Light Blue - May 2013 by Geelong Grammar School

ISSUE 90 MAY 2013

CREATIVE EXPRESSION Celebrating the role of creativity and curiosity at Geelong Grammar School

↓ SECTION 01 — NAME INTRODUCTION OF SECTION GOES HERE

This edition of Light Blue pays attention to one of our beliefs as set within the philosophy undergirding Exceptional Education: “We believe our rigorous academic programmes create wonder, curiosity and a desire to learn”. You will find news of how our students did academically last year, together with articles exploring the importance of curiosity and creativity in education, as well as an outline of plans for a new Centre for Creative Education at Corio. As you read these articles you might reflect on the fact that academic rigour and human qualities such as curiosity and creativity are not just aspects of a student’s experience at school. These skills, attributes and qualities are embedded deeply within the fabric of our School and can be found alive in the hearts, minds and lives of our teachers, Old Geelong Grammarians and parents. Teaching staff constantly strive to provide rigorous academic programmes because they are believers in academic excellence. Children learn curiosity from curious adults and friends. Creativity can be expressed on the footy field and within the choir and, at our School, often by the same students. We deeply respect those who achieve academic excellence and equally value the spirit of creativity which finds expression on the stage, in the debating team, within the orchestra, behind the camera lens, through the paint brush or via the ball point pen.

Editor Brendan McAloon Design Claire Robson

I hope you will find something within these pages that reminds you of your own academic skills — and of your own creative spirit — however it might be expressed. Tony Bretherton Director of Community Relations

Photography Bob Bickerton Tony Bretherton Mark Elshout Linda Hartskeerl Bella Anderson Nancy Johnson Sitthivet Santikarn (Cu’75) Ann Tyers (Fairley, He’68) Peter Lemon (FB’64) Katie Rafferty (Spry, Ga’84) Drew Ryan Steve Solomonson Website www.ggs.vic.edu.au Email lightblue@ggs.vic.edu.au CRICOS 00143G

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4- 5

CHAIRMAN OF COUNCIL

20 - 21

32 - 33

6-7

FROM OUR PRINCIPAL

A new Centre for Creative Education will highlight the importance of the Arts

60-year anniversary of Head of the River triumph

8-9

YEAR 12 RESULTS

BOSTOCK HOUSE

FROM OUR CHAPLAIN

A CREATIVE HUB

REFLECTIONS OF 1953

WHERE ARE THEY NOW

TOORAK CAMPUS

PAST PARENTS’ NETWORK

OUR DUCES

MIDDLE SCHOOL

FOUNDATION CHAIRMAN

TIMBERTOP

TOORAK WELLBEING CENTRE

SENIOR SCHOOL

OGG PRESIDENT

OGG NEWS

OGG SPORT

REUNIONS

HOGA

COGA

FROM THE CURATOR

12 - 15

RHYTHM OF LIFE

Music education teaches students much more than how to sing or play an instrument 30 - 31

A TON OF LUCK

Dylan Hodge (Yr11 P) scored his maiden century in dramatic fashion 16

HOUSE MUSIC

SOMEBODY THAT I USED TO KNOW

50 - 51

OGG IN FOCUS

Major David William Robert Knox

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CHAIRMAN OF COUNCIL

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Over 100 years on, I expect that the members of that Council in 1911 would look upon the thriving community at Corio providing such an exceptional educational environment for its members with great satisfaction. We have a responsibility to continue to invest in that vision to ensure Geelong Grammar School retains its pioneering and innovative status. Consequently, the School is embarking on its most ambitious fundraising campaign to help strengthen the School and build on the vision of its forebears. There are four key projects, two of which are buildings and two of which are not. Scholarships are important to maintain diversity of our student base and provide opportunities for those who could not otherwise come to the School. Raising money for Positive Education will allow the School to properly resource our drive to see it become the widely accepted approach for educating young people we all know it will be. A Toorak Wellbeing Centre will complete the facilities there and allow the wellbeing programmes developed at the School to be more easily practiced at our Toorak Campus. The Centre for Creative Education will on the one hand be the focus of the School’s approach to creativity in education and, on the other, enable the School to meet as one community.

It was recently pointed out to me that the only building which was shifted from Geelong to Corio in the 1914 move was the Bracebridge Wilson Hall, “dragged by horse teams from the old site”. The BWH “was maid of all work, variously used as assembly hall, theatre and gym”. That we are finally building a fit for purpose, state-of-the-art complex some 100 years after the School moved I believe is a fitting centerpiece for our campaign. It will be exciting to have a wonderful new physical representation of the importance that creativity has in our educational programmes and to have the School body be able to meet as one group is a long overdue necessity for us. Each project has its own fundraising committee and I am delighted that we have four enthusiastic volunteer Chairs for them – Ian Darling (P’79) for the Centre for Creative Education, Dr Amanda Burt for the Toorak Wellbeing Centre, John Simson (Cu’73) for Scholarships and Paddy Handbury (M’72) for Positive Education. Please help and cherish them as they work hard for all our benefit. During the latter part of Term 2 we will be opening the David William Robert Knox Equestrian Centre. Named after an OGG and champion of equestrian pursuits, the facility will be an amazing addition to Corio. Although the School has contributed some funds for this project it has been predominantly funded by donations and users, underscoring the incredible passion and support the equestrian community has for its sport. To see the students and their horses in their full competition regalia is a truly stirring sight. Cuthbertson House is nearly fully refurbished representing a significant investment of funds and a strong statement by the School on the importance of boarding. We are now largely through the programme of boarding house renewal, with Clyde and Manifold being the remaining Senior School houses yet to be refurbished. The School’s strategic plan has them being completed over the next five years or so, with actual timing dependent on the School’s cashflows during this time in light of the major projects and fundraising campaign.

Some 43 parents of current students at GGS attended the inaugural Discovering Positive Psychology course in mid-April. It just so happened that there was at least one parent from each campus and each Middle School and Senior School house. I have heard much wonderful feedback. Following the success of this we intend to run another course for parents in September, whilst the four-day courses for teachers from other schools being run in June and September are already almost fully booked.

SECTION 01 — INTRODUCTION

I expect that by now you are aware that next year, 2014, marks a significant point in the School’s history. The School shifted from its site in Geelong to Corio in 1914. In Light Blue Down Under, the authoritative history of the School written by Weston Bate, the decision to acquire the land at Corio was made in September 1911 after an alternative site in Belmont became untenable. (If only now the time between acquiring land and completing a major building programme could be so short!) Archbishop Lowther observed to the School Council at the time: “Gentlemen, I congratulate you. In faith you have done today a work, the wisdom of which, I have no doubt, will become more and more manifest through succeeding generations.” How true were those words and all those who have passed through the School since owe that group enormous gratitude for their foresight, wisdom and courage.

More recently, I had the honour of attending the School’s annual ANZAC Day Service in the magnificently restored War Memorial Cloisters. The Cloisters remain a focal point at Corio and the extensive $1 million restoration has ensured that they remain a lasting testament to service, honour and hope. The ANZAC Day Service was a moving ceremony, with our Principal, Stephen Meek, reading out the 246 names on the School’s Roll of Honour whilst students planted a wooden cross in the lawn for each name. Vice-Admiral Sir Ian McIntosh (P’37) reminisced about the ANZAC Day Service at the Cloisters before his death in 2003: “The list was long, very long, but they were names. Some plain simple names of families known to me, some that had a poetical romantic ring. But all were names and one used to try to imagine what the men behind those names were like. That they were brave, unselfish men who had volunteered to risk their lives for an ideal was clear... young men cut down at the very threshold of their adult lives. But they remained names only, however one’s imagination reached out to them.” Jeremy Kirkwood (FB’79) Chairman of Council

TOP LEFT: Chairmam of Council, Jeremy Kirkwood (FB’79), Tim McMillan (P’43) and Jim Strachan (Cu’42) at the ANZAC Day Service at Corio on Thursday 25 April

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FROM OUR PRINCIPAL

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What was noticeable about our top students, once again, was that they worked hard – but also sought to make the most of all the opportunities which the School provides through Music, Sport, Drama, Debating, etc. We do provide an all-round education and those students who seek to broaden their horizons by undertaking a range of additional activities and by striving to be in the highest level teams find that they are refreshed for the academic challenge which awaits them. It is generally a mistake for students to think that they should undertake the minimum co-curricular activity and just focus on their academic work. Feeling successful and fulfilled in other aspects of school life gives them the confidence and the focus to attack their work. All of this is most evident in our top performers in 2012. Dan Lee (Cu’12), who was joint Dux of the School, played clarinet in the Senior School Band, represented the School in Cross Country and Soccer, was a chorister in the Senior School Choir, was Chapel Charity Captain and a member of the Karen Refugee Homework Club. Alisa Santikarn (He’12), the other joint Dux, was also Chapel Charity Captain, received the Gold Duke of Edinburgh Award, represented the School in Debating and played Badminton, Basketball and Softball. Our VCE Dux, Benjamin Pearce (P’12), played the cello in the McKie Strings and trombone in the Senior School Band. He was also a member of the School’s Sailing team, which finished third at the Victorian School Sailing Championships. As Dan Lee says on page 11, the “unbelievable” opportunities the School offers in co-curricular activities helped him academically: “Maintaining that balance not only kept me engaged in school life but it also lessened the stress involved in the IB (International Baccalaureate). So in the end it actually helped me to get the best out of my academic potential as well.”

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Good performances in Year 12 meant that our students have been able to access courses in top universities across the world. Most students, of course, have chosen to go to university within Australia, but some have chosen to study overseas at impressive institutions. This year, both of our Duces, Dan and Alisa, are going to study at Cambridge University, whilst Ukrit Rojanasena (Cu’12) is going to Oxford University. Other students are taking up places at prestigious American universities. I like the way that our students are prepared to consider going to overseas universities. Each year 10-15% of our Year 12 students investigate the possibility of studying overseas and about half that number actually take up a place. It suggests a willingness to consider a broader perspective and to take on other challenges (such as a different culture), in addition to the challenge of studying for a degree. It reflects a confidence in themselves and what they have to bring to the courses they are going to study. (That is not to say that the same is not true of our students who study in Australia. I think it just comes more easily to mind for those who have left the comfort zone of the country where they have been to school.) Seeking out the best courses, at the university which is best for you, resonates with our theme for this edition of Light Blue, which is one of the School’s beliefs. We believe our rigorous academic programmes create wonder, curiosity and a desire to learn. This reflects our core belief that we are not just educating our students to pass exams, but to be independent, to be creative, to be able (and prepared) to think for themselves, to be curious and with a desire to learn. I see this in the variety of university courses which our students undertake. They want courses where they can use their creativity, where they are challenged intellectually and which they will enjoy. In other words, they want courses which will provide them with the same stimulation as they have had at their time at the School.

I see this at all of our campuses and there are numerous examples of it in this edition of Light Blue, from Daryl Moorfoot’s article about nurturing curiosity at Bostock House on pages 22 and 23, to Charlie Scudamore’s article about the role of creativity in education on page 29. The article on pages 20 and 21 gives an outline of the exciting development which we are undertaking with the Centre for Creative Education. The School has always been strong in the creative arts but this Centre will give our students wonderful, additional opportunities. More significantly, it will propel the importance of creativity to another level altogether; in the creative arts, but also in all other disciplines. Sir Ken Robinson, one of the world’s leading educational thinkers, says “creativity is as important in education as literacy and should be given the same status”. This is what we aim to do through the establishment of the Centre for Creative Education (CCE). Just as the Handbury Centre for Wellbeing has raised immeasurably the importance of wellbeing within the School, so the CCE will do the same for creativity. It will also help create wonder, curiosity and a desire to learn. The article on Franc Tetaz (A’88) on pages 18 and 19 gives one example of how a former student has used the creativity he developed at the School to shape a career. In February, he was recognised by his peers with a Grammy Award for Record of the Year for the hit song Somebody That I Used to Know, which he produced with Wally De Backer (Gotye). I met him at an OGG function just after he moved to Los Angeles in 2012 and it is wonderful to see someone scaling new heights and taking his creative skill to the home of music and film production. It is a reminder of just what is possible and of how we want more of our students to seek boundless horizons through the creative arts. Stephen Meek Principal

This dynamic approach is evident to me in the classes which I attend each year, to see teachers teach and to see students learn. I am constantly impressed by the variety of approaches which our staff use to make fresh the courses which they are teaching – and that freshness and diversity stimulates our students and makes them keen to learn. Principal, Stephen Meek, with School Captains Kate McGeoch (Yr12 Cu) and John Badgery (Yr12 Ga)

SECTION 01 — INTRODUCTION

We were pleased once again with the latest academic results achieved by our Year 12 students. There were some outstanding individual results in 2012, reflecting the dedicated hard work which these students had put into their studies over the past two years and we were delighted for them that they achieved what they deserved. Overall, the results were very much in line with our expectations and I congratulate the students upon their achievements. A full analysis of the results can be seen on pages 8 and 9.

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106 students achieved an ATAR score between 80 and 99.95 18 students achieved an ATAR score of 98 or above 4 perfect VCE study scores of 50

62%

93.5% 50%

31.5%

25 %

State average

15.5%

100% pass rate

10%

GGS students

SECTION 02 — SCHOOL

Our 2012 Year 12 students achieved outstanding results, building on the School’s tremendous academic success of the past six years.

The graph above highlights the percentage of Geelong Grammar School students who achieved ATAR scores that placed them in the top 1%, 5%, 25% and 50% of students in Victoria

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YEAR 12 RESULTS Our 2012 Year 12 results were excellent. More than half of our students achieved an Australian Tertiary Admissions Rank (ATAR) score of between 80 and 99.95, which is outstanding for a non-selective school dedicated to providing an all-round education. The Duces of the School for 2012 were Dan Lee (Cu’12) and Alisa Santikarn (He’12), who both achieved an IB score of 44 out of a possible 45 points, which converts to an ATAR score of 99.85. Dan and Alisa will both be studying at the University of Cambridge in 2013. The School’s outstanding results in 2012 resulted in more than 90% of students being offered first round places in tertiary institutions, providing them with the opportunity to continue their education in the field and institution of their choice. “We are extremely proud of the excellent results achieved by our students in 2012,” Principal, Stephen Meek, said. “These results build upon the increasingly strong academic performance of the past six years, with more than 225 students having now achieved an ATAR score of 95 or better during that period. Given the fact that the School does not require students to sit an entrance examination, these wonderful academic results demonstrate the successful combination of effort and commitment from students and teachers, with encouragement and support from parents and guardians. I thank everyone involved for their efforts, congratulate all our 2012 Year 12 students on their achievements and wish them continued success in their further studies and future endeavours.” In 2012, there were 150 VCE candidates and 51 IB candidates. When combined, the School’s median ATAR was 81.05, which means that the top 50% of our students were in the top 19% of the State.

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VCE There were four perfect VCE study scores of 50 recorded by students in Further Mathematics (2), German and Studio Arts. Two VCE candidates achieved an ATAR score of 99 or better (top 1% of the State). The School’s top VCE student was Benjamin Pearce (P’12), who achieved an ATAR score of 99.70, including a study score of 48 in Further Mathematics and Chemistry. Marcus Sevior (P’12) also achieved outstanding results in the VCE, with a near perfect VCE study score of 49 in Legal Studies contributing to an ATAR of 99.05.

IB 30 of our 51 International Baccalaureate (IB) candidates achieved at least one maximum study score of 7 (achieving 62 scores of 7 between them). 14 students achieved an IB score of 40 or above (ATAR 98.05 or above), placing them in the top 2% of the State. The School’s top IB students and Duces of the School were Dan Lee (Cu’12) and Alisa Santikarn (He’12), who both scored 44 out of a possible 45 points. Haytham Chernov (Cu’12) and Rogan Kennedy (A’12) also achieved outstanding results in the IB, with scores of 43 and 42 respectively.

â&#x2020;&#x201C; SECTION 02 â&#x20AC;&#x201D; SCHOOL

AGRICULTURE, ENVIRONMENT AND RELATED STUDIES 8%

SOCIETY AND CULTURE 33%

ARCHITECTURE AND BUILDING 2%

CLASS OF 2012

CREATIVE ARTS 5% EDUCATION 3% ENGINEERING AND RELATED TECHNOLOGIES 8%

TERTIARY DISCIPLINES

FOOD, HOSPITALITY AND PERSONAL SERVICES 1%

HEALTH 7%

After weeks of collecting, validating and analysing data from all sources, including the Victorian Tertiary Admissions Centre (VTAC), we have a clear picture of the cohort of 2012 and where they are. 95% of students have committed to further study, including students who have deferred their university placements. Some 2.5% of students were employed full-time, leaving 2.5 % of students whose whereabouts or intentions were unknown. Of the students electing to go on to further study, the vast majority (73%) went to Victorian institutions, 23% enrolled interstate and 4% of students went to overseas universities. At the time of writing, most university offers in the USA and UK had yet to be finalised and students were anxiously awaiting confirmation. However, a number of students had already received offers to continue their studies at prestigious overseas universities, including Cambridge, Oxford, Georgia Tech in Atlanta and the University College London. Of the students progressing to further education, 90% elected higher education courses at universities and private institutions, whilst 10% continued their studies at TAFE Colleges. 29% of students opted to defer tertiary study, which is consistent with previous years. Gap years extended well beyond traditional public schools in the United

Kingdom to include working in family businesses, internships, ski instructing and volunteering abroad to make meaningful contributions to less fortunate communities. Of course many are also travelling locally and overseas. Of the students choosing to undertake further study at Victorian universities, 27% of students enrolled at RMIT University, 23% will study at the University of Melbourne and 15% chose Deakin University. The two most popular interstate institutions were the Australian National University (ANU) and Sydney University, both up significantly on previous years. Interestingly, the majority of offers were again in two main fields: Society and Culture (33%), and Management and Commerce (26%). Agriculture, Environment and Related Studies, and Engineering and Related Technologies were the next most popular areas with 8% of offers respectively. Despite the concentration in these key areas, the range of courses continues to be very broad. Students will undertake further study in a wide variety of areas, including Law, Public Relations, Psychology, Medicine, Nursing, Arts, Science, Education and Optometry... and so it goes on. We are very proud of all students in the class of 2012 and wish them well in their future pursuits.

NATURAL AND PHYSICAL SCIENCES 7%

MANAGEMENT AND COMMERCE 26%

TERTIARY DESTINATIONS (Victoria) RMIT University

27%

University of Melbourne

23%

Deakin University

15%

Monash University

Swinburne University

Other 19%

TERTIARY DESTINATIONS Victoria 73% Interstate 23% Overseas 4%

Peter Craig Head of Careers LIGHT BLUE - GEELONG GRAMMAR SCHOOL

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CONFUCIUS AND THE ROAD TO CAMBRIDGE During Year 11 Dan Lee (Cu’12) began translating a Korean classic of Confucian philosophy, The Secret of Expelling Ignorance, by 16th century Korean scholar, politician and reformer Yulgok Yi, which was subsequently published by Lux Media in 2012. Dan had joined the School’s Philosophy Club and, under the tutelage of retired Supreme Court judge Frank Callaway, had started to read Plato, Nietzsche and other thinkers. The then 16-year-old was disappointed “that there was not even a single Oriental text amidst the few dozen books that we had touched upon”. So he set about providing one. “I believe that this classic can show today’s youth the importance of the journey of learning, not its destination,” he explained. Dan’s own personal journey of learning that began when he joined the School in Year 9 from Seoul, South Korea, continues at the University of Cambridge, where he will read East Asian Studies from October, after travelling and teaching English in China. Dan and Alisa Santikarn (He’12) were the 2012 Duces of the School, both achieving an International Baccalaureate (IB) score of 44 out of a possible 45 points, which converts to an Australian Tertiary Admissions Rank (ATAR) score of 99.85. Dan received a maximum study score of 7 in Chemistry, English, Economics, Japanese, Maths and Spanish. He was a House Prefect in Cuthbertson House, Chapel Charity Captain, played clarinet in the Senior School Band and was also a chorister in the Senior School Choir. Dan reflected upon the “unbelievably diverse” opportunities offered to GGS students and suggested that maximising upon these opportunities helped him maintain a healthy balance during Year 12. “Maintaining that balance not only kept me engaged in school life but it also lessened the stress involved in the IB,” he

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explained. “So in the end it actually helped me to get the best out of my academic potential as well.” Dan also suggested that the most valuable lesson he learned at Geelong Grammar School was not in a classroom. “I believe having a positive impact on the community we belong to and making a meaningful change in someone’s life is the most worthwhile thing that one can do,” he said. “I believe that the School’s role in instilling the values of service – that with privilege comes greater responsibility– is so profound.” Coincidentally, Alisa’s journey of learning will also continue at Cambridge in October, where she will study Human, Social and Political Sciences. The third of three siblings to attend Geelong Grammar School, Alisa joined the School in Year 8 from Bangkok, Thailand. She received a maximum study score of 7 for Chemistry, English, French, History and Visual Arts. She was also Chapel Charity Captain, received the Gold Duke of Edinburgh Award and represented the School in Debating. She suggested that the most valuable lesson she learnt at GGS was also outside the classroom–her year in the Australian bush at Timbertop. “I think that Timbertop definitely makes you more resilient and aware of just how much you can do if you push yourself,” she said. Reminiscing about their time at the School, both Dan and Alisa agreed that it’s the atmosphere created by the School community that makes it so special. “The School is a melting pot of different talents, characters and backgrounds,” Dan said. “It respects individuality but, at the same time, has such a closeknit community.” Alisa said that she will cherish “memories of the people more so than the place… I’ve made so many amazing friends and met so many incredible people from all over the world.”

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RHYTHM OF LIFE “Music is your own experience, your own thoughts, your wisdom,” the great American jazz saxophonist Charlie Parker once proclaimed. “If you don’t live it, it won’t come out your horn.”

Music influences how we feel and researchers have begun to explore and understand the positive effects that music can have on our wellbeing – what Charlie Parker signalled as the link between music and the wider social, emotional and psychological variables that are life. Foremost among this research is Melbourne University’s ground-breaking Music, Mind and Wellbeing initiative, which is a broadbased study examining the relationship between music, the human brain and wellbeing. This unique study will examine auditory neuroscience, music neuropsychology, performance psychology and music education. Yet Geelong Grammar School’s Director of Music, Jodie Townsend, does not expect to be surprised by the study’s findings. Jodie has long understood that music education teaches students much more than how to sing or play an instrument. “Music teaches students a different way to express themselves,” she explained. “It enables them to identify and express emotions. It nurtures appreciation and gratitude. It provides balance and teaches skills that cross over into other areas of life.”

The link between music and wellbeing is not new. “We were playing and making music before we were writing,” music teacher, Rita Jenkins, said. “Back in the caveman days, we were singing and banging instruments. I think music has always been vital to wellbeing.” Likewise, many of the fundamental concepts underpinning our understanding of wellbeing are not new. A recent article by Monash University music psychologist Nikki Rickard highlighted how music education fosters the five pillars of wellbeing identified by the founder of Positive Psychology, Professor Martin Seligman. “I believe improvements to wellbeing are at least as important as the musical outcomes of music education,” Rickard explained. “Music education can facilitate learning in other areas, with musically trained children more likely to outperform other children in tests of general intelligence, memory, literacy and numeracy. But if you watch a quality music class in action, you will also notice something else.”

Evan Xia (Yr12 FB) performs at House Music LIGHT BLUE - GEELONG GRAMMAR SCHOOL

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Music education at Geelong Grammar School teaches something else. It provides opportunities for students to experience the six domains of the School’s Model for Positive Education – accomplishment, engagement, positive emotions, positive relationships, health and purpose. It enables all students to experience a sense of accomplishment. “Our students are taught using the Kodály pedagogy through until Year 10,” Jodie Townsend explained. “One of the strengths of Kodály is that students can progress at different levels. The curriculum is sequenced to consolidate skills; extending a specific skill through more difficult applications at the same level rather than trying to learn a new skill. Expanding knowledge in the one area means that the whole class can feel like they’re accomplishing something reflective of the level they are at and always feel like they are being pushed without taking the class forward and learning new material.” Senior School jazz teacher Paul Rettke said that Year 12 jazz students get “an enormous sense

of accomplishment” from the School’s annual jazz CD, which is in its 14th year. “It is something that they will have forever and they are incredibly proud of it,” Paul said “I look back and listen to some of those kids, like Maddy Hay (Cl’05), Missy Higgins (Cl’01) and Lorenzo Sillitto (Cu’99) from The Temper Trap, and it was their very first experience in a recording studio. Now they are doing all these other things and that is incredibly satisfying, so I get an incredible sense of accomplishment from that as well.” Music education nurtures engagement. When Marty Seligman lived at Geelong Grammar School in 2008, he spent a lot of time in Paul Rettke’s classroom. “He was very interested in discussing Positive Psychology’s theory about flow, about being absorbed in something, and how that related to jazz music,” Paul recalled. “The very idea of jazz is to practise enough on your instrument, to master your technique to the point where you can express yourself creatively, and to then get yourself in the zone, which is what Positive Psychology is talking about

with flow and peak performance. That is exactly the basis behind jazz music. But you need to build the foundations, which is what we do with the kids here in terms of technique and musical knowledge.” Rita Jenkins said that she witnessed students in flow, totally immersed in what they were doing, during the recent House Music competition. “I think Evan Xia’s (Yr12 FB) performance at House Music was a great example of flow,” she said. “When you watched the Perry and EM choirs singing, they were totally engaged in the moment, in what they were doing, and time stood still – they weren’t thinking about anything else.” Music education also helps facilitate emotional development. “Music intrinsically acknowledges emotional responses,” Jodie said. “Even kindergarten kids can tell the difference between a sad piece of music and a happy piece of music. If they hear something in a minor key, they know that it is sad and ponderous. You can see it in the kids’ physical reaction. If the music is dark and sombre, they are quiet, thoughtful and

TOP: Jazz teacher Paul Rettke RIGHT: Guitar tuition at Toorak Campus

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Zoe Yang (Yr11 Ga) performs at House Music

don’t say much. We study and recognise these emotions, particularly with younger students, so you are teaching them what the music can make them feel in themselves. We unpack the musical language and the musical elements so that they understand why they are feeling the way they are; like the rhythm, the use of dynamics, the tonality, the repetition within the piece that can trigger that emotional reaction. Sometimes it is not their emotion – they are analysing the music and recognising the emotional input within it.” Music also enables students to express emotions. “It is a really good way of expressing your feelings and it is a safe way,” Rita said. “You see students get up and sing a sad song and not be made fun of, whereas if they were to talk about feeling sad they are putting themselves much more at risk. Music is a place where students can express their emotions within a safe environment. Music acknowledges emotions, it doesn’t hide from them, and we need to provide students with a reference that enables them to recognise and express those emotions.”

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Music plays a major role in the life of the School and is an important tool in enhancing positive relationships. “We have a very unusual community,” Jodie said. “The kids are so supportive of what each other do, which I think comes from being a boarding school and the House structure, where there is that tight-knit sense of community, like a family. Students perform in the classroom, at musical soirees, SAVE concerts, House Music… everyone is involved in music.” This broad involvement is clearly illustrated at the annual House Music competition, which began in 1944. “It has always been one of the highlights of the year for me,” School Captain, John Badgery (Yr12 Cu), said. “It sounds clichéd but House Music is the only House competition that really requires the input of the entire House – it’s so easy for people to take the backseat in the Aths or Swimming and let all the strong kids carry everyone.” Developing positive relationships is important to the success of each ensemble, choir and band. “I spend a lot of time talking to Year 11 students about placing their instrument within the context of the band,” Paul Rettke said. “It is a skill that is developed; learning to listen to each other, to work together and support each other. When you are playing jazz particularly, you have to go from lead to support, from improvising to playing the chords to support the other person, which is fantastic in terms of developing relationships.”

Music education also provides a sense of meaning and purpose. “Music education shows children how music can expand our knowledge of who we are and give a sense of belonging to something bigger than ourselves,” Nikki Rickard explained. Rita Jenkins sees it every time she takes a group of musicians to perform outside the School. “Any time they go as a group outside the School our students become more than just a clarinet player. They become a clarinet player in the band that brings joy to these people. You can see that, especially with the old people at the McKellar Centre or when we visit a disabled school – you can see the joy on these people’s faces. It is really uplifting to be a musician in that situation and it gives our students meaning and purpose, when they are playing not for themselves, not for competition or public recognition, but to bring joy and love.”

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HOUSE MUSIC

The annual House Music competition has come to a close and the winners have been decided for another year. This year, six awards were handed out by our two guest judges, renowned music educator Dr Malcolm John OAM and jazz pianist and composer Dr Allan Zavod. The Solo Cup was awarded to Evan Xia (Yr12 FB), who performed the Andy Firth composition Tycho, Tycho, Tycho on alto saxophone. The Ensemble Cup was awarded to The Hermitage, who performed Some Nights by American indie pop band Fun. Elisabeth Murdoch House continued their winning streak in the House Choir event, performing Sing by Travis. Harrison Tanti (Yr11 P) performed an original composition, One Step Forward, which won the Best Original Composition award. Oliver Hiscock (Yr12 P) won the Best Conductor award and Perry House was crowned overall winner of the 2013 House Music competition. Congratulations to all Houses for the great effort that was put into the afternoon’s presentations. The competition this year was incredibly close with amazing musical performances from all. Evan Xia (Yr12 FB) Music Captain

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Emma Dow (Yr12 EM) and Michelle Eddington (Yr11 EM) LIGHT BLUE - GEELONG GRAMMAR SCHOOL

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SOMEBODY THAT I USED TO KNOW Franc and my brother Will were besties from when their beds were side by side in E Unit. At Corio they both ate music and in Year 12, when Franc dropped maths to take up another music subject, he and my brother were two of only about five in Music B. His maths teacher, Charlotte Rimmer, warned him that by dropping maths he was severely restricting his options as most university courses at the time required maths. But Franc knew exactly what direction he wanted to take – music. When we left school my siblings and I moved home while we all attended university. At that time home was in Victory Street, Sandringham, but we soon had the unique experience of our parents deciding to move out. With dad following his dream of setting up a fly fishing school in Khancoban and becoming a full-time fly fishing guide, our parents moved out and left us to fend for ourselves in the family home. So the house thronged with uni friends for several years, much to the disdain of the neighbours.

At that time, Franc was undecided about what uni course to do. He was living at home in Geelong and working part-time at a hardware store to afford all his musical toys. As his range of percussion instruments grew to include a drum kit and a marimba among many other things, my brother offered him the bungalow in our garden and Franc moved in with his menagerie of instruments and set about the task of deciding which uni course to pursue while constantly practising his craft. The bungalow was duly decked out with some acoustic tiling, but apparently it did little to alleviate the noise for the neighbours. My brother’s friends dropped in regularly. There was Charles ‘Chuck’ Tetaz (A’87), Franc’s equally musically talented brother (now director of audio for Avid in the Asia Pacific region), Popey (now Dr Adam Pope (FB’88) a research academic in the field of Marine and Freshwater Science) and Catch (Nick Catchlove (FB’88)) who often called in en route to or from Moorabbin Airport where he was training and getting his flying hours up. Tragically,

Nick was killed in a plane crash a few years later, devastating everyone who knew him. The house took on a bohemian feel with its steady stream of ‘Why Be Normal?’ visitors and residents, much to the exasperation of the neighbours. Franc spent time with various musical friends, sitting in on their uni lectures, discovering what was on offer that might take his interest. Several afternoons a week he would come home and retire to the bungalow to experiment with his instruments. To my musically untrained ear it sounded like the most random and alternative noise. There were the bursts on the drum kit and then a long series of what sounded like binging and bonging, pinging and ponging, tinging and tonging on a variety of instruments unknown to me. To the non-musical members of the household, having a rather eccentric muso who clicked and clacked his way around the house with my equally eccentric muso brother was entertaining and funny, but also, at times, incessantly irritating. When the process of cooking dinner entailed making a percussion

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orchestra from all the utensils, I often felt like I lived in a nut house rather than a house of supposed musical genius. But Franc was on a quest, an exploration of musical learning. He wanted to make music that was new, different, unique. It was when Franc visited the Sydney Conservatorium with another friend who was studying there and spoke to one of the lecturers, Graeme Leak, about his hopes and dreams, that he received the advice not to do a set uni course as it would be too restrictive. Instead, he was encouraged to put his own course together. So he paid for private lessons with the particular lecturers he felt would offer him what he was looking for in his quest for musical knowledge.

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I had heard of the horrific movie Wolf Creek before I found out Franc wrote the musical score for it. Not a fan of horror movies and being a remote bush dweller myself, I only watched it to hear what Franc had produced. It was a watch of sheer courage and I backed it up with The Making of Wolf Creek in an attempt to de-sensitise myself to the movie. Hearing the music he wrote painted the movie with cold dread, utter anguish and at the end, complete desolation. It was a chilling but at the same time uplifting experience. All that experimentation and noise in the backyard bungalow – who would have thought those were the building blocks to exceptional music.

And if you listen carefully to Wally ‘Gotye’ De Backer’s Grammy award winning song, Somebody That I Used To Know, produced and mixed by Wally and Franc, you can hear that familiar tinging and tonging, the binging and the bonging... one of Franc’s hallmarks. Katie Raffery (Spry, Ga’84)

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A NEW CREATIVE HUB I can remember the night when the old Bracebridge Wilson Hall burnt down in 1976. I was at Timbertop at the time when the news came through about the devastating fire. The Hall was a building dear to the hearts of the entire School community, so we were all saddened by the loss. Whilst it was a big wooden hall – hot in summer, freezing in winter – everyone felt comfortable there; it was a hub for all creative activity and it would accommodate us all. It was a flexible space, where productions could be carried out on the main stage or on the floor in the round. It met the needs of the School for many years. My passion for the performing arts and creativity was nurtured in that hall. Out of the ashes came the current Bracebridge Wilson (BW) Theatre in 1978. The new Theatre was built out of insurance funds as a quick and semi-temporary solution, with plans to extend the building in the years ahead. I had the great privilege of being one of the first students to perform drama on the new stage when the Theatre opened, and this space has served the School for over three decades. Since the late 1970s, Geelong Grammar School has increased the number of students on campus. The School has introduced inspirational new concepts around wellbeing and Positive Education, increased the academic standards dramatically, and continued to produce excellent drama, music and art at all levels. However, over that period of time the Theatre has remained unchanged. The proposed extension of the BW never went

ahead and the facility hasn’t kept pace with the changing size, scope and needs of the School. Geelong Grammar School is now embarking on an exciting new project to address the inadequacies of the current BW Theatre through the creation of a new Centre for Creative Education. It will be a highly flexible complex that will fit the needs of the School community for many years to come, providing modern state-of-the-art facilities for drama, music and dance, as well as a full variety of communications, performing and visual arts presentations. It will accommodate all the students in school assemblies and it will provide a comfortable venue for Speech Day. I believe the Centre will highlight the importance that our School places on all aspects of the Arts and will act as a catalyst for providing an even greater emphasis on the creative wellbeing of all students. As a former student and current parent, it is a great honour to be leading the fundraising campaign for the new Centre for Creative Education at our School. It will be a new creative hub for the entire School community. I really hope that many will consider joining me in making an investment in this extremely exciting project; one that will inspire generations of creative thinkers and provide the best possible foundation for their exceptional futures. Ian Darling (P’79, Current Parent) Chairman, Centre for Creative Education Fundraising Committee

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LEFT: The Old Bracebridge Wilson Hall, c1914

We have now commenced the campaign for the Centre for Creative Education. If you would like to receive a DVD explaining the project in more detail, please email Tony Bretherton, Director of Community Relations, at tbretherton@ ggs.vic.edu.au. The overall project cost of the Centre is currently budgeted at approximately $20M, with the School Council committed to providing 50% of the cost. Given a fundraising target of $10M, at the time of writing, approximately 45% of the required funds had been committed.

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THE WONDER OF CURIOSITY

“Judge a man by his questions rather than his answers” – Voltaire Children are born with intrinsic and insatiable curiosity. For a young child everything is to be discovered and explored. They continually want to know what, how, when and where and they are prepared to manipulate things and to make mistakes in their endless quest for a greater understanding of the world around them, other people and themselves. To witness a child completely immersed and engaged in discovering something new, or manipulating something known, is to watch someone truly in flow. The discovery at hand is all that matters and the joy of learning and learning for learning’s sake is taking place. Young children take great delight in discovering things for themselves but they are also more than prepared to indulge in assiduous questioning in their quest for answers. Young children question without fear of revealing their lack of knowledge because they just want to know more and they are unaware that they might be assessed by others on what knowledge they do have. They will continue to explore until they are satisfied with their findings because for them, the learning itself is the most important thing. The process takes precedence over the result. All human progress has resulted from curiosity, and curiosity stimulates and maintains all learning. Children are born with it. We do not have to teach it, but we have to take great care to ensure that we encourage and nurture it throughout each child’s time at school.

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Year 3 students Tom Mason (OPPOSITE), Tommy Stephen, Angus Nelson and Renee Arton-Powell (ABOVE) exploring the natural world

“I have no special talent. I am only passionately curious.” - Einstein The world of education is changing and is no longer based on the factory model that has met the needs of society since the Industrial Revolution. We are no longer sure what knowledge our children will need to know in the future. Many of the jobs that our students will do when they complete their education do not yet exist. Advances in technology are growing exponentially and therefore, so too are the requirements of our education system in order to meet the needs of the global citizens of the future. Today’s children need to be creative and divergent thinkers who know how to best utilise their strengths. They need to know that asking questions is as important as the correct answers and that collaboration is more advantageous than competition. They need to know the value of an open mind and to not always except things as they are, but to look for ways those things can be better. We want them to seek depth of learning, thereby developing their passions and their passion for learning itself. Being curious and being allowed to be curious, even when one’s ideas are left of field, allows these things to take place. At Bostock House it is our goal to encourage open-mindedness, a positive mindset and a willingness to take risks with one’s learning. We also promote questioning of all things and endeavour to foster and enhance creativity and divergent thinking.

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Learning in the ELC and Prep is where we see exploration in its purest form. Play is the young child’s way of learning. Exploration, challenge, enjoyment, experimentation, inquiry, negotiation, observation and fun are at the basis of everything that goes on everyday. In Year 1, children enjoy integrated study units on growing seeds and coloured celery that provide a sense of wonder and curiosity as the students observe the change in their projects each day. They also thoroughly enjoy the tie-dying process when making their own tie-dyed material. Morning talk is always a time that lends itself to further exploration of all sorts of things that may arise. The children are completely absorbed in the Tashi stories that they are read and have a wonderful time exercising their vivid imaginations discussing Tashi’s adventures and the possible solutions to problems that he encounters along the way.

have also been putting their curiosity to good use in studying heat in Science lessons. The work being done in Year 3 has demonstrated that utilising children’s natural curiosity leads to open-ended, well thought out and incisive questioning; that in turn leads to sound understanding and the desire to find out more. In Year 4, children love the many interesting, challenging and open-ended learning experiences that they take part in each day. They receive daily lateral thinking puzzles to promote wider learning and curiosity and to encourage discussion at home, which encourages the idea that learning does not only take place in the classroom and that sources of knowledge are everywhere in the world. Daryl Moorfoot Head of Bostock House

In Year 2, display boards are used to promote and enhance curiosity during the study of particular themes or concepts. Having displays in the room allows children to take time to observe and process the information and images contained therein. It also provides the opportunity to revisit the same in order to deepen understanding and to generate more ideas and discussion. In Year 3, students have been exercising their curiosity and sense of awe and wonder in their study of the natural world. The children have been utilising all their senses in the garden and on camp while deepening their understanding and appreciation of the natural world. They

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OUR LEARNING JOURNEY

As educators at Toorak we create a love of learning through a series of stimulating and academically challenging experiences. These engage the students and encourage critical and creative thinking. Throughout the curriculum programme there is a balance between learning about, or through, the subject areas, as well as learning beyond them. Exciting outcomes are realised based on a combination of intellectual rigour and high academic standards with a strong emphasis on creativity through inquirybased learning. Whether a child is in our Early Learning Centre as a 3-yearold or is six years along the learning journey in Year 3, the zest for learning is fostered through exciting and challenging tasks that create wonder, curiosity and a desire to learn. Garry Pierson Head of Toorak Campus

Our ELC4 learning journey began with us discussing the meaning of Chinese New Year at one morning meeting. One child mentioned that they had been to a festival on the weekend to watch a dragon dance. This topic linked in very well with our Term 1 Unit of Inquiry, Me and the Community. As a group we wondered what different celebrations occur in the Chinese culture when celebrating New Year and why. The children’s curiosity provoked them to research, discuss and think. “Let’s make a Chinese New Year Dragon,” Harper Roberts suggested. In respecting the children’s curiosity and wanting to nurture creativity, the teachers challenged the children further: “How can we make a dragon?” “Who can help us?” “How could we ask for help?” After many discussions it was agreed that we needed an expert to help us. All of these questions drove us to link into the wider GGS community and invite a past parent of the ELC to help us make the dragon.

Renowned artist James Morrison (P’76) accepted our invitation with enthusiasm and worked collaboratively with the children every step of the way. Starting from the drawings of the children’s dragons, we used cardboard boxes, papier mâché and plenty of glue to create the frame of the dragon’s face. When colour was added, the dragon immediately came alive and the children’s sense of achievement was evident in their conversations amongst each other and their parents. We continue to nurture their curiosity and creativity while we explore many more possibilities: “What will the dragon’s body look like?” “How will we make the dragon move?” We also wonder if the children will write stories about adventures that the dragon may take and, most importantly, how they will express their understandings. Rochelle Senn and Simone Carter Early Learning Centre, Toorak Campus

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ALL KINDS OF MINDS

Students in Year 3 at the Toorak Campus explored their thinking and learning styles through the Unit of Inquiry, All Kinds of Minds. A collaborative effort between classroom teachers and specialist Physical Education, Music and Art teachers saw students explore how brains think and learn through a variety of media. They also learned to respect and harness diversity to become more creative thinkers. Their curiosity about how the brain thinks was explored through a variety of activities and games set by brain specialist Professor Oddball (Campus Sport Manager, Marshall Radcliff). Students were then able to identify what thinking activities the brain was responsible for. Students also became aware of individual preferences and diversity, as not everyone liked the same things. Students then had questions: “Where do our thoughts come from and what does our brain look like?” Students dissected sheep brains, which they found fascinating. “I learned that things can look the same but different,” Year 3 student Myles Davis explained.

“I saw the grey matter and the white matter.”

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Students then looked at other ways of measuring thinking and learning preferences by completing a multiple intelligence test by Dr Howard Gardener, Professor of Cognition and Education at the Harvard Graduate School of Education who developed Multiple Intelligence Theory, and the Neethling Brain Instrument (NBI) Young Student Profile. A series of multiple choice questions on the NBI resulted in a graphic print out of each child’s preference for left and right brain thinking as well as cerebral and limbic thinking. The NBI student profiles also provided students, parents and teachers with information on how each child learns best, optimal learning environments, subject areas of interest and potential competence and future career paths. Whilst the NBI whole brain thinking instruments are being used around the world, Toorak Campus staff and students are the only school in Australia using this technology. Consequently, students posed the questions: “Can we train our brain and can we grow our knowledge and skills?” They participated in a range of activities aimed at developing their creative thinking and learning skills. In class, students had to facilitate a presentation that catered for different learning styles.

They looked at their strengths and how they could use these in class and to help others. In Physical Education, students developed ‘brain training games’. In Music, they experimented with their learning strengths (visual, kinaesthetic, auditory) to effectively learn songs for an upcoming production. In Art, students experienced drawing with the right side of the brain. Research conducted in the USA by Carol Dweck (Professor of Psychology at Stanford University and author of Mindset: The New Psychology of Success) found that students who have an understanding of how their brain thinks and learns improve their academic performance as a result of improved desire and motivation to learn. Throughout this rigorous academic unit I have been pleased to be able to support our Year 3 students as they explore their creativity, pursue their curiosity and establish a deep desire to learn as a result of their new understanding of the complexity of the brain and its functions. Marshall Radcliff Sport Manager, Toorak Campus

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NURTURING CREATIVITY

Information is everywhere and easy to access, so today’s students will need to know more than simply how to manipulate resources in the technology-driven world they live in. Creative pursuits and the opportunity for creative thinking skills are vital ingredients in the curriculum. If education is to maximize young people’s opportunities for engagement and learning, we need to develop creative problem-solvers and producers of knowledge. Interaction with and participation in a creative environment is a powerful way of nurturing creativity in individuals; especially in children. The following examples from Visual Arts and Design Technology explain how creative educational opportunities are enabled in Middle School. Tony Inkster Head of Middle School

Central in our planning and delivery of the Middle School Art Curriculum is creativity. What is ‘it’, how do we develop ‘it’, value ‘it’ and think about ‘it’ and, ultimately, when ’it’ is used properly how does ‘it’ allows our students to produce artworks of which they are proud? Art, as a subject, is all about giving students the opportunity to develop ideas, skills and the language to share their artworks with their peers, parents, teachers and whomever else might be an audience to their work. We believe that every child has the potential to be an artist and there is much value in spending time creating an individual artistic response that is unique. There is something special about taking an idea that exists in your head and transforming and creating this idea into an object that is both tangible and personal. Creativity allows our students to see the myriad of possibilities and the many solutions to each task set, as well as the value and knowledge that different individuals bring to these tasks. Our focus in Year 5 Art in Term 1 has been to create a Low Relief Assemblage Fish from recycled materials. We devised this unit together from a discussion about marine environments and specifically the recent

Year 5 Camp experiences at Queenscliff and the Bellarine Peninsula. We spoke about the necessity to think sustainably to help look after the environment and one way that we could do this was to re-purpose and re-use materials that otherwise would not have been seen as traditional art media. We discussed whether in some way we could attach an environmental message to our artworks that would connect with different audience members. We looked at some other artists who have been inspired by similar messages and what we could learn from them and how they could inspire our own work. Students were encouraged to source and share different materials from home as well as some found around the school. They were given careful criteria to follow and were encouraged to create their own unique solutions. It has been fascinating to observe the student’s thinking, trialling and problem solving throughout the art making process; resolving what ‘works’ and being fully engaged or ‘in flow’. Lucy Haigh Middle School Art LIGHT BLUE - GEELONG GRAMMAR SCHOOL

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INTELLECTUAL PROPERTY

The intellectual wealth of a country can be compared to the number of patent and design registrations that are applied for and granted. Australia consistently outpunches itself per capita in all fields of intellectual property (IP) rights. The number of patents in force in Australia in 2011 was 105,463, which gives Australia a world ranking of 11. The ownership of intellectual property and the maximising of rights is an economic driver. One can compare the companies/universities that research and create intellectual property and rank those as well to give an insight into the future wealth creation of a nation. Interestingly, I assumed that the creation of IP was led by the industries of civil engineering, pharmaceuticals, medical and computer technologies. However, the real interest is in the 49.2% of patent applications listed in the category of ‘other’ (followed by 7.8% in civil engineering, 6.8% in medical technology and 5.7% in pharmaceuticals). This suggests that there is a lot of activity by people/companies who are generating LIGHT BLUE - GEELONG GRAMMAR SCHOOL

IP and asserting their rights in many different ways. Who are these people/ companies and how and why do they make money? It may well be the lone inventor who seeks to change our lives to be a better place to live in. The creation of intellectual property can be attained through problem solving, creativity, daydreaming and the serendipity of having the right collection of inputs (ideas, notions) in our minds and arriving at a solution that makes other people wish that they had the thought first. Design and Technology can be seen as a subject for those who like to work in a workshop. It is often mistakenly assumed that if you are interested in this subject then you are obviously destined to be a tradesperson. However, this is not the case. In my Year 8 classes students choose to take ownership of their project choice (protecting their assets), research what has been designed before (providing context) and write a specification, just as patent attorneys do. They design a range of options through creative idea generation, synthesise those ideas into

one idea, then plan and produce their work whilst having the flexibility to modify designs to resolve problems. All of the above requires higher order thinking skills (Bloom’s Taxonomy of Learning), which requires the students to be flexible and creative in their approach. The flow of a lesson is often observed through the way students arrive to a lesson, don their aprons, check what needs to done and start work straight away, displaying fantastic independence and awareness. Creativity can be hard to measure and hard to attain but the desire of students to push themselves willingly is a good measure of the state of a cohort. Martin Andrews Design and Technology

Grace Beasley (Yr8 Cn) working in the Design Technology studio

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NEVER A DULL MOMENT

The Chapel bell sounds out across the Timbertop campus as students and staff alike make their way to gather as a community in the Chapel for the start of the new school day; singing, reflection, story, concert, meditation or worship, it’s part of the daily routine, the rhythm of life in this rustic and natural environment. Agriculture students head down the hill from the main school campus to the Ag Centre for theory in the classroom and practical sessions out in the vineyard, the paddock or in the cattle yards, learning how to tackle a sheep, herd the cows into the race, or to watch as the cows are artificially inseminated or pregnancy tested. Comments like ‘Ooh’ or ‘Yuck’ or ‘That is gross’ or ‘Oh, look’ or ‘Awesome’ – that is the sound of hands on practical learning. Other students head to the Aquatic Centre (aka the Swimming Dam) for a game of water polo, a chance to cool off on a hot day, while some students head to the classroom for Maths, Science or English, to the Art School or to the Music School for that creative side of the brain to be stimulated. There is never a dull moment; there is always some new learning, a discovery to be made, adventure to be had or story to be retold. It could never be said that

Timbertop is “the middle of Ordinaryville in the Republic of Really Tedious on the Planet Yawn”. Optics – eyeball discussion in the Science lab; creating a joyful noise as a Music class practises together for a performance in the Music School; a field trip to see a recent lightning strike when looking at bushfire in Geography; Ned Kelly – Heroes, Villains and Local Legends as History; how high is the Chapel? – what is the formula for working out the base of a triangle? Bonjour, Guten Morgen, Konnichiwa or Xiàwŭ hăo – the art of conversation in studying another language; working out the various arguments for a persuasive speech to present in English class; Dan Brown’s Da Vinci Code – fact or fiction in the study of Religion and Spirituality; sitting under a tree sketching a landscape scene for Art. Outdoor Education adds another unique element; taking the necessary information from the hike map to create accurate hike notes for the Three Day Hike – where is…?, what is the contour interval, how far, how long will it take to walk that far, what on earth is Naismith’s Rule?

learning environment. In fact, it’s a key element in our Academic Programme, with the latest Samsung hybrid laptop/ tablet Slate utilized in class for preparation and research. Learning doesn’t stop in the classroom, there are so many opportunities for wonder and curiosity; be that recording a PB in a run, sitting on the top of a mountain somewhere in the high country, trying something new or learning a new skill, of writing and receiving a letter, of getting along with others in the Unit, of doing your job whatever that may be for the week, of cleaning the school or doing the rubbish round, of chopping wood... the list goes on. All this is part of the rigorous, challenging and demanding learning environment that is offered at Timbertop as students experience this unique place in the bush for a year. Rev’d David Jones Timbertop Chaplain and Director of Learning

Timbertop also takes a different approach to technology; a move to get back to the basics in life. The mobile phone, the internet and social networking are put aside for a year so that students can focus on building positive relationships and lifelong friendships. That is not to say that we reject technology as part of our LIGHT BLUE - GEELONG GRAMMAR SCHOOL

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A CREATIVE COMMUNITY

There are many great educators who are highly critical of what happens to children as they work their way through an educational system. These educators are based in Australia, the UK, USA, Canada and many other countries. John Dacey, Director of the Graduate Human Development Programme at Boston College and author of Fundamentals of Creative Thinking, writes: “Schools suppress creativity… most children are naturally curious and highly imaginative. Then, after attending school for a while, something happens. They become more cautious and less innovative. Worst of all, they tend to change from being participators to being spectators… Schools are the major culprit.” David Loader, Associate Professor and Principal Fellow at Melbourne Graduate School of Education, Melbourne University, writes: “Schooling today is managed through regulations and by measurements. Is it any wonder that schools look and function alike? While the rhetoric is that schools need to innovate and look for ‘next best practice’, this is difficult and scary to do when so constrained by regulatory and measured forces.” Sir Ken Robinson, British educator and author, is perhaps one of the best known educators in the world who is critical of current educational thinking and practice. In his provocative and highly stimulating book Out of Our Mind: Learning to be Creative, he argues for a paradigm shift in the way societies educate their children. He believes not only that an organisation must adopt a creative and innovative approach in all that it does, but that creating a culture of creativity and innovation must be led from the top of the organisation. Unless leadership endorses such an approach there is little chance that the environment will change. Is Geelong Grammar School a creative and innovative community? I believe that in many ways it is. Often, when ‘creativity’ is mentioned, one immediately thinks of the Arts: Music, Theatre, Dance, Photography, Studio Arts and so on. The School excels in these areas. However, we need to broaden our definition because creativity exists in everything we do. The most successful organisations in the world have embraced the power of creative thought and action. They allow their employees, no matter their status or position within the organisation, to embrace and use their imagination, to think creatively and participate in innovation. Geelong Grammar School has undoubtedly attempted to do this in relation to Positive Education. Now the School, through the proposed Centre for Creative Education, is literally creating an incredible opportunity for us to look seriously at how we go about educating our community.

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The Centre for Creative Education will play a similar role to the Handbury Centre for Wellbeing in the sense that it will be a catalyst for change. It will stimulate, energise and help to focus the School’s approach to creativity. I have no doubt that, just as the Handbury Centre for Wellbeing has led the School in placing wellbeing at the core of its educational offering and not the periphery, the same will happen with creativity. There is a large new body of scientific evidence focussing on creativity that needs to be uncovered by the educational system. We need to develop systems and procedures to open the minds of all members of school communities, leading to more engaged individuals working collectively to explore new ideas. As we all know, change today occurs so rapidly. Whatever our opinions on population growth, climate change, economic stimulus, agricultural reform, communication, religious fundamentalism and many other topics, we will need imaginative, creative and innovative communities whose decisions will, it is hoped, lead to a sustainable life for all. I believe the world’s leading thinkers in education need to be listened to. Schools should no longer be based on models that so ardently advocate standardisation and conformity. The time has come to explore and redefine education in the context of the 21st Century. I truly believe in the educational wisdom of thinkers such as Sir Ken Robinson, who wrote:

“We cannot meet the challenges of the 21st Century with the education ideologies of the nineteenth… We need a new Renaissance that values different modes of intelligence and that cultivates creative relationships between disciplines and between education, commerce and the wider community. Transforming education is not easy but the price of failure is more than we can afford, while the benefits of success are more than we can imagine.” Charlie Scudamore Vice Principal/Head of Corio

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A TON OF LUCK Dylan Hodge (Yr11 P) had never scored 100 runs before in any form of cricket. An outstanding junior, Dylan had always been first and foremost a fast bowler, not a batsman. That was before he broke his ankle playing for the 1st XVIII against Melbourne Grammar in Round 9 of the 2012 APS Football season. Consequently, he did not bowl a ball in anger during the 2012/13 APS Cricket season. Instead, Dylan spent his time in the nets working on his batting, slowly moving up the 1st XI order. By the final game of the season against Caulfield Grammar, he was batting at number four, with GGS trailing St Kevin’s by six points in the race for the APS Premiership. Needing an outright win to have any chance of claiming the School’s first Cricket trophy since 1990, the team crashed to 5/30 before Dylan and Jam Sheahan (Yr10 P) dug in, chasing Caulfield’s 1st innings total of 221.

Term 4, St Kevin’s easily accounted for Scotch College in the final round to claim the premiership, with GGS nine points clear of Brighton Grammar in second place – completing the School’s best Cricket season in 23 years. Charlie Mann (Yr11 FB) won the Owen Moore Award and topped the bowling average with 36 wickets at an average of 10.7, while Matthew Walsh (Yr12 A) equalled Rupert de Crespigny’s (Cu’10) record for the most games for the 1sts (27).

Having hauled the team back to within reach of 1st innings points, Dylan was stuck on a nervous 99 runs when he lashed out at a low full toss. “I tried to drive it through cover and got the toe of the bat and it just came clean off – the bat went further than ball,” he explained. “They brought out a new bat and it felt a bit different. I was a little bit shaky but lucky enough to get the extra run.” He guided the team to 6/225 and finished unbeaten on 119, enough to edge out skipper Scott Dixon (Yr12 A) for the 1st XI batting average with 291 runs at an average of 41.5 (Scott scored 316 runs at an average of 39.5). Having beaten our 1st XI by three runs in the final game of

Jock Landale (Yr12 M) toured China last month with the Australian Men’s Under 19 Basketball team, the Emus. Jock participated in a four nation tournament against the Chinese National Team, a Lithuanian Youth Team and a USA select team, consisting mostly of players from the National Collegiate Athletic Association (NCAA). The tournament was a major lead-up event for the International Basketball Federation’s Under-19 World Championships, to be held in the Czech Republic in July.

Meanwhile, Dylan’s maiden century was still making ripples. The Tunbridge Club presents each 1st XI centurion with a new bat – a fitting tribute given the circumstances. However, Dylan had other ideas. “I’ve got a close mate who has been affected by epilepsy, so I thought I would donate the money the Tunbridge Club would have spent on the bat to the Epilepsy Foundation.”

JOCK IS AN EMU

ROWING GOLD A Geelong Grammar School coxed four crew won a national title at the Sydney International Rowing Regatta on Thursday 21 March, raising expectations of a berth at the World Junior Rowing Championships in Lithuania in August. The stern four of the boys’ 1st VIII, Carl Tomczak (Yr12 Fr), Oscar O’Reilly (Yr12 Cu), Dougall Hamilton (Yr12 Cu), Hugo Tribe (Yr12 M) and cox Philippa Rofe (Yr12 Cl), won the Under-19 Coxed Four division by more than six seconds in a time more than 11 seconds faster than any other winning junior crew (Under-23, Under-21 and Schoolboy). Both our boys’ and girls’ 1st VIII crews made the A Final of the Schools Division in Sydney, the only coeducational school in Australia to achieve this feat, while Charlotte Sutherland (Cl’09) also flew the flag in the seven seat of the Australian women’s VIII that upset the USA to claim the maiden World Rowing Cup race of the year. The strong performances in Sydney followed on from both boys’ and girls’ crews finishing runner-up at the APS Heads of the River Regatta at Nagambie (to Scotch College and Caulfield Grammar respectively), where the girls’ 2nd and 3rd crews won their divisions.

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LIGHT BLUE - GEELONG GRAMMAR SCHOOL

REFLECTIONS OF 1953 with Robert Beggs (FB’53), bow of the 1953 1st VIII

The focus for us was the heat against Melbourne Grammar. We were determined to beat them. We were quite a heavy crew and we used to practice our starts a lot. Because we trained on the Barwon, we knew the course really well. Barber and Pincott were our coaches and we’d do anything for ‘Pinny’. At the half-mile the cox would call out ‘Pinny’ and we’d put in a special effort for 12 strokes. Then the cox would call out ‘Mills boys’ and we knew that it was a sprint to the finish line. We started well against Melbourne Grammar and were good enough to stay out in front (the GGS crew won by half a length in a record time of 4:37 – nine seconds faster than the next fastest heat).

It was very much a picnic atmosphere and quite a day. People came from near and far, with vehicles parked all along the south bank and big crowds of people – parents, grandparents, friends and spectators. The schools were very heavily represented in those days; it was almost mandatory to attend, so there was a whole lot of schoolkids on the north bank. There used to be a friendly fight to see who could command the hill, which Wesley usually won. When I look back at the photos I am always amazed at the crowd.

Every time you left the School you were required to wear a cap. We trained every night on the Barwon River and would leave school at 10 to four and have the boat on the Barwon by 20 past. I don’t think we took too much notice in our last period because as soon as it ended it was, ‘Righto, we’re off’. We would go into Geelong in this 10-man taxi owned by Mrs Hargreaves, which was like a funny old van. Of course in those days you didn’t have seat belts, so we would all pile in the back with our caps folded up in our pockets. I don’t think the cap ever made it onto our head but it was easily pulled out of our pocket if we were challenged.

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↓

In the final we hit a wooden fence post that was floating in the water 100 yards from the finish line. I was the bow and I thought it would tear a hole in the boat but we just kept going.

It was a remarkable day for the School – of the nine crews rowing that day, eight of them won. The only crew that didn’t win was the 4ths and they came second.

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SECTION 02 — SCHOOL

We were issued with all this smart gear on the Wednesday before the Head of the River. Our uniform was a blue singlet with the GGS mitre, a white school jumper, long white socks with a blue stripe and white shorts with a blue braid down the side. The shorts had elastic at the back and were quite baggy – nothing like the suits that they wear today. We also had new oars. The oars in those days were wooden with a hollow core, which were very heavy and very thick in the handle. We were such a powerful crew that we could spring those oars within three weeks, so we only rowed with the new oars for a week before the race.

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TO BE A PHILOSOPHER

No one knows who it was that first said “curiosity killed the cat”, but, as the proverb suggests, curiosity has not always been encouraged or viewed as a virtue. The English poet, Lord Byron, referred in Don Juan to curiosity as “that low vice”, and in his Confessions of AD397, the famous and influential St Augustine suggested that before creating the heavens and the earth God “fashioned hell for the inquisitive”. This lack of enthusiasm for the capacity to wonder may well be linked to its propensity to call into question accepted truths or ideas. The ‘wonderers’ among us are those who are prepared to take the risk of exploring possibilities and envisaging new horizons. On this basis alone the exercise of wonder has certainly been a dangerous pursuit, something Aristotle could have pointed out in detail had he not been given a cup of poison Hemlock to end his curiosity and his annoying habit of asking questions and challenging the gods of the city. We have since learned, especially in educational settings, that to remove the risk of wondering – to disallow the danger of thinking about things in new ways or asking the tricky questions, is to ensure that little of the new or innovative can come about – and certainly that almost nothing can be learned. In his book Sophie’s World, Jostein Gaarder points out that the ‘wonderers’ among us never get quite used to the world. For the curious, the world always continues to seem a bit unreasonable – bewildering, even enigmatic. He calls this capacity for curiosity and wonder an “important faculty” and says that just two types of people have it: philosophers and small children. His purpose in writing his book was to invite not-so-small children to be philosophers by retaining and developing their inbuilt ability to be curious and to wonder about things. We attempt something very similar here in Religious Studies, especially in Year 10, when the focus of the curriculum is on the branch of philosophy we

call ‘ethics’. As I say to my classes, one cannot do philosophy without thinking and whenever one thinks about the really big questions, one is doing philosophy. By Year 10, rather than having grown out of curiosity, or operating on the basis that a subject is to be ‘learned’ as a series of facts rather than thought about as a series of possibilities, those of us who teach Religious Studies expect our students to engage with a subject whose life blood is, in fact, wonder. To bring this about, we take a deliberate and sound academic approach in each of our classes. At Geelong Grammar School, Religious Studies is not an extension of Chapel, nor is it a Christian Religious Education programme – it is an academic subject that invites students into a fascinating world of religious and philosophical ideas that shape and challenge us individually and collectively. Jostein Gaarder defines a philosopher as someone who will never become world-weary, as someone whose capacity to be astonished is undimmed by the passing of time, as someone who never accepts what is immediately in front of them as a matter of course. He says: “the only thing we require to be good philosophers is the faculty of wonder”. Geelong Grammar School students are encouraged to be philosophers, to wonder and be curious as part of a full and rich education. Each of us can reclaim that potential for wonder we had as small children, if we so choose. To do this, rather than operating on the basis of that old adage about curiosity killing the cat, perhaps we might instead risk wondering what could be learned in the nine full lives cats are said to have. Curiously, the potential of life and the capacity to wonder is, in the end, what keeps any of us truly alive. Rev’d Eleanor O’Donnell Senior Chaplain

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TOP: Garry Campbell, Anne Robertson, Maria Campbell and Mark Robertson BOTTOM: Kerry McKendrick, Cathie Vickers-Willis and Melinda Kininmonth

PAST PARENTS’ NETWORK

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More than 130 people gathered at the beautiful East Melbourne home of Mark and Anne Robertson for the second Past Parents’ Network function on Friday 22 March. The Past Parents’ Network is expanding with much enthusiasm and the function was attended by past parents from the last decade (2003 to 2012), as well as many current parents. The evening embraced an Italian farmers’ market theme, with wonderful food, wine and conversation. All past GGS parents are encouraged to join the Past Parents’ Network (PPN). For more information please contact PPN President, Cathie Vickers-Willis, at cvickers-willis@ ggs.vic.edu.au.

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FOUNDATION CHAIRMAN

ANNUAL GIVING 2013

This year’s Annual Giving programme again focuses on participation, with everyone in our wider School community encouraged to support scholarships, libraries and Timbertop. There are several changes in 2013 as we again seek to involve as many people as possible in making a gift, large or small, that will directly improve the exceptional educational experience enjoyed by our students. EXCEPTIONAL FUTURES

I hope the wider School Community will soon become very aware that the title for the Campaign for Geelong Grammar School is Exceptional Futures. Approved last year and gathering pace now during its quiet phase (which will continue throughout 2013 and beyond), the Campaign is gaining significant early support. Ian Darling (P’79, Current Parent) is leading the fundraising for the Centre for Creative Education. John Simson (Cu ’73, Foundation Director) is leading the Scholarships Committee. Dr Amanda Burt (Current Parent) leads the Toorak Wellbeing Centre Committee, whilst Paddy Handbury (M’72, Foundation Director, School Council Deputy Chairman) is leading the fundraising for Positive Education. My warm thanks to each of these leaders and to all those who are members of the Committees that are actively moving the Campaign forward. Our School inspires exceptional futures and our Campaign is about resourcing and enabling exceptional futures. Each project is undertaken with funding input from the School Council. The Council’s moral and practical support, together with that of the Principal and School staff, ensures that we are all working together so that our students truly experience an exceptional education and then discover the exceptional futures that await them.

Many are already involved in making personal approaches, seeking financial support for these and other projects. My special thanks to them and to all of you who have begun to consider your response and support. May I also warmly thank Michael Collins Persse and Neil Robertson (FB’72) for the work they do in leading the Biddlecombe Society. Events are planned this year in Brisbane, Canberra and Melbourne, and anyone interested in knowing more about the Society is very welcome to attend. Annual Giving nurtures our philanthropic spirit and enables us to participate in making things better for all students. Foundation Director Donald Robertson will be providing special leadership in this area of activity and I’m most grateful for his input and concerned leadership. The Geelong Grammar Foundation is keen to harness the philanthropic spirit that resides deeply within each one of us. We seek to provide opportunities to be generous and to participate and to make a positive difference according to our very different circumstances. My warm thanks to all who are leading the way. I encourage everyone to consider becoming involved with the Foundation and our various activities and opportunities. Bill Ranken (M’72) Chairman, Geelong Grammar Foundation

There is a new scholarship fund to support. With the renovation of Cuthbertson House, the reestablishment of the James Lister Cuthbertson Scholarship is timely. While anyone can make a gift to this new scholarship, many will want to continue their support for the JR Darling Memorial Scholarship Fund or the Annual Giving Scholarship, which will be awarded for the first time in 2013. There are changes in how we communicate Annual Giving. All those under 35 years of age will receive their 2013 Annual Giving information electronically. If you want to receive communications in a different medium, please contact our Community Relations Office: comrel@ggs.vic.edu.au. Annual Giving is a basic building block for philanthropy at Geelong Grammar School. It gives us all an opportunity, with five dollars or more, to say ‘Yes – I belong to this School and want to help make it even better tomorrow than it was today’. Donald Robertson, Foundation Director, is Chair of the newly formed Annual Giving Committee. If you have any feedback for the Annual Giving Committee, please contact Rebecca Howard, Development Officer, at rhoward@ggs.vic.edu.au.

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TOORAK WELLBEING CENTRE

Dr Amanda Burt is Chair of the Toorak Wellbeing Centre Fundraising Committee, which is one of the four key projects underpinning the Exceptional Futures Campaign for Geelong Grammar School. Amanda and Simon have children in Years 1, 4 and 5 at our Toorak Campus. She spoke with the School’s Director of Community Relations, Tony Bretherton.

TOP LEFT: Dr Amanda Burt, photo courtesy of Nancy Johnson ABOVE: Toorak Year 4 students Stephanie Cho and Max Grodski

Q: What do you think of the plans for the Toorak Wellbeing Centre? A: The plans for the Toorak Wellbeing Centre look absolutely fantastic. Still subject to planning permission and final approvals, the proposed Centre is a fully enclosed building containing a six lane swimming pool, a beginners’ pool, a wonderful nutrition centre, which will really be the hub for the teaching of positive nutrition, and other areas for Positive Education, such as drama and movement rooms. These facilities will contribute wonderfully to the happy and stimulating learning environment already offered by the Toorak Campus.

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Q: You’ve taken on the role of Chair of the Fundraising Committee, and while you have initial anonymous gifts of $2.5M, there is something over $4M more required. Are you daunted by the journey ahead?

throughout the School and especially those who love to support formative learning initiatives. We want to involve everyone who has an interest in enhancing the Positive Education experience our children have here.

A: It will be challenging, however I am delighted to Chair the Toorak Wellbeing Centre Fundraising Committee. The Committee is a group of dedicated members from our School community who have generously volunteered their expertise and time. Our Head of Campus, Garry Pierson, and the Geelong Grammar Foundation will be providing us with the guidance and support required in making the establishment of the Toorak Wellbeing Centre a reality. Hopefully the whole extended Toorak Campus community will participate, along with others from

Q: How quickly can things happen? A: We will be meeting with some potential benefactors one-on-one and in small groups very soon – I expect that by the time readers can read about the plans for the Toorak Wellbeing Centre we will have started to raise funds. Our plan is to speak with families linked to the Toorak Campus and other members of the wider School community throughout 2013. We certainly aim to make progress as quickly as we can and I look forward to keeping everyone up to date with that progress.

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OGG PRESIDENT

(FB’66) Jamie Grant (M’67), Matthew Ricketson (M’75), Anson Cameron (M’78) and Charlie Happell (P’78) and Rachel Baxendale (Cl’04). Both these books complement each other as one focuses on the Association as an entity and its role on the life of the School community, while the other focuses on selected Old Geelong Grammarians as individuals and how their wonder and curiosity has enabled their contributions and social innovation to flourish.

Two key book projects are currently in development for publication to coincide with the centennial of the move to Corio, then called Cowrie. Both these books will reflect on the wonder and curiosity of members of the Old Geelong Grammarians community and the creativity of past and current committee members. Old Geelong Grammarians: An Historical Portrait will reflect on the OGG Association and the role it has played in supporting and promoting the School and the OGG community during its 158-year history. At key points during this history, the Association has committed to the future of the School, such as in the decision to move to Corio, the establishment of a scholarship fund in 1904 and the memorials to those OGG who gave their lives in service (a new memorial plaque is in research). This belief has been sustained by values inculcated during the school life of Association members over the years and maintained and strengthened by the sense of community and life-long friendships established. 100 Exceptional Stories will celebrate 100 years at Corio through a collection of profile stories of 100 Old Geelong Grammarians who attended Corio between 1914 and 2014. Published by Hardie Grant Books, this work will draw evocative portraits of some of the most interesting and brilliant figures of the past century, underlining Geelong Grammar School’s role as an inspirational force in the lives of so many exceptional people. It will also utilize the pool of creative OGG talent, with well-known OGG writers and journalists composing the profiles, including Andrew Lemon

Since the School was initially founded in 1855, the world view has changed. The expectations of the founders, Stretch, Perry, Macartney and Vance, all reflected their life and times. News of events took days, even months to arrive and the students of those days lived locally. Today the news is reported in real time and the School community represents many of the countries of the world. Many OGGs have and are playing significant roles in their respective countries and in their fields of endeavour. The OGG Association reflects this cultural and occupational diversity with representation in 23 locations around the world and over 10,000 members. While today’s communication is mostly electronic and through social networks, there is still a key role for the printed word. The Corian, Light Blue, and the HOGA and COGA newsletters provide current news and information about relevant events. The History of The Hermitage is being written for publication, while the School is developing books on Positive Education and philanthropy. These two new publications will provide historic and contextual information that can be used and referred to for many years ahead. They truly represent the wonder and curiosity of past and current Old Geelong Grammarians. At the 50th Anniversary Dinner of the OGG Association, Dr Darling asked: “If we are not producing people who are willing to give more than they get, then it is not worthwhile that the School should continue”. These books contribute to answering JRD’s question. I commend them both to you. Peter Chomley (Ge’63) President, Old Geelong Grammarians TOP: 1906 Old Boys Dinner in the original Bracebridge Wilson Hall that was moved from Maude Street to Corio in 1914. OPPOSITE: An early photo of Cuthbertson House circa 1920’s. LIGHT BLUE - GEELONG GRAMMAR SCHOOL

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OGG NEWS

DIARY DATES OGG UK BRANCH DINNER, LONDON

Thursday 27 June 2013 CUTHBERTSON HOUSE RE-OPENING AND REUNION

Saturday 24 August 2013

OGGASIA 2013

ANNUAL GENERAL MEETING

The OGGAsia 2013 Reunion Dinner will be held in Singapore on Saturday 12 October 2013 at the Singapore Cricket Club. The Old Geelong Grammarians are delighted to have Professor Chan Heng Chee as keynote speaker at the OGGAsia Dinner. Professor Chan is one of the region’s most respected diplomats. She was Singapore’s Ambassador to the United States for 16 years, a tenure that saw her serve during the terms of Presidents Clinton, Bush and Obama. Prior to her posting to Washington, she was Singapore’s Permanent Representative to the United Nations. As an academic, Professor Chan has had close links with Australia, holding various positions with the Australian National University (ANU) in Canberra and the University of Sydney, as well as being recently appointed to the Board of the Lowy Institute for International Policy. She is currently Ambassador-at-Large with the Singapore Foreign Ministry and concurrently Singapore’s Representative to the ASEAN Intergovernmental Commission on Human Rights (AICHR). She is also Chairman of the Lee Kuan Yew Centre for Innovative Cities in the Singapore University of Technology and Design (SUTD).

Members of the Old Geelong Grammarians Association are notified that the 2013 Annual General Meeting will be held on Tuesday 21 May at 6.00pm in the Hawker Library, Corio. Members are asked to consider and, if thought fit, pass a Special Resolution regarding changes to the Rules of Incorporation, including an amendment to alter the maximum number of ordinary members on the committee from nine to eleven, which is set out in detail on the School’s website. The AGM will be followed by finger food and refreshments. All relevant documentation for the AGM, including nomination and proxy forms, is available online at www.ggs.vic.edu.au under the Alumni tab.

OGG DENILIQUIN BRANCH FUNCTION

Saturday 31 August 2013 OGG RIVERINA AND NE VICTORIA BRANCH FUNCTION

Sunday 1 September 2013 OGGASIA SINGAPORE

Saturday 12 October 2013 TOWER LUNCHEON

Saturday 9 November 2013 OGG MOTORING EVENT

Saturday 9 November 2013 APS GOLF DAY

Friday 6 December 2013

All OGG are welcome to attend the OGGAsia 2013 Reunion Dinner in Singapore. Bookings will be online at www.ggs.vic.edu.au/events. For more information contact Katie Rafferty in the Alumni Office on email: katier@ggs.vic. edu.au or tel: +61 3 5273 9338 CUTHBERTSON HOUSE RE-OPENING AND REUNION

A Reunion and Re-opening will be held on Saturday 24 August 2013 following the completion of extensive renovations to Cuthbertson House. All past members of Cuthbertson House are invited to attend the School for the official reopening, which begins mid-afternoon and concludes with a Reunion Dinner in the Dining Hall at 6.00pm. Formal invitations will be distributed closer to the event. LIGHT BLUE - GEELONG GRAMMAR SCHOOL

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OGG SPORT

NETBALL

CRICKET

GOLF

The 2013 OGS Netball season is off to a flying start, with over 50 girls in the navy and white, including five teams playing in the Albert Park indoor competition (three teams on Wednesday nights and two teams on Thursday nights). OGS Green has had a great start to the season, with captain Luci Kininmonth (He’11) leading a team of fresh OGG talent. OGS Navy has won its first few games, with faithful OGS players Sarah Henderson (GC’08) and Ella Mackay (He’08) back for yet another season. There are still spots available if you are interested in playing. Please contact Bella Anderson at bella@ murrnong.com.au

2012/13 was an exciting season for the Old Geelong Cricket Club with the inclusion of a second XI. The firsts got off to a flyer, wining seven of the first 10 matches, but unfortunately slipped down the ladder towards the end of the season and again just missed out on the finals. Our seconds were competitive in Division 2, albeit a little luckless; making more than 190 runs in every match bar three but registering just one win. However, it was great to see the club grow, with Darren Edmunds (Fr’86), Rupert Imhoff (Cu’02), John McCarthy (Cu’02), Ben Harrison (A’02), Brett MacLean (Cu’02), Rupert Kemp (M’10), Hugh Whitehead (M’00), Tim Legoe (M’00), Sam Lucas (Cu’95) and Hugh McCarthy (Cu’00) all donning the whites for OGS. We were also lucky enough to welcome current students Joe Kemp (Yr12 M) and Jono Thomson (Yr11 A), who was joined by his father Rob as well as gun English import, current gappie Matt Shuttleworth, who averaged 194 with a top score of 97. Tim Bayles (FB’99) won his second Club Champion Award with 210 runs and 10 wickets, including a best return of 3-38, while Peter Lemon (FB’64) won the David Oman Best Clubman Award.

The Old Geelong Grammarians reclaimed the coveted OGG v OGC Golf Day trophy at Barwon Heads Golf Club on Friday 15 March. It was a fantastic win, with the OGGs shading the Collegians 2.205 to 2.956 on average scores. The OGGs have now won the day nine times, Collegians 19 – so we still have a bit of catching up to do. The individual winner was Phil de Fégely (FB’78) with +5, which was a great score, whilst James Legoe (M’97) and Jon Malpas (Fr’97) won the pairs with + 11. The winner of the Longest Drive was William Reed (P’05). The overall field consisted of 64 Collegians and 62 OGGs. Congratulations to Simon Reed (P’76) and Sandy Hutton (OGC) for organising another brilliant event.

SKI LODGE

The OGGs Ski Lodge at Mount Buller had its busiest season for many years in 2012. Extra funds allowed the club to accelerate planned upgrades to the lodge. The club is now aiming to grow its membership base, removing the joining fee for Old Geelong Grammarians, parents and staff – a saving of $2,500 – with annual fees of just $300. People who are interested can contact prez@oggslodge.com.au or visit the website www.oggslodge.com.au.

LEFT: (Back to front) Elizabeth Wood (OGC), Lucy Faulkner (OGC), Ella Mackay (He’08), Sarah Henderson (OGC), Bella Anderson (OGC), Ali Cromarty (OGC), Sarah D’Altera (OGC) TOP: At the OGG v OGC Golf Day were Richard Rice (FB’88), Tim Noonan (OGC), Ben Williamson (OGC), John Handbury (M’88), Daniel Salter (OGC), Nick McKellar (Fr’90) and Peter Handbury (M’90) ABOVE: Tim Bayles on his way to making 51 versus Old Wesley

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CLOCKWISE FROM TOP LEFT: OGG v OGC golfers Sam McCulloch (M’63), Michael Fraser (M’61), Simon Cole (OGC) and James Affleck (Cu’67); Angus Borthwick (Cu’77), Hugh Brodie (Fr’77), Andrew Kelso (OGC) and Michael Ramsay (M’75); Tony Reilly (FB’68), Michael Palmer (P’68) and Michael Knox (OGC); Scott Fletcher (OGC), Joe Crosbie (FB’61) and John Thompson (OGC). BELOW: At the second of the OGG Thailand Dinners were (BACK) Daniel Hayward (FB’78), Pinhataya Pongtanya (Cl’05), Danuj-joti Devakul (FB’76), Charlie Chanarat (Cu’75), Paul Leenutaphong (Cu’93), Athip Nana (FB’96), Rom (Aim) Sangkavatana (P’04), Mei Limpanavech (He’04), Pailin Chitprasertsuk (He’97), (FRONT) Tony Bretherton, Mechai Viravaidya (P’59) and Dejvit Santikarn (Cu’73)

OGG GATHERINGS

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OGG THAILAND BRANCH

Our OGG Thailand Branch recently created a Facebook group page for OGGs in the region to connect via social media. OGGs in Thailand and Thai OGGs living overseas have joined the group, as have OGGS from neighbouring countries, from Singapore to Myanmar. The OGG Thailand branch had the pleasure of welcoming the School’s Director of Community Relations, Tony Bretherton, to a recent branch dinner at Cabbages and Condoms Restaurant in Bangkok. This unique restaurant is owned by one of our most prominent OGGs, Mechai Viravaidya (P’59), who is famously dubbed ‘The Condom King’ in Thailand for his work to promote family planning and AIDS prevention. We also had the pleasure of welcoming Daniel Hayward (FB’78), who flew in from Singapore to join us. The evening was hosted by new Thailand Branch President, Dejvit (David) Santikarn (Cu’73).

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1976 STAFF REUNION

Penelope Garnett said she hoped the group would get together again from time to time and, if we do, we might call ourselves The Survivors. We will – and we will! The occasion was on Wednesday 27 March at the Malvernvale Hotel in Malvern for members of staff and their spouses who had been at Geelong Grammar School in the years prior to 1976 – the year of the amalgamation when the School became considerably bigger. I was hopeful that a dozen or so may choose to come. Fifty people sat down to lunch and another 25 would have been there if they could! Any faltering attempts at recognition were quickly overcome with the aid of massive name tags hanging round our necks, and the faces of 40 years ago slowly reappeared. We were thrilled to see each other again because of the sense of community we enjoyed in those days and the friendships we made. Boz Parsons (M’36) and Barbara were there, having flown down from Sydney that morning – Boz started as a boy at Corio in 1931. Judy Roberts-Wray was there – Judy lived at Corio in the 1940s when her father, Stan Cook, was on staff. Penny Garnett was there and she noted that she was only 47 when she and Tommy “retired”.

At Penny’s suggestion Andrew Lemon (FB’66) was there – Andrew started as a boy at Glamorgan in 1954 and is presently writing a biography of Tommy. Bill Panckridge (FB’46), Frank Covill, Dick Weigall and Don Marles were there, all having started on the GGS staff in the first half of the 1950s. Bill Hayward and Alison were there, flying from Sydney for the occasion. We remembered many travellers on the journey as Don Marles proposed a Toast to Absent Friends. We listened to messages from colleagues who would have come if they could and wrote lovely letters, including Anne Hetzel (Fisher), Michael Collins Persse, Ian Collier and Hubert Ward. We shared unlikely stories and unreliable memories. The overriding feeling was that the School we knew in those days was a warm and friendly community where we worked hard, shared a wonderfully positive spirit, had a real sense of belonging and had a lot of fun. We really enjoyed the occasion and The Survivors will do it again – not too soon but we can’t leave it too long! Tim Murray (P’52; Staff 1961-1977)

ANTI-CLOCKWISE (FROM TOP): Ann and John Herbert; Adele and James Mackay-Sim (M’62) with David Endean; Dr David Mackay (Cu’52), Penny Garnett (wife of the late Tommy Garnett) and Claire Hanley; Don Watson, Betty Watson and Dr Richard Maddever; John Bedggood (Cu’52), Robby Bedggood and Roger Morton (Ge’56); Fay Marles (wife of Don Marles) with Helen Christie (wife of Les Christie) BELOW: Janet Potter (nee Ingpen, (He’56), wife of the late Reverend John Potter) and Dick Weigall OAM

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↓ Dinner followed in the Dining Hall at seven and after roll call, to ensure no one had absconded, dinner was served followed by a speech by William ‘Bill’ Buckingham, who elaborated on “the many F’s of Timbertop”, one of course being Fitness. No space here to go into detail but rest assured, the final one brought the house down! No reunion is a success without a fabulous organising committee and Tom Faithfull, David Kininmonth, John Weste and Gus Kinnear did a brilliant job of rallying the troops and ensuring a great programme for the weekend. Many thanks go to them for their work in making the reunion such a happy occasion.

CLOCKWISE: H Unit Members Richard Ferguson, Charles Kneale, Will Buckingham, Nick Moysey, Michael Smith, Roger Newman and Peter Long; Peter Hinchliffe (FB’75), Alec Moore (M’75), Ian Hanley (A’75), Henry Santipongchai (FB’75) and Tom Faithfull (Cu’75); the 1973 Timbertop Reunion group; a small group walked to the Darling Huts

1973 TIMBERTOP REUNION

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SECTION 04 — ALUMNI

Almost half of the 1973 year group gathered at Timbertop on Saturday 13 April for a 40 Year Reunion. Many had not been back to Timbertop since 1973 and people travelled from overseas and interstate to be there. Roger Herbert, Head of Timbertop, welcomed the group and spoke about life at Timbertop in 2013 and the challenges of maintaining the original essence. After a tour of the campus, including the new units and the John Lewis Centre (the impressive fire bunker opened in 2011), the group gathered for a photograph and enjoyed an informal barbeque lunch before venturing off on many outdoor pursuits. The hardy climbed Mt Timbertop (the fittest ran), others took a gentler walk to the Darling Huts (pioneer-style huts built by students and Old Geelong Grammarians in 1992), some sought Bluff Hut by car, there was fishing on the Howqua and others stayed at the Dining Hall to reminisce about the old days. It was a relaxing and time-rich opportunity to really catch up with old friends.

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DIARY DATES 1963 50 YEAR REUNION

Friday 6 September Enquiries: Jennifer Jackson (Bingley, He’63) email: jjackson@ bigpond.net.au tel: 03 98 27 3658 or Patricia Roberts (Knappstein, He’63) email: sapmroberts@bigpond.com tel: 03 6331 9809 OLD GIRLS’ DAY

Saturday 7 September Darling Hall, Geelong Grammar School GOLF DAY AT BARWON HEADS

Monday 21 October Enquiries: Lib Nicholson (Calvert, He’68) tel: 0419 398 067 1973 40 YEAR REUNUION

Friday 15 November Truffleduck, 66 Hyland Street, Fyansford Enquires: Caroline Chisholm (Armytage, He’73) email: carolinechisholm@y7mail. com tel: 0409 977 903

THE HERMITAGE OLD GIRLS’ ASSOCIATION

CHRISTMAS MORNING COFFEE

THE HISTORY OF THE HERMITAGE

What a lovely morning we had in early December 2012 for our annual Christmas Morning Coffee, which was enjoyed by about 80 Old Girls, as well as Bostock House parents and grandparents, Morongo and Sacred Heart Old Girls. The noise level at times certainly made one realise that Hermitage girls still have lots to tell each other. The Bostock House Choir and Orchestra sang and played beautifully under the guidance of Lisa Peters-Roose, Director of Music at Bostock House, and we presented a donation to the Bostock House music programme.

The first draft of The History of The Hermitage is nearly complete. From all the questionnaires, interviews, research in HOGA archives and beyond, Melanie Guile has written a wonderful tale which features humour, drama and adventure. We encourage those who haven’t already done so to pre-order a book, become a sponsor or make a donation. You can contact Kristeen Hunter (Horne, He’66) by email: hermitagegirls@gmail.com or phone: 03 5221 1001.

Enquires to Ann Tyers (Fairley, He’68) E: hermitagegirls@gmail.com T: 03 5250 4055 M: 0448 504 055. TOP LEFT:Jennifer Jackson, Casey Macleod Golf Day Winners LEFT: Robyn Webster, Noela Withington BELOW: Julie Richards, Shirley Williams BOTTOM: HOGA Old Girls’ at the 1951 reunion

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CLYDE OLD GIRLS’ ASSOCIATION

LYDE JUMBLE SALE

DAME ELISABETH’S TREE AT CLYDE HOUSE

The annual Clyde Jumble Sale will be held at St John’s Church Hall, Toorak, on Thursday 27 June (9am set up and sorting, 10am-12noon sale). Stalls include books, bric-a-brac, household goods, toys, jewellery and clothing, as well as a produce stall for jams, chutneys, biscuits, cakes, pot plants and herbs. All donations and helpers are very welcome. Goods can be left at the church hall the evening before (back doors will be open 4-8pm) or brought to the hall on Thursday morning from 8am. Goods can be donated in advance to Lou Robinson (McMillan, Cl’58), 19 Turner Street, Malvern. Please call 03 9571 6230 to arrange a delivery time. All proceeds are donated to the Isabel Henderson Kindergarten, North Fitzroy. Unsold goods are donated to the Prahran Mission.

COGA dedicated a tree at Clyde House to Dame Elisabeth Murdoch (Greene, Cl’26) on Sunday 21 October 2012, acknowledging her outstanding contribution to COGA for 84 years and her lifelong involvement in the Clyde community. The tree was sourced from Clyde School grounds, Mt Macedon, and was presented to Dame Elisabeth by COGA when she launched the Clyde School history book at GGS in November 2006. Thanks to the care and attention of GGS grounds staff it survived several years of drought. GGS Grounds Supervisor Matt Hanrahan has identified it as an acer pseudoplatanus (Sycamore Maple).

TOP: Diana Todd (Cl’61) and Margie Rymill (Cl’61) TOP RIGHT: Anna Affleck (Cl’61) and Jane Nevile (Cl’45) ABOVE: GGS Grounds Supervisor, Matt Hanrahan, Judy Patterson (Handbury, Cl’74), 2012 Head of Clyde House, Kirsty McCartney, Ros Adams (Ritchie, Cl’76), COGA President, Margie Gillett (Cordner, Cl’71) at the dedication of Dame Elisabeth’s tree LIGHT BLUE - GEELONG GRAMMAR SCHOOL

CLUTHAN 2013

Cluthan editor Cathie Mahar (Cl’66) is collating material for this year’s edition and would be grateful for more Old Girls’ news, photos, announcements or obituaries. Please email contributions by end of May to: cathie.mahar@gmail.com or tel: 03 5250 1952.

DIARY DATES ANNUAL CLYDE JUMBLE SALE

Thursday 27 June 10am-12 noon, St John’s Church, corner Orrong Rd and Toorak Road, Toorak Enquiries: Jane Loughnan (Weatherly, Cl’70) tel: 03 5264 1628 or 0417 535 862 email: ejloughnan@gmail.com 1963 50 YEAR REUNION

Saturday 12 October Prince Alfred Hotel, Richmond Enquiries: Di Whittakers (Moore, Cl’63) email: burnimadeni@bigpond.com. COGA AGM & OLD GIRLS’ DAY

Sunday 13 October Enquiries: Margie Gillett (Cordner, Cl’71) tel: 03 9525 3698 email: gillett22@bigpond.com

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FROM THE CURATOR by MICHAEL COLLINS PERSSE

Mary Taylor née Agar (Cl’35), who died at Clare, South Australia, on 3 November 2011, was a daughter of Wilfred Agar CBE, Professor of Zoology at the University of Melbourne, and Elizabeth née MacDonald – English and Scottish, respectively – whose other children included Elizabeth Marshall (Cl’32), who after her death was the subject of an article in this column in our April 2011 issue; their grandchildren include four Agar OGGs. Like Elizabeth an intrepid lady with a great zest for life, Mary travelled round Australia no less than 21 times in a variety of vehicles including a yellow Honda Jazz, visiting family and absorbing the beauties of our Continent. She was 74 at the time of her first run, and when, in her own words, she first suggested “this crazy idea”, that she would drive all the way around Australia by herself, her youngest granddaughter, then about five, came over and said, “This morning Daddy said to Mummy, ‘Should we allow Granny to do this?’” In her early 90s, feeling the need for yet another adventure, she moved from Mornington to Clare, where she made a beautiful garden at the back of her new unit. She told much of her story in a book, My Life with Tim: Baked Beans in the Outback. Frederick Blight (P’42), who died in January 2013, farmed for most of his life at Woperana, near Tocumwal, a property bought in 1945 by the Blight family (hitherto notable from the 1920s for supplying groceries and spirits to some 500 hotels in Melbourne and Geelong). A son of Henry John Blight and Jessie née Honeyman, he was born on 1 March 1926 and, after six years at Melbourne Grammar School, entered GGS in 1938, had two years in Barwon House, and was then in Perry until he left in May 1942 to help his brother John at a family property, Gum Gum, near Willbriggie in New South Wales. At only 19 he helped John run Woperana; the partnership bought Aratula in the early 1960s, held it for seven years, and then sold it – a move that enabled Fred to buy

out his brother and own Woperana in his own right. As well as sheep, cattle, wheat, canola, hay, and rice, vegetables were grown there on a broad scale. In 1952 Fred married Pamela Bassett-Smith – who survives him, and who was a niece of the late centenarian Peter Bassett-Smith (P’27) – and three children were born to them between 1953 and 1957: Richard Henry, Vivien Ann, and Jane. In 2000, after Woperana was sold, they moved into Tocumwal. Richard writes that “Dad spent 54 years at Woperana, working hard and loving every minute of it.” Dr John Yencken OAM (M’43), who died in December 2012, was the elder son of Arthur Ferdinand Yencken – an Old Melburnian, from a family with ancient Estonian and Livonian ancestry, who after Cambridge served as a diplomat in the British Foreign Office (Australia not yet having its own foreign service) – and his wife, Joyce, a daughter of the Victorian grazier George Russell, of Langi Willi, near Skipton (from 1948, in her widowhood, wife of Sir Denys Pilditch, wartime director of counterespionage in India), and sister of Jean, who married Daniel Mackinnon CBE (M’20). Born in Berlin on 11 March 1926, John was sent from Cairo, during his father’s posting to Egypt (after the United States and Germany), to Summer Fields, the leading preparatory school near Oxford, whence in 1938 he won a scholarship to Eton College (where his father preferred him to be an Oppidan rather than a more cloistered Colleger). As the war lengthened, his parents decided to evacuate their two sons, and they were then at GGS from July 1940 until March 1943, John in Manifold House, his brother – now Emeritus Professor David Yencken AO (Co’43) – at Bostock House and then Junior School (before going on to Eton). In 1941, aged 15, John won first place in Victoria in

Greek and fourth in Latin at the Victorian matriculation. He became a House Prefect, and was about to be appointed a School Prefect when it was learnt that, with David, he was to return to Spain, where his father then served. From 1939 Arthur Yencken had worked to preserve Spanish neutrality, but he was killed in an air accident in May 1944. At the time John, by then at Corpus Christi College, Cambridge, was midway through his first examinations in the Natural Sciences tripos, and, although offered a pass without writing further papers, he elected to do them – and gained first-class honours (he was just 18, and he loved and revered his father). A year later, now a BA (Cantab) after the accelerated wartime course in chemistry, he joined the Royal Naval Volunteer Reserve for what proved two years in radar and adult education. Back in Australia, he worked as a research chemist and administrator with Imperial Chemical Industries. From 1955-66 he was the very successful executive director of the glass division of E L Yencken & Co, an importing and merchandising firm founded by his grandfather. From 1966-76 he directed P-E Consulting Group’s Australian subsidiary, and from 1976-85, with W D Scott & Co, he held a wide range of industrial and commercial consultancies. In 1951 he married Agnes-Mary Martin, a Scot, at Troon in Ayrshire, and five sons followed – Arthur (M’70), Peter (M/L’72), Michael (M’72), Nicholas (M’77), and Jonathan (M’78) - who all survive him, as do six grandchildren. John and Agnes-Mary loved riding, and on the day she died, in 1983, from a severe asthma attack, he went for a long ride alone – and then never rode again. In 1987 he married Fairlie Mountford, who also survives him. From 1966-83 he served on the council of the Australian National University – and advised it on matters arising from its research activities; the campus now has its John Yencken building. Other influential consultancies followed, and at 79 John earned a Doctorate of Philosophy from Swinburne

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Stuart Austin (FB’44), who died on 3 May 2012, was the third son of Nora née Cuningham and Leslie Austin (OS 1908), brother of Derek Austin (Ge’34) and the Honourable Thomas Austin (M’41), a grandson of the Honourable Albert Austin (OS 1873), and a great-grandson of the pioneers Thomas Austin and his wife, Elizabeth, of Barwon Park, Winchelsea. He thus belonged to an extended family – descendants of the pioneer Thomas’s parents – that has included more than 100 Geelong Grammarians, among whom three are the sons of Stuart himself and his wife, Janet née Laidlaw (He’44): Peter (FB’70), Nigel (FB’71), and Tony (FB’75). Born on 20 July 1926, he grew up on the family property Darra, near Meredith, and after two years at Bostock House was a dayboy at Corio in Geelong House for three years before boarding from 1943 in Francis Brown, of which he was House Captain in First Term 1944, leaving then to join the Royal Australian Naval Reserve. An outstanding cricketer then and later, he won School Colours for Cricket and Football and was Secretary of Cricket. After training at Flinders Naval Depot, he served as an Able Seaman in the frigate HMAS Barcoo from March 1945 in New Guinea, Morotai, and Borneo – after the Japanese surrender, collecting prisoners-of-war. Discharged in July 1946, he worked on farms and in 1950 acquired his own Soldier Settlement property, Kirkaldy, near Derrinallum, camping in the woolshed while building a hut and garage. In December that year he married Janet (from Kilora, Hamilton, and used to servants at home) at the Toorak Presbyterian Church, and together

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they lived simply but sociably until, 18 months later, in Janet’s words “the modest three-bedroom home was finished”. The sociability continued – dinner-parties, cricket, golf, fishing, bridge – and the three boys were born between 1952 and 1957. Stuart played cricket for Western Plains, often as captain, for 32 years, and from 1974-79 was president of the association. In 1956 he was selected for the Victorian Country team against the visiting South African Test team. At 46 he scored 150 not out for Derrinallum Gold. At golf his handicap fell to 3, and aged 74, at Tura Beach, after he and Janet had retired in 1984 to Merimbula (where they had a fine garden, overlooking the sea), he was four times champion – in 2004 aged 78 – and went on “breaking his age” even after they had moved to Victor Harbour in 2006 to be nearer family. Speaking for three generations of these, his grandson Stuart recalled a man of dignity and humility with “a great love of family, … never short of a smile, a joke, a great conversation, or some energy to spend time with his grandchildren”. Pat Osborne (M’45), who died on 18 May 2012, came – with his twin, Michael (M’45), and their younger brother, Brian (M’50) – from two families of pastoral pioneers in New South Wales, being sons of Pat (known as Paddy) Osborne, grazier, of Currandooley, near Bungendore, and his wife, Marjorie, a daughter of Major-General the Honourable Sir Granville Ryrie KCMG, CB, VD, grazier, politician, soldier, and from 1927-32 Australian high commissioner in London (Granville was Pat’s third Christian name). His great-grandfather Pat Hill Osborne had bought Currandooley, on Lake George (near the future Canberra), in 1865, and in 1873 built there a mansion in which a tradition of hospitality was established that flowered notably with Pat and his wife, Sally (née McFarlane), as the most friendly, generous, and disarming of hosts to a great range of neighbours and visitors from Canberra, other parts of Australia, and overseas. He and Michael were born on 28 August 1927, and after Tudor House and Cranbrook, they had five years at GGS, in Manifold House, then returning home to work on the farm. He played polo with the Goulburn and Molonglo teams, trained his horses and rode them in the picnic races at Cooma, Goulburn, and Canberra, and travelled abroad, with one winter of ski-racing in Europe – a sport that he continued mainly at Mount

Kosciuzsko (where he helped to build rope-tows and huts) and also at Thredbo. He was a member of the Ski Club of Australia (becoming president in 1978) and won Downhill and Slalom championships. He married Sally, from Milly Milly, Young, in 1960, and is survived by her and their four children – Catherine (wife of David Ritchie [P/L’81]), Rachel Vestey (Je’80), Harry (M’81), and Jim (M’84) – and nine grandchildren including Polly Ritchie (ClYr12) and Donald Ritchie (PYr10). Pat loved his family unconditionally, including distant cousins who were welcomed into his house and his life. He loved his properties too, and was never happier than when working sheep or cattle, training a new horse or dog, or planting a paddock. He was a successful sand-miner who won his first contract by showing round a gumboat filled with sand. When much of the Currandooley house burned down in 1994, he set about the rebuilding with energy and expert help. He was chairman of the local branch of the Liberal Party, a long-term member of the State executive, and a hard worker at every election. Warden and councillor in his parish, he was a member of the Anglican Synod. For 50 years he worked at the local rodeo. He was indeed a great gentleman, citizen, family man, and friend. David Baillieu (Gl’53), who taught at Scotch College, Melbourne, for nearly 32 years, is the author of Hills of Home: A Life of Robert Lawson (Melbourne University Publishing, 2009). Lawson was Scotch’s first official Principal in 1851. Niel Black (M’53), who died on 4 November 2012 when his utility vehicle overturned on Mount Noorat, had been due, a few days later, to receive the 2012 Australian Dairy Industry Council’s Outstanding Service award. His great-grandfather the Honourable Niel Black MLC, a pioneer pastoralist in Victoria’s Western District (and a main subject of Margaret Kiddle’s classic work Men of Yesterday), had formed the Glenormiston estate in 1840, and in 1869 he drew its southern portion, naming it Mount Noorat, on the dissolution of a partnership. The pioneer Niel’s sons (Archibald) John Black (OS1876) and Steuart Gladstone Black (OS1878), before Steuart’s death in 1912 presented to the School the organ, organ-case, and electric motor that their brother Niel Walter Black (OS1880) had installed in his house at Dalvui (part of Mount Noorat) shortly before his disappearance at sea

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University of Technology for a thesis entitled “An Australian model for spinoff companies in the commercialisation of University and other Public Sector research”. The land remained a great love, and on a property that he bought at Red Hill he took up chicken farming, He helped introduce French cattle, both Charolais and Limousin, to Australia, and became vicepresident of the world Limousin Society. As a trustee of his Russell grandfather’s estate, he helped develop at Langi Willi a first-class merino wool-producing property. In 2010 he was awarded the Medal of the Order of Australia for services to science, particularly in the research and development fields, and to agri-business. He spoke and read several languages. Truly he deserved the epithets “polymath” and “Renaissance man”.

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in SS Waratah in 1908, and these were installed in the Chapel of All Saints at Corio during its construction in 1914-15 as a memorial to Niel. At the time John’s surviving sons – brothers of Grace (Cl’16) – were boys at the School: Ian Steuart Black (M’15) and Donald Curdie Black (M’16), who was to die on active service as a Flight Commander with the Royal Flying Corps in 1918. In 1933 Ian – donor of the Altar in our Chapel – married Sibella Hope Austin of Greenvale, Willaura, a daughter of Albert Sidney Austin MBE (OS1876), and, when he died at only 41 in 1939 at The Cottage, Mount Noorat, he left two young children, Georgina and Niel. Born on 27 August 1935, Niel entered Barrabool House in 1945, going on in 1949 to Manifold, where he was a House Prefect in 1953, a Sergeant in the Cadet Corps, and Captain of Shooting. He went on to Trinity College in Melbourne, Dookie Agricultural College, and Michigan University, where he became convinced that artificial breeding was the key to rapid herd improvement. In the words of his cousin Maggie Black in an obituary in The Age (2 January 2013), he developed “a radical political conscience” and “became a passionate believer in the co-operative model for the industry he was destined to join”. He was a founding director of the Noorat Artificial Breeders’ Co-operative, and played a pivotal role in the establishment of the DemoDAIRY research farm near Terang in 1991. For eleven years he was president of the Noorat show. His cousin described him as “the quintessential committee man, quietly spoken, reasonable and persuasive …. but he also demonstrated solid qualities of leadership and an individuality all his own”. While carrying on a long family tradition of farming and dairying, he met innovatively the challenges of new times. At 77 he was “still very much a working farmer, managing a four-shareholder operation milking 1300 cows on part of the original [Glenormiston] run”. In 1982 Niel married Josephine Hunt née Ciavola, mother of three sons including Carl Hunt (Cu’86) who survive him together with his second wife, Eve (whom he married after Josie’s death), and his sister, Gina, who is the last Black to farm at Noorat on the original estate. Susan Patricia Marriott (He’61) was appointed a Member of the Order of Australia (AM) in the Australia Day Honours of 2012 “for service to conservation and the environment through the Secretariat for International Landcare, particularly the development of programmes dealing with climate change and rural land management”.

Simon Bonython (FB’62) is the photographer and writer of Discovering Isaan: The Beauty of Thailand’s Northeast (Amber House Books, Bangkok, 2007), which has three chapters on Countryside and others on Khao Yai, Silk, Phimai, Muang Tam, Phanom Rung, Boat Racing, Candle Festival, Elephant Roundup, and Temples and National Parks. Anthony Oxley (Cu’62) was awarded the Medal of the Order of Australia (OAM) in the Australia Day Honours of 2013 “for service to the visual arts and to the community”. (His wife, Roslyn Mary Oxley, was also awarded the Medal, with the same citation.) The Honourable Alexander Downer (Bn’64) was appointed a Companion of the Order of Australia (AC) in the Australia Day Honours of 2013 “for eminent service to the Parliament of Australia through the advancement of international relations and foreign policy, particularly in the areas of security, trade, and humanitarian aid, and to the community of South Australia”. Tony Hawker (M’64), who died on 26 May 2012, was the son – with a sister, Pamela (Cl’65) – of Derek Seymour Hawker (M’38), a grazier, and Elaine née Denniston (He’43). From Camberwell Grammar School he entered GGS in 1959 and, after a year in Connewarre House, was a member of Manifold for five years punctuated by 1961 at Timbertop. He was a popular boy and served on the committee of the Capentry and Mechanics Club. After leaving school he spent two years with the family company Hawker Richardson & Co in Melbourne and Adelaide, and then jackarooed, for a year at Bungaree in South Australia with his kinsman Sir Richard Hawker (M’22), followed by a year at South Boorook Hereford Stud in Victoria. For nearly three years he was overseer for Richard Jamieson (M’50) at Bolac Plains, Woorndoo; and in 1971 he married Clementina Davies (Cl’64), sister of the late Charles Davies (P’62). In 1972 they bought their first farm, Montlea, near Oatlands in Tasmania, where they soon started a Hereford stud. Georgina (Cl’90) was born to them in 1973; twins, Joanna (Cl’92) and Caroline (Cl’92) in 1975; and Fiona (Cl’02) in 1985 – by which time they had moved twice, to Auburn at Ross and then Evercreech at Fingal. In 1987 they moved to Bryngola, near Hamilton, where his parents had farmed, and some 14 years later to Mount Melville at Cavendish.

"We are bits of gypsies,” said Tony, but he made sure of having improved each farm before moving on. He also gave his all to a succession of committees: among other posts he was president of the Tasmanian Hereford Society, a member of the Federal Hereford Council and of the P and A Society in Hamilton, chairman of the Beef Expo Committee, and President of the Hamilton Club. He had a passion for cars, latterly for Alfa Romeos (he served on the committee of the Alfa Club), and, after years of driving, being driven by Clem was a solace in his final illness. He had a wonderfully happy marriage and a host of friends, and he adored and was very proud of his daughters, rejoicing in due course in three sons-in-law and eight grandchildren. They all, with his mother, survive him. A fine sense of humour and a wide range of interests and conversation made for a remarkably complete person who had the quality of accepting whatever came his way – including his illness – with grace and courage. Robert Clyne PSM (FB’70) was awarded the Medal of the Order of Australia (OAM) in the Australia Day Honours of 2013 “for service to the community, particularly through the Freemasonry movement”. Professor Geoffrey McFadden (P’75) holds a chair in the School of Botany at the University of Melbourne. He identified the relict chloroplast in malaria parasites, is developing herbicides as antimalarial drugs, and has published 170 papers including many in high-profile journals such as Nature, Science, EMBO Journal, and Proceedings of the National Academy of Sciences. He is a Fellow of the Australian Academy of Science and has been awarded the Goldacre Medal, the Australian Academy of Science’s Frederick White Prize, two Howard Hughes Medical Institute Scholar’s awards, the David Syme Research Prize, the Woodward Medal for Excellence in Science and Technology, the Julian Wells Medal, the Miescher-Ishida Prize, The Royal Society of Victoria Research Medal, and the Ramaciotti Medal. He made two trips to Antarctica to study sea-ice algae while completing his PhD thesis in 1984 before taking up a three-year post-doctoral position in algal-cell biology at Muenster in Germany. Returning to Australia as a Queen Elizabeth II Fellow in 1987, he joined Professor Adrienne Clarke’s Plant Cell Biology Research Centre, where he worked on the molecular biology of barley and tobacco. Subsequently receiving an ARC Senior Research Fellowship, he went on to a Professorial Research Fellowship, investigating the origin of chloroplast by LIGHT BLUE - GEELONG GRAMMAR SCHOOL

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Vadim Dale (P’92) was the subject of a long article by Nick O’Malley in Good Weekend (23 March 2013), largely about his work in the United States with the Louisville Metro Police’s Second Division. A Marine Corps veteran is quoted as saying that “what stands out about Dale …. is not just how aggressive he is about the work, but how much he likes the people he deals with on the street. They like him, too. His [Australian] accent is known to have diffused tense situations.” His meeting, as “Outback Jack”, of his American wife, Natalie, on a Reality-TV show is legendary. They have three daughters, Hunter, Eden, and Chloe. Alex Marchetti (P’94), who is a sommelier, and was manager of Casa Ciuccio in Fitzroy, in 2012 became restaurant manager at Pure South in Southgate. Gordon Little (FB’99) has a company in New York that imports Australian wines into the United States. Called Little Peacock (a hybrid of his surname and that of his fiancée, Lauren Peacock), it works with six Australian wineries ranging from Margaret River through the Barossa and Yarra Valleys to the Mornington Peninsula, and has its own website (www. little-peacock.com). Late in February, it and Australian wines in general were commended in The New York Times. Elizabeth Parkinson (Fr’05) graduated Master of Social Work from Deakin University on 19 April 2013. She is working for Bethany in Geelong. Lucy McKendrick (He’09) won the Young Australian Film-Maker of the Year award at the Byron Bay Film Festival in March 2013 for her short film Toombaworth, which was also nominated for Best Cinematography among the hundreds of films shown during the ten-day festival. BIRTHS (2013 unless otherwise noted)

Emma Lawrence (Ga’92) and Darrin Barnett, a daughter, Abigail Joy, on 19 January Prue and Sam Bingley (M’94), a son, Edward John, on 29 March Sarah née Chomley (Cl’93) and Nick Bradley (M’93), a daughter, Isabel Beatrice, on 30 March Miffany née Pescott (Cl‘93) and James Blythe, a son, Max Walter Roger, on 30 December 2012 LIGHT BLUE - GEELONG GRAMMAR SCHOOL

Holly Stansfield-Smith and Richard Cutler (FB’01), a son, William Oliver David, on 1 February Alexandra Hogg-Edgar and Henry Edgar (P’91), a son, Montgomery Hector (HoggEdgar) on 14 January

Brad Buckley (Cu’88) married Emma Brennan on 25 August 2012 William Cumming (Fr’96) married Kathryn Plunkett on 14 January 2012 Henry Edgar (P’91) married Alexandra Hogg on 3 March 2012

Victoria (Staff 2012-) and Mark Fangen Hall, a son, Oliver David, on 26 January

Noni-Rose Garlick-Sloman (Fr’05) married Steven Buckman on 13 April 2013

Salena and Matthew Hibbard (A’85), a son, Merrick Jude, on 21 August 2012

Sam Hryckow (P’92) married Melody Webb on 23 March 2013

Katherine née Lewisohn (Cl’92) and Quentin Irvine, a son, Louis John Richard, on 24 December 2012

Michael Keary (Staff 1999) married Dinah Theelke on 27 May 2011

Tracy and Randall Lee (P’93), a daughter, Alexa, on 3 January Charlotte née Dickie (Ga’94) and Charles Mills (M’94), a daughter, Abigail Dorothy June, on 14 February Maïté Robin and Rob Mirams (FB’83), a daughter, Chiara Rose, on 15 December 2012 Amy and Nicholas Parkinson-Bates (Cu’94), a son, William Kimball, on 12 February Sally née Richardson (Cl’95) and Ben Ranken (M’94), a daughter, Orbella Blackwood, on 5 November 2011 Skye Landy (Cl’94) and Andrew Robinson (Cu’84), a son, Otto, in May 2012 Hayley and Scott Rowan (Cu’98), a son, Harry Alexander, on 17 January Elizabeth and Richard J L Simpson (P’84), a daughter, Isabella Clementine Rice, on 24 December 2012 Giorgina and Tom Stewart (Cu’98), a daughter, Lucy Fiona, on 7 December 2012 Rebecca Howard (Staff 2012-) and Ben Takle, a son, Jackson Ben, on 14 February Amelia née Coote (He’96) and Sean Taylor, a son, Thomas Christopher John Philip, on 8 March Charlotte née Coote (He’97) and Geordie Taylor, a daughter, Sybil Gwen, on 26 April Simone and Mick Vaccari (M’98), a son, Luca Mick, on 21 February Marita née Barraclough (Cl’93) and Julian Voller, a daughter, Alice Georgina, on 5 January

Michael Laird (A’84) married Christine Anne Cotton on 8 December 2012 Clare Matson (A’97) married Joshua David King on 14 January 2012 Penelope McCulloch (He’00) married Cameron David Hamilton on 30 April 2011 Kristian James Riedl (Hn’92) married Penelope Jane Fuller on 5 April 2012 Miranda (Millie) Skelley (A’01) married Andrew Ham on 2 March 2013 Marcus Tame (P’00) married Mary Fonti on 27 January 2013 DEATHS (2013 unless otherwise noted)

Frederick Henry Blight (1938-42) on 28 January Arthur Bruce Blomfield (1943-51) on 9 April 2012 William (Bill) Henty Cumming (1935-41) on 1 April Jean Willard Ford (The Hermitage 192031) on 20 February, aged 99 Dr John Lewis Foster (1945-48) on 28 January John Daniel Gilfillan (1935-38) on 26 November 2012 Margaret Marie (Peg) Goode née Hyett (The Hermitage 1929-38) on 13 April Margaret McIntyre née Maidment (Clyde 1925-30) on 1 January Ernest Gilbert Morrell (1944-49) on 4 January Françoise Marguerite (Nenette) O’Neill née Purnell (The Hermitage 1931-39) on 15 March

MARRIAGES

Douglas James Sloan (1940-47) on 21 March

Jo Ashton (Cl’97) married Jamie Weir on 5 July 2012

Maurice Squires (Domestic Supervisor to 1974) on 12 March

Nicholas Avery (FB’94) married Lisa Baker on 12 October 2012

John Buchanan Sutherland (1947-54) on 21 March

Ben Batters (P’98) married Sunday McKay on 2 February 2013

Olive Mary Taylor née Agar (Clyde 193235) on 3 November 2011

The Reverend Canon Tony Bretherton (Staff 2010-) married Ann Badger on 16 March 2013

Dr Arthur John Russell Yencken OAM (1940-43) on 14 December 2012

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endosymbiosis. In 1995 he took up a post at the Institute for Marine Biosciences at Halifax in Canada, and he now holds an ARC Federation Fellowship in the School of Botany at the University of Melbourne.

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MAJOR DAVID WILLIAM ROBERT KNOX

avid Knox (1916-1995), who is the eponym of our new David William Robert Knox Equestrian Centre, was himself a distinguished equestrian and wartime Cavalry Commando officer who loved people, horses, and good horsemanship. At the Royal Melbourne Show grounds, there is a full-size bronze statue of a horse and rider that was erected in his memory. Born on 4 December 1916, he was the elder son of Sir Robert Wilson Knox (1890-1973) and (Victoria) Ivy, youngest daughter of Sir William Clarke, 1st Baronet, and his second wife, Janet née Snodgrass (eponym of Janet Clarke Hall in the University of Melbourne). A brother followed, Keith Robert Knox MC & Bar (1918-1946; GGS 1930-36), and a sister, Rosemary (1920-2011), who married Major Robert Lindsay OBE (Eton; Grenadier Guards; MHR for Flinders 195466). Sir Robert Knox was a prominent company director in Melbourne whose mansion, Greenknowe, was a centre of social life in Toorak. Though never himself a parliamentarian – unlike his father, the Honourable William Knox, and his brother Sir George – he was politically influential, especially in the formation of the United Australia Party, which was led through most of the 1930s by the Prime Minister Joseph Lyons, who became one of his firm friends. David’s grandfather William Knox (born in 1850 shortly after his parents’ arrival in Melbourne from Scotland) was MHR for Kooyong in the first Commonwealth Parliament in 1901 and a founder and director of BHP; he had been a Member of the Victorian Legislative Council, and the tradition of parliamentary service in his family has continued in our own times with Stewart McArthur and the Honourable Ted Baillieu (Gl’64). After nearly four years at his father’s old school, Melbourne Grammar, David entered Junior House at GGS in September 1928, going on in 1931 to Perry,

where he was House Captain, a School Prefect, and a Cadet Lieutenant in 1935. He rowed, swam, played football, and showed special interest in public affairs and the School Museum of natural history and anthropology (which perished in the fire that destroyed the Bracebridge Wilson Hall in 1976). After leaving school he worked with Laycock’s in the wool industry and became a member of a Light Horse regiment in the Western District, being commissioned a Lieutenant. Of his years 1939-44, James Affleck wrote as follows in Geelong Grammarians at World War Two: “He enlisted in the 2nd AIF, and was posted to 6th Division Reconnaissance Regiment. He served in the Middle East, where he led the squadron on 12 December 1940 in an attack on Fort Garn El-Grein, a frontier outpost about forty miles north of Glarabub. Here the first AIF casualty was taken while actually engaged in ground action. Several further references to engagements are mentioned in Shawn O’Leary’s To the Green Fields Beyond: The Story of the 6th Division Cavalry Commandos. He was Mentioned in Despatches in June [1941]. He transferred to Major-General Allen’s staff in Greece and Crete, from where he returned in December 1941. His role in Greece is described on page 153 of Gavin Long’s Australia in the War of 1939-1945: Greece, Crete and Syria. Having returned to Australia, on 3 January 1942 he married Eirene Rose, daughter of Sir William and Lady Angliss, of Harcourt Street, Hawthorn, at St Columb’s, Hawthorn. He was then posted to the Training Centre of the Armoured Division at Puckapunyal in February 1942, and in March was appointed Adjutant of the 8th Armoured Regiment. In April 1943 he attended a Staff Course at Duntroon, and in October he was instructing there, a position he held until March 1944, when he was released from the Army and appointed Inspector of Sir William Angliss’s Queensland stations.”

This was no small responsibility because Sir William (1865-1957), who had long been a leader in the frozen-meat export industry, from the 1920s bought or leased many pastoral properties in the three eastern States, including several in partnership with Australia’s “cattle king”, Sir Sidney Kidman. The largest of his holdings, acquired in 1929, was a group of stations that had previously been operated by the Queensland government. Eirene was his only child, and her death in 1946, five months after the birth of a daughter to her and David, left the baby, Diana (now Diana Gibson AO), the sole descendant of Sir William and his wife, who was subsequently Chairman of the William Angliss Charitable Trust (a post later held by Diana) and created DBE in 1975 (Dame Jacobena Angliss’s biography of Sir William was privately published in 1980). David was a trustee of The Estate of Sir William Angliss and a director of Investors Pty Ltd, the Angliss investment company, from 1957 until 1995. 1946 was a doubly tragic year for David because, shortly after his wife’s death, his brother, Keith, died following an operation necessitated by war wounds. In July 1947 he married the noted equestrian Erminie Mary Jacob , née Irving and known as Mary, mother of two young daughters, Mimi (now Graham) and Gay (now MacKenzie; Clyde 1957-60), who by her first husband, David Colquhoun, is the mother of Sara Colquhoun (GGS 1991-92), and who is the wife of Sandy MacKenzie (GGS 1952-59; Director of the Geelong Grammar Foundation 1984-98). To Mary and David a daughter was born in 1952, Alice Louise (now BrettinghamMoore; Clyde School 1965-70). With Tom Luxton, Alec Creswick, and Sam Hordern, David was a member of the body that in 1949 instigated and formulated the Equestrian Federation of Australia. He was also a President of the Equestrian Federation of Australia (Victorian Branch), and after the war had LIGHT BLUE - GEELONG GRAMMAR SCHOOL

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In the 1960s David was one of the founders of the Avenel Horse Trials, originally the Avenel One Day Event and now one of Victoria’s Fédération Équestre Internationale qualification events. The first was held on his property, Glen Appin, at Avenel, and with friends he built two arenas, a show-jumping course and a cross-country one.

For many years he was a Councillor of The Royal Agricultural Society of Victoria, in this role helping to reintroduce the Tent Pegging competition at the Royal Melbourne Show, for which he gave the Golden Cup for Tent Pegging. This is one of the more spectacular displays of horsemanship, thought to have originated in India where mounted soldiers would gallop through enemy camps, removing tent pegs with their lances and swords: it was adapted by the British cavalry as a training drill and used by the Australian Light Horse before and during World War One as a training exercise.

He was a great supporter of the Victorian 2/6 Cavalry Commando Regiment Association and a very generous contributor to Welfare and General Funds. He led his regiment in many Anzac Day marches in Melbourne. He was elected a Life Governor of the Royal Melbourne Hospital in 1987 in recognition of a generous benefaction.

Stewart McArthur has said of him that “Knoxy was the symbol of the Royal Agricultural Show in Melbourne; he entertained the interstate guests in a royal and generous manner. He became a well-known identity at the RAS and the Victoria Racing Club, and as a strong supporter of the Australian Equestrian Foundation. Many Olympic teams and gold-medal riders owe a debt of gratitude for his enthusiastic support in training their horses at Avenel, along with his ever-present infectious enthusiasm.”

Bill Ranken (M‘72) and Michael Collins Persse

David Knox died on 8 April 1995. At GGS his name lives on in the Equestrian Centre that reflects his passion for good horsemanship – and the kindness of his family and its other generous donors.

School Prefects and Headmaster (J.R. Darling), 1935

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helped resurrect the Melbourne Hunt Club and the attendant polo and pointto-pointing. In May 1950 the Melbourne Argus, in an article on a meet at Berwick of the Melbourne Hunt Club, reported “one of the biggest fields ever seen round Melbourne” and commented that “it says much for the keenness of the Master (Mr David Knox) and his wife in rousing interest among the young people round the district that such a large percentage of the field was in its teens”. David and his friend Sir Alec Creswick greatly assisted the Australian equestrian teams that competed in two Olympic Games, at Stockholm in 1956 and Rome in 1960.