Faculty of Education

This thesis investigates the role of Colin Campbell in the church-state struggles over education. Having found squatting precarious, and possessing a large capacity for public life, Campbell was pleased to become involved in colonial events on the conservative side. As democracy advanced and his worst fears proved groundless, he endeavoured to liberalize his outlook. A spokesman for pastoral tenants, he was held accountable for squatter misdeeds. Only at the district level and within his church, was he allowed a full contribution. These aspects are illustrated throughout, but especially in chapters 1 and 7. Campbell believed in universal education bestowing on it temporal and religious responsibilities. He allotted church and state complementary functions, requiring them to work harmoniously in institutionalizing national education. His early concept of denominationalism is explored in chapter 2. However, in the 1850s society proved incapable of deciding the respective roles for church and state in education. This and Campbell's efforts in seeking a national school system are explored in chapters 3 and 4. Secretaryship of the Denominational School Board provided Campbell with an opportunity of applying administrative solutions to denominational school problems. He always endeavoured to apply educational principles and obtain an adequate and fair distribution of funds. But events smothered him. Rather than become a political tool,he resigned the secretaryship in 1859. Chapters 5 and 6 treat these themes. From the perimeter Campbell tried to save national education from secularism prior to 1872. Applying the principle of freedom of conscience, he asked that the state remain neutral on religious instruction. But unable to meet all requirements of society concurrently, it chose to equate secularism with neutrality. Campbell advised Anglicans to seek a "common Scriptural basis" compromise with other Protestant churches from which they might stand firm against secular liberalism. However, as chapters 8 and 9 demonstrate, his advice went unheeded. Finally, Campbell was reluctant to concede secularism a victory and accept the consequences, still hoping to revive a defunct church-state partnership. Although historically ignored, it is argued throughout that he made a considerable and worthy contribution to 19th century education.

Faculty of Education - Theses

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