Faculty of Education - Theses
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ItemThe educational ideas and influence on Victorian education of Dr. John Smyth: principal of the Melbourne Teachers' College, 1902-1927 and the first professor of education in the University of Melbourne, 1918-1927( 1967)Second in authority and influence only to Frank Tate, Dr. John Smyth was uniquely qualified to interpret the ideas of the "New Education" movement for Victorian schools at the turn of the century. Instead of using a biographical approach, this thesis outlines the diverse intellectual backgrounds which together formed the basis of Smyth's ideas. His New Zealand teaching experience coincided with the beginnings of reform there and his understanding of the "New Education" was deepened through study in Germany and Scotland from 1895 to 1901. German demands for realism in education; kindergartens and the theories of Froebel and Pestalozzi; the new techniques of Herbart and Rein; the establishment of teacher-training as a legitimate function of the university; and the beginnings of experimental psychology at Leipsic, were experienced by Smyth at first hand. The philosophy of Neo-Idealism which he espoused explains his ability to synthesize conflicting elements of the complex "New Education" movement. These major influences can be seen as the thesis examines Smyth's impact on Victorian education as Principal of the Melbourne Teachers' College (1902-27) and as the first Professor of Education at the University of Melbourne (1918-27). Separate chapters develop Smyth's attitudes to teacher-training and the College's growth under his control; his direct responsibility for the creation of the Free Kindergarten Union of Victoria and the improvement of Infant Schools; his idealistic philosophy translated into practice in the rural schools; and the significant contributions he made to the development of a School of Education at the University of Melbourne. A final assessment of Smyth the man reveals him as an intensely religious, dedicated educationist who had a lasting impact on the pattern of Victorian education. His relationship with Frank Tate emerges as that of an idealistic reformer unable to accept happily the limitations of compromise forced on Tate, the shrewd administrator, by a political and economic climate hostile to any but utilitarian educational reforms. Whilst Smyth’s educational ideas were not always fully implemented, the part he played in a period of educational history hitherto dominated by the name of Tate cannot be ignored. His intellectual stature and his actual accomplishments mark him as a key figure in our understanding of the development of Victorian education.
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ItemThe transmission of the charism of Marcellin Champagnat by principals in Marist schools( 2000)Members of religious orders in Australia face generally declining numbers and aging membership. Some, both within the orders and among their lay partners, have recognised the desirability of transmitting the charisms beyond the members of the order, if those charisms are to continue to inform the vision and culture of the enterprise. The Marist Brothers are no exception. Education is their main focus and the schools that they have established have been recognised as having a particular 'flavour' to them. The Marist way of educating has identifiable characteristics, inspired by the charism of the founder, Marcellin Champagnat. The success of the Marist style of education can be seen in the strong support for the schools. There is a clear desire among many, both religious and lay, to nurture and carry on conducting schools in the Marist way. As more lay people assume responsibility for these schools, it has been acknowledged that attention needs to be formally given to the ways in which the charism can continue to be transmitted. This study has examined the ways in which selected principals in Marist schools have influenced the transmission of the charism within their schools. Through the use of the case study methodology, it has documented actions that have been identified as conducive to passing on the charism to the school community. It has observed that certain characteristics of leadership style are more likely to positively influence the transmission of charism. The study has also identified some factors that may work against such a cause. As a result of the study, certain recommendations have been made which may assist in the process of ensuring that the charism of Marcellin Champagnat continues to flourish in those schools founded in his name.
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ItemBrother Ronald Fogarty's Catholic education in Australia, 1806-1950, volumes I and II: a re-appraisal( 1990)This thesis is an attempt to re-appraise the history of Brother Ronald Fogarty in his work Catholic Education in Australia 1806-1950 in the light of the specific themes which he determines as basic to the development of Catholic education. It has been generally acknowledged that these themes are not only relevant to the Catholic or educational sphere of Australian history, but also provide insight into the development of Australian society as a whole. Fogarty's history celebrates the triumph of a minority group as part of a reaction to the developments instituted by the majority. Overall, Fogarty's interpretation of why and how a separate Catholic education system developed makes a significant contribution to Australian historiography in general.
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ItemFact and fiction in Joan Lindsay's "Picnic at Hanging Rock"( 1990)Joan Lindsay's novel Picnic at Hanging Rock, has been examined on a variety of levels. Scholars have viewed the novel as a study of the conflict of humanity versus nature, in symbolic terms as the embodiment of an archetypal religious myth, as a philosophical treatise on the passing of time and merely as an ambiguous and sinister disappearance. The purpose of this thesis has been to discriminate between fact and fiction in Picnic at Hanging Rock, with particular reference to the education of women. The novel has been explored in historical terms in an attempt to ascertain how much it is a reflection of Joan Lindsay's educational experiences at the Clyde Girls' Grammar School and her social experiences as a daughter of a prominent Melbourne family. Lindsay's experiences as a student at Clyde Girls' Grammar from 1911-1914 and the lifestyle of her family provide a historical picture of an upper middle-class family and their pattern of behavior at the turn of the century. This thesis examines Joan Lindsay's family, married life and literary works, paying particular attention to her childhood. The upper middle-class lifestyle, social mores and customs of the Weigall family provide much of the raw material for Lindsay the novelist's portrayal of turn-of-the century life at Appleyard College and the village of Macedon. This thesis also studies the staff, educational objectives and teaching methods employed at the fictional Appleyard College and compares these with a historical study of the staff and teaching practices of the Clyde Girls' Grammar of Joan Lindsay's experience. It concludes that although Lindsay has portrayed Appleyard College as institution with a shallow, haphazard approach to education, embodying all of the negative facets associated with education of females in the Victorian period, the education offered at Clyde appeared to be of sound intellectual standard and of the best quality available to the females of her generation. Through the characters in her novel Lindsay highlights different approaches towards education in the late Victorian era. Through Appleyard's imposing headmistress, Mrs Appleyard, Lindsay satirizes the attitude that social status in the most important value no matter what the cost. Mrs Appleyard is obsessed with her students' social background and displays little concern for their intellectual development. The character of Dianne de Poitiers plays out the role of the accomplished woman, a teacher who is hired for her ladylike appearance and demeanor and fluent French rather than any outstanding intellectual qualities. And in contrast to de Poitiers, Lindsay casts Greta McCraw as a mathematic mistress whose little appreciated mathematical brilliance and outlandish physical appearance designate her as a bluestocking. The different approaches of these two teachers personify the acceptable and unacceptable gender characteristics for women in the late Victorian era. Lindsay would have been well aware that the superficial education offered at Appleyard College defended class boundaries and the lifestyle of the upper middle classes which she so humorously describes later in the novel. Her examination of the manners, prejudices and social practices of this privileged sector of society is humorous in its intention and often scathing in its perceptions. And although her depiction of Appleyard College is not a reflection of her years at Clyde, Lindsay's position as a daughter of a privileged Melbourne family has provided her with an intuitive understanding of the upper-middle-class lifestyle of the late Victorian era.