Recent Australian academic attempts to define the 'charism,' or distinguishing spirit, of the Marist Brothers' style of education, have been conducted using sociological methodologies and have resulted in findings which are more religious than educational or pedagogical, in content. The present enquiry is more educational in focus and historical in approach. This enquiry poses a series of questions e.g: Did the Marists who arrived in Australia in 1872 come as the conscious bearers of a distinctive style of teaching? Did they adapt this distinctive style to meet the needs of the Australian society? How faithfully did they cling to their founding inspiration? Have they been successful in preserving this distinctiveness in the face of modern developments in Australian education and in the Catholic Church? Or, is all that remains the name �Marist�? The historical methodology employed uses both recent academic analyses of the Marist Brothers� Founder�s work and also of the archival documentation of the Order�s foundation and development in Australia. It also tracks, though not in isolation, the development of the first Marist school in Sydney, St Patrick�s, Church Hill; founded in 1872 and still operating, at a new location � Dundas � in the more recently-formed diocese of Parramatta. This individual school�s role in Marist teacher education in early, and more recent times, makes it an appropriate focus. In summary, the thesis concludes that the Marists did come as conscious disciples of St Marcellin Champagnat, their founder; but that the pristine inspiration had already begun to evolve. In Australia the brothers continued to follow his example in adapting to the newer demands of Church and State. After Vatican II and the return of State Aid, however, the pace and scope of development precipitated changes which arguably constitute a break from all but the names �Marist� and �Champagnat�.

Recent Australian academic attempts to define the 'charism,' or distinguishing spirit, of the Marist Brothers' style of education, have been conducted using sociological methodologies and have resulted in findings which are more religious than educational or pedagogical, in content. The present enquiry is more educational in focus and historical in approach. This enquiry poses a series of questions e.g: Did the Marists who arrived in Australia in 1872 come as the conscious bearers of a distinctive style of teaching? Did they adapt this distinctive style to meet the needs of the Australian society? How faithfully did they cling to their founding inspiration? Have they been successful in preserving this distinctiveness in the face of modern developments in Australian education and in the Catholic Church? Or, is all that remains the name �Marist�? The historical methodology employed uses both recent academic analyses of the Marist Brothers� Founder�s work and also of the archival documentation of the Order�s foundation and development in Australia. It also tracks, though not in isolation, the development of the first Marist school in Sydney, St Patrick�s, Church Hill; founded in 1872 and still operating, at a new location � Dundas � in the more recently-formed diocese of Parramatta. This individual school�s role in Marist teacher education in early, and more recent times, makes it an appropriate focus. In summary, the thesis concludes that the Marists did come as conscious disciples of St Marcellin Champagnat, their founder; but that the pristine inspiration had already begun to evolve. In Australia the brothers continued to follow his example in adapting to the newer demands of Church and State. After Vatican II and the return of State Aid, however, the pace and scope of development precipitated changes which arguably constitute a break from all but the names �Marist� and �Champagnat�.

The quality and nature of leadership among the superiors of religious teaching orders has not been the subject of much research. This field study examines the criteria by which the Provincial Superior of the Marist Brothers in the Sydney Province of Australia decides on the appointment of his principals. In order to establish an evaluation of these criteria, the concept of leadership in general and educational leadership are first examined as described in literature. From the literature a model is chosen against which the leadership of the founder is examined since the spirit of the founder, in this case, Marcellin Champagnat, still pervades the present day members of the order he established. The beginnings of the work of the Brothers in Australia were also important as the pioneers brought with them the spirit of the founder and were responsible for a quality of leadership in difficult circumstances, a quality which has become a feature of the work of the Brothers. It is evident that the present provincial superior is imbued with the spirit of the founder and that he has succeeded in interpreting the criteria laid down in foundation in terms which are relevant to education today. Certain constraints and factors, special to a religious teaching order bring about features of leadership which are not found in lay schools.