Ups & downs: The road to co-education

EMMA CHANDLER, PUBLICATIONS COORDINATOR

As we recognise this year’s milestone of 50 years of co-education, we celebrate the many benefits it has brought to us as a College, and the diverse, inclusive place our school is today. However, true recognition also means acknowledging the, sometimes bumpy, road that led us here. We spoke to Sally Hawkins (nee Carruthers) (OGC 1977) and asked her to share her experience as one of the first girls of Senior School.

“Without my co-ed experience, I would have left my secondary education a boy-crazy, immature young girl. Instead, I left The Geelong College with an understanding, admiration and respect for young men. I felt empowered and more rounded as a person - an equal with men.”

It is clear many positives came from Sally’s time at College. But it does not mean her experience with coeducation was entirely without its challenges.

“Being a teenager is always an awkward stage of life and we are constantly evolving. But moving from an all-girls school to a predominantly boys school at the age of 15 was challenging.”

Sally recalls that the girls’ arrival was initially met with some less-than-ideal behaviour from some male peers.

In her first class Sally was the only girl present and recalls ‘not a single boy’ spoke to her, the entire lesson.

“The girls had to deal with a lot of teasing, ridicule and immature behaviour from the boys.”

The girls were grateful, though, for the existence of the ‘Ladies Common Room’, recalling it was ‘a place to retreat to while (they) found (their) feet in a new environment.

“Outside of the Common Room, I think a lot of us felt we weren’t able to be totally who we were. We did a lot of observing at the start. Working out how to fit in and how to belong. It was a real challenge.”

A challenge not helped by what Sally felt was a ‘lack of preparation’ for the girls’ arrival.

“I don’t think the school was ready for us!” she recalls.

There is no doubt that the best of attempts were made to ready things for the 1975 girls’ arrival. Having engaged in what was effectively a trial run of co-education with the successful introduction of Junior

School girls the year before, the College likely felt they were wellprepared for the College-wide expansion of co-education.

However, as is the case with many well-intended plans, it is not until they are put into action that their deficiencies appear. And with changes of that magnitude, with so many unknowns and moving parts, there were bound to be some challenges.

“They didn’t even have girls’ uniforms ready for some time,” Sally said. “We only had a College jumper which we wore with our own casual clothes.”

The situation would hardly have been ideal for the girls, who already felt they stood out amongst their male peers.

Curriculum and extra-curricular activities also took some time to catch up with the girls’ arrival.

Coming to The Geelong College from Morongo Girls’ College, which had offered a full sporting program and subject options designed to appeal to girls - Sally was keenly aware of what was missing.

“Sporting opportunities were not as available or set up for us. Certain sports weren’t offered at all, and if they were, there was limited opportunity for competition due to the low number of girls.”

“We also had limited subject choices in the early days. There were existing subjects like woodwork, yet nothing like home economics or sewing.

Teachers, too, had to adapt.

“I was the only girl in my English and Art classes and neither of my teachers quite knew how to integrate me into the classroom.

“One of my teachers had only sons at home and had only taught at allboys schools.

“Everyone - staff, girls and boys were navigating the uncharted waters of co-education together. We all had to be patient as we sorted out how having girls at the College would work.

“We were the guinea pigs and things were tried on us, some failed and some succeeded. The rules were made up as we went along, including what to do with us on excursions and camps.”

As time passed, things started to fall into place for the girls. Uniforms arrived, new sports and subjects were added to the curriculum, and the first cross-gendered friendships were formed. The girls began to feel like they belonged at the College.

“Eventually, we were able to see the positives start to emerge.

“Us girls began to learn more about boys - to understand them, and their behaviour. We became more comfortable and confident in our interactions.

“Boys and girls began to look upon each other as friends, not just romantic prospects. Ultimately, the experience taught me how to form long-term, healthy relationships with boys.”

“It was also a more neutral environment than an all-girls school. The competition and mind games you so often see in groups of girls were not prominent. You had options - you could spend time with the boys, too, if you chose.

The difficulties they had faced had forged strong bonds amongst the girls, too.

“We had to navigate our own way through the challenges, and we turned to each other for help through the journey. This was a positive experience. There was little or no angst between the girls.”

“We were pioneers, we paved the way for those who followed us. We were trailblazers, and we all survived those early years of co-education.

“I will be forever grateful for my co-ed experience, and as challenging as it was at times, I learnt to be outside my comfort zone and navigate a new way of life, it strengthened me as a young person, and better prepared me for life after school.”

The first girl to give a Valedictory speech

Sally Hawkins (nee Carruthers) gave a Valedictory speech in 1977. She was the first girl to do so.

“It was interesting studying the boys’ reactions to my presence and my views - now I know how a Martian with large green ears who had just landed on earth would feel.

Sally Hawkins (nee Carruthers), Valedictory Speech, 1977

You can read Sally’s speech in full below: