Faculty of Education - Theses
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ItemChurch and state relations as they affected the Lutheran Church and its schools in South Australia, 1838-1900( 1971)Basically there were three stages in the development of the Lutheran attitude to, and relationship with, the State in nineteenth century South Australia. Education was the main issue involved. 1. Fear of State Interference, 1838-c.1865 The first Lutherans migrated to South Australia after suffering religious persecution at the hands of the Prussian State. They immediately established denominational schools, the first in the colony, and thereby gave effect to two principles of continuing importance for the Lutheran Synods. According to these education was primarily a parental responsibility and schools were nurseries of the Church. The Synods declined State aid for churches and schools between 1846 and 1852. 2. Desire for Cooperation, c.1865-c.1890 Although aid to denominational schools was abolished in 1852, various congregations in two of the three Synods accepted government grants for their schools between c.1865 and 1875. Independent Lutherans, who had no synodical connections, did likewise. To qualify for assistance these schools gave denominational instruction outside normal hours. In 1871 and 1873 synodical Lutherans campaigned for the retention of such an arrangement. However, the 1875 Act introduced a 'secular' solution. Consequently, independent Lutheran schools were ceded to the State and synodical schools had to compete with a much-improved State system. Synodical leaders continued to press for aid to Lutheran schools,. particularly between 1878 and 1884 when attention was focussed on the inspection of private schools, capitation grants and free education. 3. Independence, c.1890 After firmly opposing free education in 1890-1, the Synods adopted a policy of complete independence from the State in education. While the Lutherans had little influence on legislation concerning education, both they and their schools were strongly affected by the various Acts. Before 1875 the grant system led to some bitter controversies. The 1875 Act induced the Synods to introduce teacher training schemes. After 1878 fear of State inspection prompted increased concern about the efficiency of Lutheran schools., The introduction of free education in 1892 adversely affected Lutheran enrolments. It also led to significant curriculum improvements. However, the basic weakness of Lutheran schools, their lack of cohesion, persisted despite attempts at reform.
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ItemNon-professional and non-governmental organisations and the provision of public education, 1850-1969( 1971)The beginnings of the public education system in New South Wales are briefly examined to set the background for the development of public education in Victoria. An examination is made of the system of patrons instituted under the administration of the National Schools Board and the Common Schools Board. The 1872 Education Act replaced the patrons with boards of advice, and the 1910 Education Act replaced the boards of advice with the present system of school committees and councils. The effectiveness of the boards of advice and the school committees and councils is also assessed. A common theme is shown to have emerged from the earliest time, that the professional educationist has firmly maintained that the non-professional and non-governmental organisation has only a minor contribution to make in the control of public education. The final chapter indicates that there appears to be some change forthcoming in this attitude, because the non-professional and non-governmental organisations are beginning to realize the need for political rather than organisational action.
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ItemThe role of women in the Victorian Education Department, 1872-1925( 1977)This thesis examines the role of women teachers in the state schools of Victoria from 1872 to 1925. As women constituted half of the teaching service, and as the Education Department drew a distinction between teachers on the basis of sex, it has been possible to look at the women teachers as if they formed a homogeneous group. An examination of the legislation, the periodic reviews, the practices of the Department and other contemporary evidence, makes it clear that women teachers were essential to the maintenance of a widespread, comprehensive education system. This conclusion is based on two major factors, supply and cost. For many reasons women were always available as teachers and were employed extensively. As their employment was combined with the practice of paying women less than men for the same, or very similar tasks, the development and maintenance of a system of education was made easier for the governments of Victoria in spite of almost constant pressure for economy. These two aspects form the basis of parts 1 and 2. Through two case studies, part 3 approaches the role of women differently. The assumption is made that women do not form a homogeneous group but are divided by broad issues of class, religion and politics as well as narrow and more specific issues. Two kindergarten experts, women with diverse backgrounds, provide the material for the first case study. Their expectations, contribution and recognition are examined, as is their relationship with other members of the teaching service. The second case study concentrates on the Victorian Lady Teachers' Association, a small, militant, feminist group which worked to have any differentiation between teachers based on sex removed. Although the group was not representative of all women teachers, it frequently spoke for them and was an important educational force. The two case studies, therefore, look at some of the varied roles filled by women, but more particularly highlight the differences amongst them and the difficulties of making generalizations about women or women teachers.