Faculty of Education - Theses
Permanent URI for this collection
Search Results
1 - 10 of 16
-
ItemThe class teaching of music in state-supported schools in Victoria, 1853-1905( 1956)While studying recent developments in the class teaching of music in schools both overseas and in Australia, I became interested in the way in which music had been introduced into the early schools of Victoria, and began to ask these questions. Who were the first teachers of music in Victoria? What methods did they use? From whom did they learn their methods and what was the content of their lessons? After some background reading and thought I decided to begin this investigation, limiting it for the present, to the content and method of teaching music in the state-controlled schools in Victoria from 1853 - 1905. In the pages which follow, I hope to show how a tradition of music teaching was established in Victorian schools, tracing through England, influences from Germany and France. So that the methods of teaching used and the content of the lessons may be revealed, a survey will be made of the life and work of those concerned with the introduction of music into the elementary schools of England and Victoria. The training; of teachers of class music in Victoria will be discussed and, in so far as it is relevent to the period being investigated, music in secondary education will be included. As far as I can discover, no other research has been carried out in this subject in Australia. I hope that what I have written will not only arouse interest, but assist in increasing among leaders in education an appreciation of the value of music in schools. I should like to thank the following people, all of whom have shown great interest and have given me help and encouragement: Mr. E.L.French and Dr. T.II.Coates, School of Education, The University of Melbourne; Mr. !1.C.Brideson, Research Service of The Public Library of South Australia; officers of The Mitchell and Public Libraries, Sydney, The Public Library of Victoria, The Library of The Australian Council of Educational Research, Melbourne, and the Library of The Royal Historical Society of Victoria, Melbourne; Mr. Geoff. H.Allan, Managing Director of Allan & Co., Melbourne, for the access to the diary of Mr. George Leavis Allan; Mr. bar' of Allan & Co., for his assistance in locating copies of early music published by Allan & Co.; Mr. J.Alex. Allan, Clifton Hill, Melbourne, author of "The Old Model School", who lent me relevent original documents; Mrs. A.L.Eastaugh, South Lyndurst, Seaford, for information about her relative Mr. August Siede; Miss Gladys Rhys Davies, Beach Street, East Malvern, author of "Music Makers of the Sunny South", for a copy of her book and access to the original notes from which it was written; and Mr. A.E.H.Nickson of the University Conservatorium, Melbourne, who gave me valuable advice.
-
Item
-
Item
-
ItemGeelong High School 1909-16 : a study of local response( 1978)The years 1909-16 saw the expansion of public secondary education within Victoria. It represents the working out of certain aims and policies for secondary schools between a centralised Education Department in Melbourne and the local communities that were financially involved in the provision of these facilities. This thesis will attempt to identify the forces shaping the development of Geelong High School. It will outline the aims and values of this community and evaluate the significance of their perception of what secondary education should be about. The study will look at the role of the Education Department - its director, its administrative philosophy and the attitude of the State Government towards the expansion of secondary education. The study will examine the interplay of these factors with the significant contribution of the school's educational leadership and philosophy. The main argument of the thesis is that the success of Geelong High School was to a large extent due to its support from a middle class. They saw in the school opportunities for their children resulting from an education that was financially beyond them at the prestigious fee-paying public schools. In responding to these needs the school would survive in spite of almost overwhelming odds in its early years. A comparative study with Colac Agricultural High School will be made to clarify the point that it was community support, and not legislation and regulations from the Department, that was to be the main reason for the success of Geelong High School.
-
ItemThe teaching of history in state-supported elementary schools in Victoria, 1852-1954( 1965)The major concern of this thesis, then, is to trace and account for the introduction of History as a subject in 1886, to show its development in an initial period of transition as the implications of the new subject were explored, to follow it through the years of the "New Education" to the time when it became an established and accepted subject, changing little, to examine a period of exciting rediscovery and revision in the early 1930's, and finally, after another twenty years of relative but deceptive calm,to describe the changes which led to the introduction of Social Studies at the expense of History, Geography and Civics in 1954.
-
Item
-
Item
-
ItemThe teaching of French in New South Wales and Victoria 1850-1958( 1958)This thesis is a study of the development of the subject French at the Universities of Sydney and Melbourne and in the schools of New South Wales and Victoria. It seeks to show why French was taught in this land so far from France, by what methods it was taught, to whom and by whom it was taught. It was impossible to discover the answers to these questions without studying the growth of the two Universities and in particular the changes of curriculum in their Faculties of Arts, the relationship between the Universities and the schools and the influence of the University Departments of French on French in the schools, the growth of secondary education and the public examination system, and the reforms in the curriculum of the secondary schools in the twentieth century as a result of changes in educational theory and philosophy. Only against this background is it possible to understand the rise and fall of one particular subject.
-
ItemFormal adult education in Victoria, 1890 to 1950( 1971)This history deals mainly with four official groups: a sub-committee of the University of Melbourne, the Extension Board; a voluntary agency symbiotic with the university, the Workers' Educational Association; the Joint Committee of these two; and a later, separate statutory body, the Council of Adult Education. Because, however, it is concerned with education it also takes note of some social history, history of ideas, and biographies. Adult education in Victoria has always been an offering made by its providers, rather than the result of a demand from potential students; and the innovations made, as each provision proved inappropriate to the community, have been based on an ideal or an idea. Those ideas appear to have been formed largely from two sets of pre-suppositions: some overall view of the nature of man, and some view of educational rigour - what degree of systematic teaching or learning was appropriate. In particular, the period under review saw the end of the motivating force of philanthropy in adult education, and the rise of something closer to the concept of a welfare service for all taxpayers. Chapter One covers the background of ideas abroad before 1891, and the institutions that embodied them in Victoria. Chapter Two takes the beginning of University Extension as the first major provision of adult education, embodying a philanthropic ideal originating in England. Chapter Three introduces the W.E.A., who challenged philanthropy and achieved state subsidy for the learning of the workers, now called upon by universal suffrage to share in government. The workers failed to cooperate with the movement, and Chapter Four details the hopelessness of both the Extension and the W.E.A. ideals as guides to practice, and the consequent parasitism of the Victorian W.E.A. on the university. Chapter Five covers the rejection of the W.E.A. from its entanglement in the counsels and finances of the university, its eventual extinction, and the successful move of the Director of Extension to push the management of adult education off the campus. Chapter Six is a brief overview.
-
ItemThe origins and early history of the State secondary school teachers in Victoria, 1872-1926( 1968)In tracing the history of state secondary school teachers in Victoria from their origins in the primary teaching service until 1926, this study covers the areas relevant to teacher status - viz., teacher training, conditions and associations - and an attempt has been made to evaluate the progress made towards professional status. The Diploma of education course, initially a two-year University course aimed to train teachers of academic subjects, was instrumental in raising the academic and pedagogical qualifications of secondary teachers. It was, however, inadequate in that it did not train teachers in sufficient numbers, and it was always starved of finance and essential resources. The Diploma was supplemented by the post- Intermediate Trained Teacher's Certificate courses in manual and Domestic Arts and Commercial subjects. Because the education Department played a significant role in both systems of training and the teachers had no control of training standards, the progress that was made was achieved without reference to the teachers, and was offset by the increasing numbers of temporary teachers employed in the secondary schools. No significant progress was made by secondary teachers in determining their professional conditions. These were almost entirely decided by the centralized administration which widened and tightened its influence. Professional freedom in areas such as curricula was further limited by the uniformity imposed by the public examination system. State secondary teachers were willing conformists to these pressures restricting their professional activity, and directed most of their energy towards regularizing their position within the public service. Even in this sphere, they achieved little: their salaries were relatively poorer in 1926 than they had been in 1912, it took thirteen years to gain a Classification Board, and they rarely succeeded in gaining concessions even on minor matters. Hence state secondary teachers were enthusiastic supporters of the movement towards the uniting of all teachers within the one Union which culminated in 1926. By 1926, then, the greatest gain that state secondary teachers had made was in their training and qualifications. For the rest, their steps towards professional status were faltering and often retrograde.