Notes
This article was presented originally as a paper at the combined conference of the Australian and New Zealand History of Education Society and the Canadian History of Education Association/Association canadienne d'histoire de l'éducation, December 1993, Ormond College, University of Melbourne. The author wishes to thank Daryl Adair, Dick Briggs, Michael Collins‐Persse and Richard Overell for their generous assistance, and Sir James Darling, Don Gibb and Selwyn Owen for their helpful comments during the preparation of the manuscript. Thanks are also extended to the Australian Research Council for financial assistance with travel expenses.