The path to co-education

HELENA METZKE, MARKETING COORDINATOR

For 50 years, The Geelong College has embraced co-education – a bold step that reshaped its traditions and educational ethos. As we mark this milestone and reflect on its transformative impact, we spoke with some key people from our College community to get their perspective.

ROBERT INGPEN AM (OGC 1950)

Old Collegian, internationally renowned illustrator, and Hans Christian Andersen Award recipient.

Robert’s insights highlight how coeducation became a defining catalyst for change at the College.

From his days as a student in the 1940s and 1950s to his later role as a Council member, Robert witnessed

The Geelong College evolve from a traditional boys’ school to an inclusive, co-educational institution. He recalls early conversations with Peter Thwaites, then Principal, and the gradual push to make co-education a reality.

By the late 1960s, single-sex schools across Victoria were grappling with financial and operational challenges. Falling enrolments and rising costs made sustainability increasingly difficult.

“Co-education was seen as a dream, an educational need,” Robert shares. Conversations about its feasibility were sparked by broader discussions at Geelong Grammar, where Robert was involved in a science education program. These ideas soon filtered into dialogue at The Geelong College.

For Robert, the potential benefits of co-education were clear: “It makes sense to say that boys and girls who grow up together, who survive together, must be educated together.”

Yet, he acknowledges that resistance from the College Council – then an all-male body with parochial mindsets – posed significant hurdles.

“Peter Thwaites and I spoke on and off for some years,” Robert recalls. “By the early 1970s, Peter had made headway with the Council, and we began to see some traction.”

Thwaites’ vision for co-education, bolstered by Robert’s support and advocacy, laid the groundwork for the eventual transition.

When co-education was formally introduced in the mid-1970s, it was a modest start, with changes carefully phased in.

“The immediate issue,” Robert explains, “was the impact on the College in terms of spaces – educational spaces, boarding facilities, and the overall infrastructure.”

Addressing these logistical challenges required careful planning and investment.

Under the leadership of Peter Gebhardt, who followed Thwaites as Principal, the school began to resolve these issues.

“Peter Gebhardt’s first opportunity was to improve the quality of staff,” Robert says, highlighting the recruitment of more female teachers and the appointment of Rosemary Barkley to lead the girls’ program. These steps ensured a more balanced and inclusive environment as girls joined the student body.

While some reservations persisted, particularly around boarding facilities and resource allocation, the new co-educational model quickly demonstrated its value.

“Once the girls arrived, they grabbed every opportunity available to them,” Robert reflects. “They quickly showed they were capable of things like rowing, with greater skill, determination and style than many of the boys.”

The introduction of co-education marked a cultural shift that extended beyond logistics and enrolments. The College evolved into a space that emphasised inclusivity, collaboration, and mutual respect.

“The old days of boys’ schools maintained themes of bullying and striving to get the better of somebody else for personal benefit – but all that’s gone now,” Robert observes.

The shift wasn’t without its challenges, particularly for staff adapting to the new dynamics. Yet, over time, coeducation enriched the school’s teaching practices and fostered a more equitable learning environment.

“Today, the quality of the staff has become an absolute driving force through the whole school,” Robert notes, crediting leadership for achieving and maintaining this standard.

Reflecting on 50 years of co-education, Robert sees the College as a “very advanced educational operation” that embraces contemporary values. From environmental education to inclusivity among the student body and staff, the school has built on its co-educational foundation to remain relevant in a changing world.

At the heart of this evolution, Robert believes, lies an enduring commitment to imagination.

“What the school has taught students, and what they take into the world, is the knowledge that they are always capable of using their imagination –fearlessly,” he says. “No matter what careers they pursue or dreams they have, this attribute I don’t think can be surpassed by anything else.”

Robert’s reflections remind us that change, while challenging, can unlock profound possibilities. Co-education has not only shaped the trajectory of the College but also left a lasting mark on the lives of its students. As we look to the future, this milestone serves as a testament to the power of courage in embracing change. Extremely fitting given the College’s motto: “Be of courage – for this is the way to the stars.”

STEWART MCARTHUR AM (OGC 1951)

Visionaries like Principal Peter Thwaites and Stewart McArthur AM championed the move to co-education as essential for growth, challenging traditions to create a more inclusive and progressive future.

When The Geelong College made the decision to transition from a boys-only institution to a co-educational school 50 years ago, it was not without careful deliberation, robust debate, and the steadfast leadership of individuals who believed in a vision for a more inclusive future.

Among them was Stewart McArthur AM – a former student, lifelong supporter of College rowing, and member of the College Council for 23 years.

In a recent interview, Stewart shared his memories of those pivotal years, offering a glimpse into the decision-making process and the challenges faced by the Council. His reflections highlight the foresight and determination that defined the College’s move toward co-education –a decision that has shaped its legacy.

At the heart of the transition was Principal Peter Thwaites, whose advocacy for co-education left a lasting mark on the Council’s discussions. Stewart described Thwaites as a leader who approached the issue “quietly but cogently,” presenting co-education as a necessity not for enrolment numbers but for the educational and social growth of the student body.

“It was a thoughtful and considered decision,” Stewart recalled. “Peter Thwaites argued strenuously that co-education was a good thing for the College, for the students, and for the new potential female members of the College community. He persuaded us that it was an educational decision above all else.”

This approach reflected the changing societal norms of the time, as women’s roles expanded beyond traditional boundaries, prompting institutions to re-evaluate their structures and policies. For The Geelong College, the move to co-education was both a response to these shifts and a proactive step toward a more progressive future.

The transition was not without its complexities. Stewart noted the Council’s deliberations, which spanned several years and involved a proposal to collaborate with nearby girls’ school, Morongo Girls’ College. While this partnership ultimately did not eventuate, the outreach emphasised the Council’s commitment to fostering co-education in a way that honoured existing traditions and relationships.

“There was an olive branch extended to Morongo,” Stewart explained. “We thought that together, as a joint venture, we could make a go of it.

Unfortunately, Morongo decided to go their own way, and not long after, that very good institution faced its demise.”

The closure of Morongo followed that of another nearby girls’ boarding school, The Hermitage, leaving many girls in the Newtown area searching for a new place to call home and continue their education. The majority of students from both schools transitioned to either Geelong Grammar School or The Geelong College.

“The transition to co-education was made fortuitously with the closure of The Hermitage and later Morongo,” Stewart recalled.

This shift, however, required challenging deeply rooted traditions. The College’s identity as a Presbyterian boys’ school, with strong ties to Western Victoria and the Riverina, was steeped in a legacy of conservatism. Stewart acknowledged the magnitude of the change, describing it as “a dramatic shift” for a school shaped by “a fairly hard edge in terms of Presbyterian ethics and a Scottish background.”

“The Geelong College was very much a rural boys’ boarding school, reflecting the ingrained beliefs and attitudes of country Australia at the time,” Stewart said.

Yet, Thwaites and the Council prevailed by presenting co-education as a forward-thinking and necessary evolution.

“It was in the persuasive argument that the future of The Geelong College was in co-education,” Stewart said.

“It was on educational grounds – that the students would be better off, that there would be a softening of the adolescent boys’ attitudes towards girls, and that overall, the College would benefit.”

The transition to co-education, as Stewart observed, unfolded smoothly despite the initial reservations. The integration of female students not only enriched the academic and social environment but also contributed to the growth and inclusivity of extracurricular activities.

“Today, we’ve got a wonderful lot of girls rowing on the river,” Stewart reflected. “The girls’ regatta with 2,000 female rowers is remarkable. It shows you what’s happened and what’s changed – we had no girl rowers at the College, and now females make up half the Boat Club.”

As The Geelong College celebrates 50 years of co-education, Stewart’s reflections remind us of the bold decisions and steadfast commitment that have defined its journey. It is a legacy of thoughtful leadership, a strong belief in the power of education, and a commitment to preparing students not just for academic success – but for life in an ever-changing world.

DR PAULINE TURNER, PAST PRINCIPAL 1996-2012

Dr Pauline Turner’s appointment as The Geelong College’s first female Principal in 1996 marked a pivotal moment for the school and the broader APS community.

Dr Pauline Turner’s leadership played a crucial role in advancing the College’s co-educational journey and promoting gender equality within a traditionally male-dominated institution.

With extensive experience in educational leadership – including roles as Head of Senior School at Pembroke and Head of Languages at Abbotsleigh – Dr Turner brought with

her fresh perspectives and a strong commitment to inclusive education.

Reflecting on her career, Dr Turner shares how her background was primarily in single-sex schools, and after nearly two decades, she felt ready for a change. She saw co-education as vibrant and real, encompassing more than just academics but a broader educational experience. This shift from single-sex

education to co-education would ultimately define her time at the College, as she worked to create a learning environment that embraced diversity and prepared students for life beyond the classroom.

One of Dr Turner’s first challenges was increasing female enrolment numbers.

“The year before I arrived, 125 girls joined the College after the closure

of Morongo Girls’ College. It gave us a fantastic boost, but we needed sustainable ways to attract girls every year,” she explained.

Ensuring a welcoming and supportive environment was therefore critical to the College’s co-educational mission. Dr Turner had to assure the community that girls would have a safe, nurturing environment in which they could fully engage in all opportunities, leading to a strong focus on welfare and wellbeing policies.

Dr Turner also prioritised gender equality in leadership as essential to the success of co-education.

“The main leadership roles were male dominated, which was common in schools. But if we wanted to achieve the finest co-educational learning experience in Australia, we had to model gender equality at every level. I introduced Co-Heads of Senior School, and we began appointing

Co-Captains and Vice-Captains in each House. This set an example for students and helped establish a balanced leadership model within the school.”

Her historic appointment as the first female Principal was met with mixed reactions, particularly from Old Collegians who held to the school’s traditions. For some, Dr Turner’s arrival was unexpected, as they were accustomed to the College’s longstanding male leadership structure. But the Council’s decision to appoint her made a clear statement that if the College aimed to be the best coeducational experience in Australia – as it had set out to be – it needed to uphold gender equality at the highest levels of leadership. This decision ultimately fostered confidence among students and parents alike, reinforcing the College’s commitment to a coeducational future.

For Dr Turner, the impact of her leadership was especially evident in the lives of female students, who now saw representation at the highest level.

“For the girls, seeing a woman lead the school sent a powerful message. It affirmed their presence in this environment and showed them that leadership roles were attainable for them as well,” she reflects.

This shift helped establish a new normal at the College, where female students felt more empowered and included.

Dr Turner could empathise with their experience in those early days, as she herself was navigating a largely male-dominated environment.

“For both myself and the girls, it was about finding our place, surviving in the beginning, and then thriving as time went on.”

Dr Turner acknowledges that acceptance of co-education took time and consistent engagement. Building trust within the community meant actively listening to concerns, connecting with various members, and sharing her balanced vision for the school’s future. By embracing the strengths of the College’s traditions while also advocating for the benefits of co-education, she gradually won over the community.

“Every conversation was an opportunity to highlight the school’s strengths while acknowledging that these needed to be nurtured and new ones introduced to make it even better,” she says. “With the goal of it becoming that open experience of life, which I think is the hallmark of coeducation.”

Reflecting on her time at the College, Dr Turner hopes her legacy will inspire students to embrace lifelong learning and a commitment to service. She wants graduates to leave with not only a passion for continued learning but also a deep respect for their teachers, a strong moral compass, and a desire to contribute positively to society.

Under Dr Turner’s leadership, the College strengthened its commitment to co-education, built on a foundation of gender equality, community trust, and rich educational experiences –both academic and co-curricular. Her pioneering work set a standard for what a truly inclusive co-educational environment could achieve and was instrumental in developing the College we know and love today.