The object of this thesis is to present a reasonably complete and comprehensive account of the history and development of Seventh-day Adventist education in Australia and New Zealand.

Difficulty has been found in endeavouring to include sufficient detail so that for denominational purposes a satisfactory record of the past may be preserved° On the one hand much information which might be of interest to some must be omitted, while, on the other hand certain facts recorded ma9 to others be regarded of minor importance.

Because for the greater part of the period under review Seventh-day Adventists have maintained a philosophy of keeping themselves separate their educators have not made very close contact with other school and colleges. As a result the development of their educational system has not been so much affected by current educational trends as otherwise might have been the case. For the same reason their own influence on educational theory and practice in Australia has not been significant.

The greater part of the thesis has been devoted to the Australasian Missionary College or Avondale. This is not only because of the major place the college has occupied in the Seventh-day Adventist school system in Australasia but also because here the educational philosophy of the church was really developed, and this institution, has been regarded as the "pattern school" for the whole denomination. Over the sixty years of its history Avondale has gradually developed from a secondary boarding school to a college offering four years of study above matriculation standard and providing courses in a variety of fields.

The two intermediate boarding schools in New Zealand and Western Australia respectively have received much less detailed treatment. In relation to Avondale they have not contributed anything of great importance to the development of Adventist education. Both institutions have had basically the same organization and as far as they have gone, similar curricula to Avondale, though the New Zealand school has been more sensitive to external educational influences.

The primary day schools, or church schools of the denomination, established somewhat haphazardly and for a time existing precariously on the generosity of the local churches have gradually been formed into a well organized system. The local or state conferences have now taken control of the employment of teachers, the approval of school buildings and the supply, of essential equipment. Schools are regularly inspected, syllabi approved, and satisfactory standards maintained. Secondary day schools have developed by the addition of secondary tops to primary schools. These secondary schools have been organized as comprehensive schools offering a variety of courses to suit the different types of students and endeavouring to provide Christian education for all the youth of the church. Because Adventists believe that financing their education program is the sole responsibility of the church and that government grants to schools cannot be accepted, a system of financing the church schools has been evolved in which conferences, churches and parents each accept a definite, proportional responsibility.

At Avondale the denomination has undertaken the preparation of its own teachers. For many years only primary teachers were trained, but now a four year course for secondary teachers has been added. The teacher training department of the college has been recognized by the Victorian Education Department and graduates from both primary and secondary teachers' courses are granted registration by the Council of Public Education in Victoria.