Faculty of Education - Theses
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ItemWalter Bonwick (1824-1883) : Walter Bonwick and the establishment of music teaching in the national schools of Victoria, 1855-1856( 1990)This thesis examines the development of music teaching in the National Schools in the vicinity of Melbourne for the years 1855 and 1856. While Walter Bonwick was not the first music teacher to be appointed by the National Board, he was the most influential, and from his appointment in February, 1855, began a career which was to span a quarter of a century. He continued as a vocal music teacher and later as a instructor of music teachers with the National Board and. its successors until his death in 1883, at the age of fifty-eight. Walter was a member of a circle of colonial teachers and- writers who were connected by marriage, and his success in obtaining a position with the National Board was certainly in part the result of the influence of his family and their friends. But the significance of his music teaching in 1855 and 1856 was his insistence on a modification of Hullah's system. Walter persuaded the Board that Hullah's system for teaching vocal music was unsuitable for the schools in the colony because the course was too long, the exercises too tedious, and the music not sufficiently pleasing or attractive to children. His solution was to request the Board to sanction the introduction into National schools of a Manual of Vocal. Music to be compiled by him. The Board agreed to his proposal, and so began a series of publications for instruction in the schools. This paralleled a similar request to the Board by his brother James to sanction his publication of a Geography text book for use in the schools. Walter's weekly reports reveal a wealth of detail of the incidents of colonial life; flood, heat, falling trees, death, and even toothache. They also show Walter to be sensitive, hard-working, and dedicated to his music and his pupils. The Secretary and Commissioners of the Board - are treated with respectful familiarity; rather unexpected in a subordinate. One hundred miles a week by horse, Walter was the archetypical peripatetic vocal music teacher.
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ItemCatholic Ladies' College : a case study in Catholic education in Victoria( 1990)This case study of Catholic Ladies' College Eltham Victoria shows major shifts in its style of operation from the late nineteenth century to the present. These shifts are seen as reflections of change in the philosophy and provision of Catholic education generally, as it responds to different historical and social pressures. Evidence for the Chapters dealing with the general background of Catholic education has been largely drawn from histories and sociological investigations, while evidence for the particular history of the school has been largely drawn from archival material documents, interviews and survey results. Findings are that within the school changes in style and direction can be noted which illustrate major trends and changes in Catholic education. Some evidence of differences in style of operation between Catholic, government and independent schools was found in the contemporary context, though full organization and school climate studies were not conducted.
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ItemEqual pay and the women teachers of the Victorian Education Department, 1939-1967( 1992)The history of equal pay for women teachers commenced well before the Commonwealth Conciliation and Arbitration Commission awarded equal pay for work of equal value in 1972. This thesis examines the financial status of women teachers in the state schools of Victoria between 1939 and 1967. In particular, it covers the campaign for equal pay. This campaign was persistent and hard fought under the guidance of people such as Hilma Cranley, and with the support of influential trade unions and favourable international policy. In Victoria, female teachers constituted nearly half of the primary teaching service yet traditionally meagre regard was paid to their status. Women teachers were discriminated in terms of pay despite their skills and responsibilities being recognised as tantamount to men's. A study of the discrimination and the protracted campaign to achieve equal pay through the analysis of the policies of the governments, wage legislation, contemporary evidence and the archival records, makes it clear that the teachers' reasons for equal pay were legitimate and morally irrefutable. However, social attitudes, the set up of the work force, financial considerations and government reluctance slowed the introduction of equal pay. Through the examination of women's growing importance in the Australian working scene and social influences of the time, such as the Second World War, the teachers' equal pay campaign has been interpreted. The Victorian Teachers' Union monitored these changes, and as public support for equal pay grew, so did the prospects for achieving equal pay. As women were increasingly essential to the maintenance of a comprehensive education system, their low wage status could not be ignored. The teacher s campaign, with particular emphasis on the Victorian Teachers' Union, is therefore the focus of this thesis. The study concludes that the women's teachers financial status did improve, however, the struggle for equality of opportunity was still ongoing.
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ItemTradition and change in the establishment of Mount St Joseph Girls' College 1964-1970( 1991)Social, political and economic influences invariably have bearing on the development of a school's philosophy, policies and practices, and must be considered integral to any school history. This is most evident in the post-war period, when the 'explosion' in numbers in post-primary schooling resulted not only in an expansion of schools but also, in a restructuring of traditional secondary school organisation and practice. For the first time post-primary schooling came to be recognised as a distinct and essential sphere of education. The establishment of Mt St Joseph Girls' College in 1964 by the Institute of the Sisters of St Joseph of the Sacred Heart was in direct response to changes in Australian society during the 1950s and 1960s. The Sisters of St Joseph, an Australian teaching Order, was established in the 1860s by Father Julian Tenison-Woods and Mary McKillop to provide Catholic primary education to the poor. However, in the 1960s, the Institute was prepared to adapt and meet the demand for secondary education by establishing secondary colleges. This thesis traces the establishment and development of the first secondary Josephite school in Victoria - Mt St Joseph Girls' College between the period 1964 and 1970. The recollections of students reveal that despite the Josephites' efforts to widen educational and occupational opportunities for working-class girls, school organisation, curriculum and practices, implicitly and explicitly directed girls to gender-specific educational and occupational paths; and to the notion that culturally valued womanhood was intrinsically related to marriage and motherhood. The study also indicates that it was not until 1969 that the Josephites introduced curriculum reform by replacing the multilateral form of school organisation (professional, commercial and domestic sciences), with a more integrated and comprehensive curriculum which cut across these divisions and catered for the needs and interests of a wide range of students. Although the benefits of this were not evident until the following decade, it must be emphasized that the Josephites had taken the first steps to remove the limitations placed on girls' aspirations, abilities and opportunities. v
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ItemYoung single factory women in 1927 : a study of issues of women and work( 1990)In 1927, a Department of Labour inquiry focussed upon a group of young female metalworkers employed in a Melbourne factory. A range of contemporaries, including the female workers, gave evidence to the inquiry, resulting in recommendations regarding female work conditions. This thesis aims to investigate the process of deliberation which took place at the inquiry. Issues of women and work contained within the resulting report raise questions concerning working women's experiences which have relevance not only to contemporary labour legislation but also to subsequent feminist historical analysis
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ItemAn education to prayer: the establishment and development of a parochial school in the Catholic parish of St. Brendan's Flemington, Melbourne. 1887 -1947( 1990)�� the present system of Catholic Education in Australia developed not from any predetermined plan but as a result of the conflicting forces in educational development in the nineteenth century and the circumstances of the times." In the latter half of the nineteenth century �conflicting forces� and �the circumstances of the times� resulted in the establishing, in 1887, of a Catholic primary school in the inner Melbourne suburb of Flemington. (From Introduction)
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ItemTeacher training in Carlton: the predecessors of the Institute of Education( 1992)On 1 January 1989 the Melbourne College of Advanced Education and the Faculty of Education at the University of Melbourne were amalgamated to form the Institute of Education within the University of Melbourne. Although the two institutions had in various forms resided on adjacent campuses in Carlton/Parkville for several decades, both devoted to teacher education, they brought together different educational cultures. Melbourne CAE was descended from a long line of government-controlled teacher training institutions which had operated at first in Melbourne and from 1889 at Carlton in the corner of the University campus. Melbourne Teachers College was for most of this history the main institution for the training of teachers for Victorian government primary schools, but also played a significant role in the training of most types of teachers until the Second World War. It had little independence and was used largely as an instrument of policy by the Education Department and its political masters, subject to the vagaries of changing policies and economic conditions. These also affected the conditions and status of the teaching profession, which in turn impacted on the appeal of the profession and therefore on the socio-economic and gender mixture of recruits to the College. After 1945 teacher education became fractured into several geographically spread and more specialized colleges, and MTC was joined on its campus by a new Secondary Teachers College. During the 1950s and 1960s MTC and STC essentially ran pragmatic courses which churned out large numbers of teachers to fill places in the burgeoning number of schools. The two colleges merged in 1972 and gained independence from the Department in 1973. After much tossing and turning in the tertiary sector, in 1983 the Carlton college was amalgamated with the Institute of Early Childhood Development as Melbourne CAE. The University of Melbourne commenced its formal involvement in teacher education in 1903 when a liaison was established with MTC. For three decades MTC and the Faculty (as it became in 1923) shared their senior officer, administrative links, courses and students. The closeness was a two-edged sword for the University, for while greatly assisting the Faculty's work it also brought a substantial and frustrating degree of Education Department influence. The links were broken in the late 1930s, against the University's will, but thereafter the Faculty enjoyed greater intellectual and administrative freedom, and pursued its own course development. It came increasingly to be involved in theoretical and research studies, and to look down (with some justice) on its Department-dominated, less intellectually-oriented college neighbours. During the 1950s-1970s the Faculty was also under great pressure to meet the demand for teachers, and as a result somewhat lost its way as an intellectual and educational force. Throughout their history the institutions were influenced by diverse professional and community attitudes, philosophies and needs - how children should be raised, how schools are best organized, the most appropriate moral and instructional content of education, the attributes required in a teacher, and how teachers are best trained and/or educated. Rising standards of living and new technology, and the demands of the labour force, produced different occupational needs. All of this contributed to changing community expectations of schooling and teacher education.
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ItemThe life and veterinary contribution of Dr. Harold E. Albiston( 1992)This thesis examines the life and veterinary contribution of Dr Harold E. Albiston. Through his professional life can be traced the history of veterinary science in Victoria, from the horse doctor days of pre World War I to the re-establishment of the University of Melbourne Veterinary School in September 1962. Special attention is paid to the late 1920s which saw veterinary teaching cease at the end of 1927 and the University of Melbourne Veterinary School officially close in June 1928. Albiston, who was on the staff of the Veterinary School, witnessed this critical time in Victorian veterinary history. During the world-wide veterinary recession from 1920 to 1935, due to the declining influence of the horse, Albiston was one of the first veterinarians to appreciate that a new direction was necessary for the profession. While he was assistant-director, he upgraded the facilities of the Veterinary School, and encouraged research and diagnostic work on farm animals. As the day of the horse passed Albiston had built up the Veterinary School or the Veterinary Research Institute (VRI) as it became known in 1931, into an organisation of status serving the emerging livestock industries. The VRI was a unique establishment since it functioned as a normal university department, under the aegis of the University of Melbourne, yet performed diagnostic and research work for the Department of Agriculture. The VRI became an enlightened veterinary centre - a meeting place where veterinarians would visit, browse in the library and discuss problems with Harold Albiston or the VRI senior staff. It also became the centre of post graduate veterinary education in Victoria since all conferences, meetings and seminars were held there and for twenty-three years it was the home of the Australian Veterinary Journal (AVJ). The thesis also examines Albiston's research and diagnostic achievements before he was engulfed by administrative responsibilities. In 1927 he helped to solve black disease, or infectious necrotic hepatitis, which was costing the sheep industry millions of pounds. He also played a major role in diagnosing and eradicating the first Newcastle disease outbreak in Australia in 1930. In 1933 he was credited with giving the first post-graduate veterinary course in Australia when he gave a series of poultry lectures at the VRI. So successful was this venture that he gave a similar course on cattle diseases the following year. Harold Albiston has been the longest serving member of the faculty of veterinary science, the longest serving editor of the AVJ and the longest serving member of both the Veterinary and Zoological Boards of Victoria. His contribution came from his humanity and a dogged determination, at board, faculty or committee level to make the most effective use of his talents - his warmth, his lack of pomposity, his consultative ability and his capacity for hard work. In 1959 Harold Albiston was awarded the Gilruth Prize for meritorious service to veterinary science. In 1963 he was awarded the honour of Commander of the British Empire.
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ItemThe history of the Victorian Association for Gifted and Talented Children( 1990)This thesis has documented the history of the V.A.G.T.C. from its inception in June, 1978 until December, 1989. An outline of the way in which this organization developed, the major influences responsible for this development and the changing role of the Association throughout its life, has been recorded. As there is limited written material available, much of the information provided arises from interviews with six of the people who have held the position of President, other influential people nominated by the Association, Minutes of the Annual General Meetings and any correspondence, membership lists and other documentation the Association provided. Certain future directions and aspirations are recorded.
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ItemHenry Lowther Clarke and educational policy in the Anglican diocese of Melbourne 1903-1920( 1990)The episcopate of Henry Lowther Clarke as fourth Anglican Bishop and first Archbishop of Melbourne in the years 1903 to 1920 saw the most explicit and comprehensive formulation and application of educational policy in the Melbourne Diocese prior to or since that period. In the tertiary sector, there were moves made to establish a Faculty of Divinity at the University of Melbourne, the foundation of the Melbourne College of Divinity and provisions for the theological training of non-matriculated ordination candidates. In the secondary sector of education, thirteen schools were established, acquired or, in some manner, brought under the aegis of the Anglican Church. There was a particular emphasis on the founding of schools for girls. Attempts were made to establish a bureaucratic structure to monitor the acquisition of schools and religious instruction within them. The movement for the introduction of Bible reading integrated into the programme of the State's primary schools continued, having been strongly active during the episcopates of James Moorhouse (1876-1886) and Field Flowers Goe (1887-1901). In the parishes of the diocese, Archbishop Clarke initiated a review of the Sunday School system with teacher training and a common syllabus receiving particular attention. Clarke was also central in the encouragement of the foundation of Anglican free kindergartens in the inner-city region of the diocese. Yet these achievements were not entirely consistent with Clarke's stated objectives. Major influences affecting the partial success of the achievement of objectives are seen in: - the experiences, assumptions and personality of an expatriate bishop elected at the age of fifty; - the nature of Anglicanism in Victoria: its demography, divisions within on issues of churchmanship, its concept of a constitutional rather than absolutist episcopacy, the widespread acceptance of voluntarism and limited financial resources; - the extent of a secularist approach in Australian thought, both in an ideological sense and in the pragmatic sense congruent with the experience of ecclesiastical divisions and antipathy; overt sectarianism, in particular the lack of unanimity or harmony in and between Roman Catholic, Anglican and Protestant faith and order. The widespread sectarianism during the First World War which centred upon Archbishop Daniel Mannix highlights this influential factor. Thus, while describing and recognising the achievements in Anglican educational activity in the years 1903 to 1920, the failure to achieve explicit objectives has to be evaluated and recognised as part of a complexity of factors, not all of which were appreciated by Henry Lowther Clarke.