Melbourne Graduate School of Education - Theses

Permanent URI for this collection

Search Results

Now showing 1 - 1 of 1
  • Item
    Thumbnail Image
    Education and state control in Victoria, 1900-1925
    Badcock, Alfred Maxwell (1912-) ( 1963)
    This is an attempt to make sample assessments of State-controlled education in Victoria in the first quarter of this century, to define the nature of State control and to judge of its quality and effectiveness. The term 'State control' has been interpreted to include partial and indirect control as well as that which is complete and direct: hence Part III has been devoted to control exercised by the State over private and denominational schools, for this extension of the State's arm was characteristic of the period. Within the State's own Department system, the whole field proved too vast for one thesis: therefore, on the assumption that the system at the Primary level was fairly well established before the turn of the century and that other Melbourne researchers are covering the field of technical education, attention in Part II has been focussed on the establishment of State high-schools. Part I, on administration, naturally treats of the system as a whole. Another limitation imposed by space and time concerns sources of material. Any assessment must embrace causes as well as results, and in that even the sample field proved too large for detailed consideration of a wide range of causes, attention has been concentrated on internal evidence -- that is, evidence contained in Department documents and reports. Apart from practicability where evidence is embarrassingly plentiful, one justification of this approach is that in the period under survey Victorian State-controlled education was dominated by the strongest and most influential of its several Directors, Mr. Frank Tate. It has been the fashion to count this domination to the credit of Victoria's first Director and to the great advantage of the State. But one of the assumptions underlying the commentary in the pages that follow is that in a democratic society the professional administrator and his officers should not be obliged or even permitted to determine the social objectives underlying the processes of education. It is theirs as experts to determine the most appropriate means by which the goal shall be reached after it has been determined and defined by the community through its elected representatives. (From Introduction)