ABSTRACT
From whatever point of view the educational systems of . . . Australia are approached, one is led back inevitably to the type of administration by which they are dominated. . . . They are dominated by the aim of securing efficiency in a somewhat narrowly conceived round of educational prescriptions and requirements. That this efficiency is secured cannot be denied, but the major question is whether such efficiency is not secured at too high a price. It is achieved at the expense of the educational growth of the pupils and the professional growth of the teachers, on the one hand, and, on the other, at a sacrifice of that adaption to changing educational needs which is the keynote today of educational progress in the more advanced democracies of the world (I. Kandel, Types of Administration, 1938, pp. 81, 82).
