up land excised from Barambah Station in 1902 and again in 1913.

Schools became a community focus, a symbol of progress, and a source of pride, with enduring connections formed with past pupils, parents, and teachers.

From the 1860s until the 1960s, Queensland school buildings were predominantly timber-framed, an easy and cost-effective approach that also enabled the government to provide facilities in remote areas.

[65] Murgon Rural School was officially opened by Undersecretary McKenna on 30 March 1925, and began operating, with 160 pupils, from 1 April.

[67] Transport was often an issue for those pupils who travelled to Murgon from other state schools, as train timetables did not necessarily match the days their classes were scheduled.

[69] The Queensland education system recognised the importance of play in the school curriculum and the provision of all-weather outdoor space was needed.

Built to a standard design and ranging in size relative to student numbers, these structures were timber-framed and generally open sided, although some were partially enclosed with timber boards or corrugated galvanised iron sheets.

The early and continuing commitment to play-based education resulted in the provision of outdoor play space and sporting facilities, such as ovals and tennis courts.

Arbor Day celebrations began in Queensland in 1890, and trees and gardens were regularly planted to shade and beautify schools.

[75][1] Arbor Day celebrations in the early years of Murgon State School included activities such as tree planting, gardening lessons, picnics and games.

By 1924, 12 large experimental vegetable plots, covering about a quarter of an acre, had been laid out, with flowers planted around the edges and rose beds in the centre.

[79][1] By April 1929 the inconvenience of holding the rural classes beneath the main teaching building, where the noise from tin-smithing and carpentry was a distraction to children studying above, prompted calls for new facilities to be constructed.

[80][81][1] Designed by the Department of Public Works, the blacksmith's shop was a rectangular, timber-framed shed 21 by 10 feet (6.4 m × 3.0 m), with a skillion roof and earth floor.

[81][1] Further additions to cope with growing student numbers were needed, however, particularly as classes still held beneath the main teaching building were "most uncomfortable" due to the concrete floor and insufficient natural daylighting.

[93][1] The additional teaching building (now part of Block C) comprised a single classroom with verandahs on the southeast and northwest sides and windows in the end walls.

[105] Unlike the similar Nanango Court House (1936),[106] Murgon's courtroom was at the rear, and the portico entrance led to a veranda running along the office wing.

The transition towards the production of milk rather than cream, requiring larger herds and new equipment, saw many smaller scale farmers leaving the industry.

Export opportunities also became restricted, culminating with the end of preferential trade agreements with Britain following its entry into the European Common Market in 1973.

The teacher's residence is located in the far southern corner of this area; Blocks A and C in the centre; and the former domestic science building, former blacksmith's shop and Playshed along the northern edge.

With the exception of the playshed and former blacksmith's shop, all buildings have been re-stumped, so that they now stand upon a combination of square concrete piers and round metal posts.

[1] Block A is a long, rectangular building, clad in weatherboards, with enclosed verandahs on the northeast and northwest sides and two projecting teacher's rooms.

T-shaped in plan and surrounded by wide verandahs, it is orientated to face southwest, with a gable-roofed entrance portico located in the centre of the main façade, accessed by timber steps.

[1] The domestic science building (1935–36) and blacksmith's shop (1930, extended 1936) are important surviving evidence of the establishment of rural schools in Queensland, a popular initiative to provide a practical education for country students and encourage them to stay on the land.

[1] The Suburban Timber School building (1917, Block A) with its later additions (1935–36) is a good, intact example of its type, retaining its highset form with play space beneath, timber-framed and -clad construction, generous verandahs (now enclosed), gable roof, teachers rooms, surviving early joinery, coved ceiling lined with pressed metal sheeting, and natural lighting and ventilation features.

[1] The small timber school building (1935–36, part of Block C) retains its gable roof, southeast verandah (now enclosed), some early joinery and decorative timberwork.

[1] The blacksmith's shop (1930, extended 1936) is a very rare and intact example of its type, retaining its skillion-roofed and corrugated metal-clad form, earth floor, and its location away from the main teaching building to minimise noise disruption.

[1] The Playshed (1927) retains its hipped, timber-framed roof form supported on timber posts, and two walls enclosed with corrugated metal sheeting.

[1] These buildings are set within landscaped school grounds with mature plantings, including Pepperina trees (Schinus molle).

They typically retain significant and enduring connections with former pupils, parents, and teachers; provide a venue for social interaction and volunteer work; and are a source of pride, symbolising local progress and aspirations.