A photographic montage of MacRobertson training his Arab horses
Special supplement to 'The Australian Cyclist'
2nd February 1899
RHSV MacRobertson Collection
Contact Royal Historical Society of Victoria for permissionCopyright
Royal Historical Society of Victoria
MacRobertson's well-documented love of horses stemmed from his time as a youth in Queensland when he used to catch and train horses.
As a part of his business he used teams of grey horses to pull delivery wagons and to participate in parades. In 1908 MacRobertson drove a team of thirteen grey horses valued at 1200 pounds in the Confectioners’ Society of Victoria parade during the 8 Hour Day procession. The stables were a large part of the factory until motor vehicles superseded horses in the delivery department.
He also owned two Arab horses which he trained to do a variety of tricks such as lying down, kneeling, sitting and shaking hands. A photograph of his beloved Arab charger 'Sultan' was captioned with the statement that he was 'the finest educated horse in Australia.'
Confectionery: Past and Present
The White City
Walking the White City video
The Marketing Man
The Marketing Man Video
MacRobertson's Horses Video
The Cycling Craze
The Cycling Craze Video
MacRobertson and the Motor Car
The MacRobertson Legacy
Mac.Robertson Girls' High School video
MacRobertson Land, Antarctica
Old Gold Airplane
Story education resources
Education MacRobertson's Confectionery Factory - Education Kit
The MacRobertson's Confectionery Factory education kit has been designed for grades 2 and 3 and looks at themes such as 'the past in the present' and 'community history'.
Key themes include:
1. Historical buildings and monuments
2. Victorian industry and the workforce
3. Technology and transport
4. Advertising and design
5. Local history
Teachers and students use the kit in conjunction with the MacRobertson videos, images and stories available on Culture Victoria to complete a range of activities aligning with key historical skills such as:
1. Distinguishing between the past, present and future
2. Posing questions about the past using sources provided
3. Exploring a range of sources about the past
4. Identifying and comparing features of objects from the past and present
5. Exploring a point of view
6. Developing a narrative about the past
7. Using a range of communication forms (oral, graphic, written, role play) and digital technologies