Grammar News No 136 July 2021

Grammar News

Edition 136 July 2021

Grammar News

What you might have missed

On the cover

The 135th edition of Grammar News, published in April 2021, was only in digital format.

Year 4 students Eliza and Ryan examine a Lego ev3 robot used in a Space Challenge unit of study.

In this unit students work as scientists and engineers, building and coding robots and vehicles to test and use on a unique Space Challenge platform.

To view this edition visit news.mgs.vic.edu.au HIGHLIGHTS INCLUDE: A reflection by the Headmaster, Mr Philip Grutzner Our stories • The service of leading ophthalmologist Dr Richard Stawell AM (OM 1967) was recognised through the 2021 Australia Day Honours list.

• Old Melburnian Rev’d Dr Peter French (OM 1989) says our education is not just our own, but something we must share “in the service of humanity”.

• A willingness to experiment has been central to the career of renowned glass artist, David Wright OAM (OM 1966).

Student success • 2020 VCE results and destinations

Erratum The December 2020 edition of Grammar News included the following inaccuracy: Page 28 Two people were inadvertently omitted from the list of Old Melburnians cricketers who have been selected for an Australian Test team. These were Colin Guest (OM 1955) and Louise Broadfoot (OM 1995). Brief bios of these players have been added to the original story which is available on the Grammar News website.

We apologise for any inconvenience this inaccuracy may have caused.

• A group of Year 12 students are the National Australian Computational Linguistics Olympiad champions Focus on performing arts • View

- student performances in the Myer Music School

-a scene from the 2021 Quad Play 'The Two Gentlemen of Verona'

- images from the First term concert • Read about the recent expansion and upgrade of the Myer Music School

Grammar News aims to connect our School community with our initiatives and activities, present news about our Old Melburnians, and explore the ideas that are shaping our School and leading us towards new ways of thinking.

Free to School community members, Grammar News is published four times a year, at the start Terms II, III and IV, and at the end of Term IV. The first and third edition of each year are digital only; and the second and fourth editions are published in both print and digital form.

For further information and to provide feedback: newsletter@mgs.vic.edu.au

Do we have your email address?

The next edition of Grammar News, to be published at the end of Term III, 2021 will be in a digital only format. We will need your email address to be able to send it to you.

To update your contact details Contact School Reception +61 3 9865 7555 mgs@mgs.vic.edu.au or visit mgs.vic.edu.au/update-details

Aboriginal and Torres Strait Islander readers are advised that this magazine contains images and names of deceased persons.

Melbourne Grammar School respects the privacy of its community members and is bound by the National Privacy Principles under the Commonwealth Privacy Act. For a copy of the School’s Privacy Policy, please visit the School’s website or contact the School.

Edition 136, July 2021 Contents 05 06 31 34 35 36

rom the School Council F From the Headmaster The Old Melburnians Friends of Grammar Obituaries Featured artwork

ARTICLES

04 2021 Queen’s Birthday Honours 10 The power of picture books 16 Meet Kate Barnett 18 The “lightbulb moment” beyond the School gates 22 Learning through experience at Wadhurst 23 National Sorry Day at Grimwade House 24 History - a toolkit of skills for the chameleon workplace 26 The history of Australian history 33 Old Melburnians Career Masterclass 33 Recent and upcoming Old Melburnian events 35 A visit by His Royal Highness Prince Philip, Duke of Edinburgh

ONLINE EXTRAS

View more at the Grammar News digital site news.mgs.vic.edu.au • The ANZAC Commemorative Service, including the President of The Old Melburnians Council’s speech • The Old Melburnians Business Breakfast • Obituaries (2010 – 2021)

08 Dedication and duty Friendship, dedication and duty permeate the lives of many School community members. Here are a few of their stories.

08 School leaders forging an authentic path 12 S haring a simple practice and lifelong passion 14 A mountain refuge becomes a monument to friendship 32 S upport for Old Melburnians making positive change

20 Excellence and achievement Meet members of the Melbourne Grammar School community achieving success in their field of endeavour.

20 Luca builds a bike 21 Swimming success 28 Old Melburnian All-stars football team

Grammar News No. 136 - July 2021

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2021 Queen’s Birthday Honours Melbourne Grammar School congratulates all members of our community recognised through the 2021 Queen’s Birthday Honours.

These include:

MEMBER OF THE ORDER OF AUSTRALIA (AM)

MEDAL OF THE ORDER OF AUSTRALIA (OAM)

Mr Philip Cornish AM (Past parent) For significant service to the telecommunications sector, and to the community.

Ms Janice Armstrong-Conn OAM (Past parent) For service to the community through a range of organisations.

Mrs Elizabeth Cousins AM (Witherby Tower Society member) For significant service to the community through charitable initiatives.

Mr Andrew Craig OAM (OM 1960) For service to veterans and their families.

Mr Rodney Fitzroy AM (Past parent) For significant service to healthcare, to racing, and to the commercial real estate sector.

Mrs Louise Gourlay AM (Past parent) For significant service to the community through charitable initiatives.

Mr Peter McMullin AM (OM 1969) For significant service to business, to the law, and to the community.

Professor Emeritus Doreen Thomas AM (Past parent) For significant service to tertiary engineering education and research, and to women.

Mr Barry Watchorn AM (OM 1956) For significant service to the superannuation sector through a range of roles.

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Melbourne Grammar School

Professor Stacy Goergen OAM (Past parent) For service to radiology.

Mr Andrew Guy OAM (OM 1965) For service to the community through a range of organisations.

Mr John Harry OAM (OM 1965) For service to the community, to rowing, and to the legal profession.

FROM THE SCHOOL COUNCIL

Defining our ambitions for the next decade The Council is now considering the results of this consultation process, and will work with the Headmaster to prioritise the findings. The resulting document will set out a vision for Melbourne Grammar School that spans the next ten years, including specific detail on what we aim to achieve over the next three to four years.

Andrew Michelmore AO

As we move into the second half of 2021, the School Council’s energy is focused on a task that will guide our School throughout the coming decade: the creation of our 2030 strategic plan.

This new strategic plan will articulate the future direction of Melbourne Grammar School. As such, the plan must be intentionally ambitious, capturing the combined desires and intentions of our School community.

The creation of the plan is a moment to push beyond what we know we are capable of and find out what we might achieve as we continue to contribute to all aspects of Australian life.

Led by Headmaster Philip Grutzner, the first step in this process has been the gathering of information and input from across our community.

Extensive consultation has taken place with students, staff, Old Melburnians and parents.

Another significant point of focus for the Council is the continued financial stability of our School. As we rose to the challenges of 2020, Melbourne Grammar was fortunate to be able to draw on its history of prudent financial governance and management to continue working toward our goals, and to provide added support to those facing severe financial impacts.

Now, our focus is to ensure this financial stability continues through decision‑making that prepares our School for future shocks and an ongoing period of uncertainty worldwide. This financial modelling will be an integral part of the strategic plan.

The Council is pleased to welcome three new members as we embark on these projects. The first, Ms Sally Draper, brings vast experience from the building sector as the Director of her own architectural practice.

A past parent and member of our Buildings and Grounds committee for a number of years, Sally understands the activities of Melbourne Grammar specifically, and brings knowledge gained working on a multitude of educational and institutional projects during her 30-year career. In terms of our strategic plan, Sally will have an important role to play in ensuring building components are delivered in an efficient, timely manner.

Ms Natalie Charles, Principal of Mentone Girls’ Grammar School and another new Council member, is an exceptional educator and leader. In addition to her deep understanding of educational ethos and intent, she has a very strong appreciation of how this is applied at Melbourne Grammar School. Natalie taught English and Literature at Melbourne Grammar School from 1998 – 2016.

She also held numerous leadership roles during that time, culminating in Head of Staff from 2013 - 2016.

Natalie’s perspective and advice will be welcomed by all members of the Council.

The Council’s final new member is the Rev’d Dr Alex Ross, who joins us as the new Archbishop’s Alternate.

Appointed by the Archbishop, Rev’d Ross brings experience gained through ministry roles here in Melbourne and in the UK, and an education which includes time at the universities of Oxford and Cambridge.

We are delighted to welcome Rev’d Ross and look forward to his contribution to the spiritual life of our School.

We farewell our outgoing Archbishop’s Alternate, the Right Rev’d Bishop Lindsay Urwin, and express our gratitude for his impressive contribution to the Council over many years. Rev’d Urwin has been a vital contributor to the Council through his ability to bring fresh perspectives on our work, which is essential to our success.

Andrew Michelmore AO Chair of Council

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FROM THE HEADMASTER

Mistakes, blame and consequences Whose fault is this? Someone has to be blamed - the student, his/her teachers, parents, peer group, the student’s background, the media, the School and, of course, the Headmaster. Or is blame necessary?

Philip Grutzner

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student makes a big mistake. The School commences an investigation. It is a complicated process and takes time. Meanwhile, other families hear about it. Inevitably the media gets hold of the story, but without all the facts. Salacious headlines appear on various media platforms. In search of increased readership numbers and advertising revenue, one media outlet publishes student photos and messages from Facebook.

Social media trolls pounce with their spiteful and anonymous hate messages. Online bloggers have their say, often suggesting zero tolerance. They demand swift and simplistic solutions, such as corporal punishment as “it never hurt me”, expulsion, body searches, extensive video surveillance and public shaming at School assembly.

Legal threats are made. The student involved suffers enormous anxiety and distress. The student is 14 years old.

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Melbourne Grammar School

At Melbourne Grammar School when a student makes a serious mistake, it will be thoroughly investigated.

Sometimes it can be resolved easily by the student and staff. But sometimes it requires discussion with the student, parents and pastoral care staff and, on occasion, with me, the Headmaster.

We clarify what has occurred. Within a restorative and caring framework, we discuss how such a poor decision impacted on the safety, health and wellbeing of others in our community.

We consider the School’s behaviour code and how it must be fairly implemented. We discuss punishment, but also care for the victim(s) and for the perpetrator.

We recommend an educational assignment so more learning can occur. We ask the student how or he/she can try to rectify the situation and what can be learnt.

When the School, parents and student are working in alignment, the outcome is likely to be positive.

However, sometimes the outcome is poor and not what we hoped for, particularly if the parents or the student cannot accept responsibility and have a blame mentality.

I don’t like blame. Blame often deflects from accepting personal responsibility. Life is full of temptation.

Starting with the Book of Genesis, should Adam and Eve have blamed God for their creation, the Garden of Eden and the temptation it offered?

Just like Adam and Eve, we are constantly tempted.

However, we make our own decisions and choices and, in doing so, have to accept the consequences, both good and bad. I frequently remind students and, at times, their parents that students have rights. With rights come responsibilities. More important though, are the consequences associated with exercising those rights and responsibilities. Students must accept the consequences, however hard they may appear to be.

We also must continue to trust our young people. We must give them the freedom to take risks, make mistakes and learn from these mistakes. As the Irish proverb says: You have got to do your own growing, no matter how tall your grandfather was.

When something goes wrong with students, it might seem easier to expel them, ground them or lose our trust in them. It is far better to allow them the chance to exercise their freedom, but also to live with the consequences of a poor decision or choice.

We hope the values of the School, parents and student hold firm, because ultimately the decisions and consequences from exercising rights and responsibilities will not be owned by the parent, staff members or me, but by the student.

Changes to School Executive HEAD OF WADHURST, GREG CALDWELL Greg Caldwell will leave Melbourne Grammar School at the end of 2021 to take up a well-deserved retirement after an illustrious career in education spanning 42 years. Greg has been a much loved and respected Head of Wadhurst for the past 15 years.

He has created a culture within Wadhurst in which both students and staff thrive.

He will be greatly missed. Later in the year we will acknowledge and celebrate Greg’s outstanding service to Melbourne Grammar School and the wider educational community.

DIRECTOR OF COMMUNITY RELATIONS, KATE BARNETT Kate Barnett joins us from St Vincent’s Institute of Medical Research (SVI) where she led philanthropic and stakeholder engagement as CEO of the SVI Foundation. From 2012 to 2017, Kate served in senior roles as a member of the University of Melbourne’s Advancement wider team, leading fundraising and alumni engagement. Prior to joining the University of Melbourne, Kate was the Australia China Business Council's inaugural national Executive Director and worked as a solicitor at Hunt and Hunt.

Kate holds a Bachelor of Laws (Hons), a Bachelor of Arts majoring in English Literature, and a Diploma of Modern Languages in Mandarin from the University of Melbourne as well as a Graduate Diploma in Communications Management from the University of Technology Sydney.

She has served on the Caulfield Grammar School Foundation Board and is currently Deputy Chair and Non-Executive Director of Mary Mackillop Today, an Australian non-government organisation supporting the poorest and most vulnerable in our region.

DIRECTOR OF HUMAN RESOURCES, DOROTHY TSELIOS Dorothy Tselios has extensive human resource experience initially gained through working at Shell Australia for 15 years, and for the past 15 years as a member of the Whole School Executive at Carey Baptist Grammar School. In her time at Carey, Dorothy helped shape the School’s thinking about its key resource ‑ its people, and has led the development and implementation of a ten-year strategic plan, a human resources strategy and Employee Value Proposition.

Dorothy is renowned for her leadership of high-quality recruitment, professional learning and development programs which support, affirm and grow staff capacity and organisational effectiveness.

Dorothy holds a Bachelor of Arts from the University of Melbourne and is a Certified Member of the Australian Human Resources Institute. She is currently a Board Member at Sacré Coeur in Glen Iris and a member of the Australian Human Resources Institute and the Institute of Executive Coaching.

Greg Caldwell

Kate Barnett

Dorothy Tselios

Dorothy and Kate are highly regarded within their sectors, not only for their documented achievements, but also for the warmth, professionalism and strong values they bring to Melbourne Grammar School.

Philip Grutzner Headmaster

Read more about Kate Barnett on page 16

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PHILANTHROPY

School leaders forging an authentic path From left: Ayaan Ahmad and Ezana Debebe

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ear 12 students Ayaan Ahmad and Ezana Debebe didn’t expect to come to Melbourne Grammar School but, in doing so, they have consolidated their desire to ‘give back’ for the rest of their lives.

On top of these and a wealth of other cocurricular activities, there are also sporting commitments to fit in. All this with a commute from the far western suburbs of over an hour each way for both students.

“I wouldn’t have dreamt of coming to a place like this until I was encouraged to apply for a Melbourne Foundation scholarship by a family friend,” Ayaan says. “This kind of opportunity is very rare.”

“Soccer training commences at 6:45am, so I have to catch a 5:40am train on those days. It’s tougher to do that in the rain,” says Ayaan. “By the end of the week I’m usually pretty drained, but when I am at school, it makes it all worth it. How many people have this sort of experience?”

Ezana is also a recipient of a Melbourne Foundation scholarship.

After commencing in Year 9, Ayaan is now a Vice-Captain of the School, while Ezana is Vice-Captain of Bruce House.

Alongside their leadership and Year 12 study commitments, the two boys are also part of the Bluestone Committee, which provides peer-to-peer tutoring, and the Values in Action tutoring program, delivered in collaboration with the Smith Family, which sees Senior School students tutor those in Years 4 – 6 from other schools.

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Melbourne Grammar School

Ezana agrees that overcoming personal challenges like these are worth it in the long term. “I feel like Melbourne Grammar offers such a great opportunity for students like us who’ve had different lives to many of the students here,” he says.“Being here offers us a different perspective, and we can share our perspective with the other students as well.”

For both Ezana and Ayaan, staying true to one’s own values is essential, especially in their current School leadership roles.

“If there’s anything I’d like to be remembered for after I leave here, it’s that I stuck to my beliefs and did my best to be as genuine as possible,” Ayaan says.

“Whenever I can I try to tell younger students to stick to who they are. Don’t try to change yourself just to please others.”

Ayaan Ahmad

“Being here has unlocked a greater motivation to study for me, which is something that wasn’t as celebrated in my previous schools,” Ezana adds. “But above all, I hope the boys think of me as genuine and true to myself. I always try to stand by my decisions and values.”

Having been supported to come to Melbourne Grammar, both boys are now keen to give back in whatever way they can.

“I’m hoping to study medicine at university,” says Ayaan. “I’d like to be able to go back home to Pakistan and teach people in that field. To be able to make an impact there would mean a lot to me.”

“My parents have taught me how important it is to give back to the community, and I want to follow in their footsteps,” adds Ezana, who is also looking into studying medicine after Year 12. “I can definitely see a time in the future when I support something like The Melbourne Foundation.”

If you would like to support talented and driven students through Melbourne Grammar School’s scholarships program, please contact Kate Barnett, Director of Community Relations at +61 3 9865 7680 or kmbarnett@mgs.vic.edu.au.

For more information visit: mgs.vic.edu.au/scholarships-and-bursaries.

The Melbourne Foundation provides scholarships to high-achieving students whose families are unable to cover the cost of private school education. It is an independent entity and was established by Michael Cotton (OM 1996) and several friends from university in 2006.

Sam Marks (OM 1996) is on its Board. It has provided scholarships to almost 20 students since 2006.

For more information visit: melbournefoundation.org.

Grammar News No. 136 - July 2021

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EXPLORATION

The power of picture books Here, Teacher Librarian, Bronwyn Joseph, highlights one of her professional passions - picture books.

The need for stories is deeply ingrained in the human spirit. Stories transcend all cultures and are presented in a myriad of formats.

While pictorial stories can be found in caves dating back many thousands of years, the picture book as we know it today has only been a story-telling medium for around 130 years.

Children’s literature has long been recognised for its use as a socialising agent, and early examples of picture books were blatantly didactic. However, whilst many contemporary picture books can be seen as agents of socialisation, they have gradually gained a much wider sphere.

Picture books have become a succinct, yet sophisticated, vehicle for storytelling.

They require not only attention to the words, but also investigation of the visual narrative, and the effect of this combination. Illustrations and considered use of the peritext1 contribute significantly to meaning, either by confirming, adding or contradicting the written word.

1

Picture books demand to be shared and reread, inviting subsequent conversations. They allow us to delight in the familiar, or experience that which we may not know firsthand.

They can shine a light on universal life experiences before we meet them. Picture books invite us to make connections to our own life and to what we know of the world.

They have also increasingly become a vehicle to explore mature and complex themes, inviting readers across a much broader age range to reconnect with them. They “have the potential to speak to a range of different audiences, to say different things to different people, and to be understood and used in a wide variety of ways”.2 While I read my fair share of adult fiction, picture books are the section of the bookshop to which I am always first drawn… why are they so often relegated to the back corner?

Being able to read a novel does not mean that picture books should be set aside. We are never too old for them, nor are we too old to have them read to us.

Reading a picture book to a room of adults feels no different to reading to a room of students. A stillness settles, drifting escapism ensues.

The magic of someone reading to you is that listeners have permission to be passengers - not passive, yet carried on a journey and given the opportunity to explore.

Emerging readers need not attend to technicalities. Removed are the constraints of decoding, semantics, and attending to punctuation and granted is the freedom to immerse yourself in the story – to observe, analyse and, most importantly, to wonder.

Picture books invite wonder. To wonder about the choice of a single word, or the absence of words. To wonder about the use of white space or the deliberate choice of a colour.

To wonder how the endpapers3 connect to the narrative. To wonder about a character’s life, feelings and experiences and how we might feel in their shoes.

It is a joy to see a parent or teacher leave the library with an armful of picture books, ready to share. Hold on to the power of picture books – there is so much to explore.

“We are perishing for want of wonder, not for want of wonders.”

G K Chesterton About Bronwyn Joseph A teacher at Grimwade House for more than 22 years (1987-1996, 2009- ), Bronwyn is currently the Teacher Librarian in charge of the Kath James Library, a dedicated resource for children in Prep – Year 2.

Bronwyn holds a Bachelor of Education (Primary) from Deakin University, as well as postgraduate qualifications in children’s literature.

She is a strong advocate for the use of picture books across the curriculum and has recently been appointed as a judge for the Children’s Book Council of Australia Book of the Year Awards in the Early Childhood category.

elements that surround or supplement the main body text

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Perry Nodelman in conversation with Lugar de Ler www.lugardeler.com/copia-perry-nodelman

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the papers glued down inside the covers of a book, often decorative

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OLD MELBURNIAN STORY

Sharing a simple practice and lifelong passion

David Plant OAM (OM 1947)

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Melbourne Grammar School

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hen David Plant OAM (OM 1947) returned to Melbourne Grammar School in May this year, it was to introduce students to a simple, enduring passion: birdwatching.

At 90 years of age, David has a lifetime of knowledge about birds to share. When a group of Senior School boys expressed interest in birdwatching on campus, it was natural for David to make the trip to meet with them.

“It’s always best to look up and to use your hearing,” he told students.

“Over time you’ll come to recognise various calls.”

Introducing others to birdwatching is part of David’s day-to-day life.

He has volunteered as the “Birds Walk” guide at Victoria’s Royal Botanic Gardens since 2004, helping visitors appreciate the many birds that make the Gardens their home. He has also served as Council Member and Vice President of Friends of the Royal Botanic Gardens, as editor of Guidepost magazine for botanical guiders, and in various leadership roles for BirdLife Australia and Melbourne’s Wallaby Walking Club.

In recognition of these many years of volunteer service, David was included in this year’s Australia Day Honours list. Extremely humble about his award, David says the Order of Australia came “out of the blue”. “I was very surprised and delighted, but it doesn’t change things,” he says. “You still keep going.

I volunteer for my enjoyment, and the guides and staff at the Gardens are great people to work with.”

David left Melbourne Grammar at just 17, having decided to train to become a wool buyer. “I went overseas to learn the trade in the UK, Germany, France and Italy,” he says. “At the end of the Korean War, the Australian wool market collapsed, which took down many companies including mine. I had a new house, a three-year-old, a mortgage and no job.”

“The big problem at that time was that almost every job required HSC English, which I never sat for,” David adds. “But it wasn’t a requirement for sales positions, so that led me into a career in real estate, where I stayed until 1996.”

Throughout all this, birdwatching remained an abiding interest. “Real estate meant I could take holidays when I wanted,” David explains. “I could go up to Cape York, say, to see the migratory birds in January. I had to fit in family holidays as well, of course, but when my family was at the beach, I was birdwatching in the bush.”

When students asked for highlights from David’s many decades of birdwatching, he pointed to a recent trip to Arnhem Land. “There’s a very shy and secretive bird that lives in the mangroves up there called the Chestnut Rail,” he told students.

“We were out drifting in a fishing boat one day, when our guide pointed out a tiny movement along the shore. All of a sudden it came out of the mangroves.

It’s one of the most difficult birds to see anywhere in Australia.”

After confirming the list of birds students might see across the Melbourne Grammar campus, and tips on how to record their sightings, David left with a last word of advice: “Be careful—bird watching can be very addictive.”

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OLD MELBURNIAN STORY

A mountain refuge becomes a monument to friendship

Above: Vallejo Gantner Hut. Image credit: Alex Cohen, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=820468

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Melbourne Grammar School

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he history of the Vallejo Gantner Hut is one of friendship, dedication and love.

The striking A-frame refuge hut, which offers shelter to the thousands who venture into the Victorian High Country each year, stands as a monument to the life of Vallejo Gantner (OM 1960) and the relationships that have endured since his passing at age 19.

This year, Vallejo’s brother Carrillo Gantner AC (OM 1962) and close friend Michael Sedgley (OM 1960) reunited the community that built the Hut in order to celebrate its fiftieth year. For Carrillo, this was a moment to mark “an extraordinary source of companionship and memory”.

“We re-created the original service that opened the Hut in 1971,” Carrillo explains. “It was a way to say thank you for the contribution and friendship of those who’ve helped maintain it all these years, from the core team through to the Melbourne Grammar LGR Society students who visit regularly. Wherever I am in the world, I meet people who say they’ve been to the Hut, and it gives me an enormous sense of pride.”

The Hut’s construction was a true team effort, led by Vallejo’s mother Neilma Gantner, from the input of architect David McGlashan, who listened closely to Vallejo’s story before beginning his design, to the contributions of local resident and builder, Jim Beha, who made at least 79 round trips to the building site.

Guests at the 2021 service reflected this broad community. “We had the ranger who used to bring my mother in to see the Hut, representatives from Parks Victoria, Jim Beha’s widow, and someone I didn’t recognise at first, who turned out to be the original plumber!”

Carrillo says.

Andrew Tulloch (OM 1986), President of The Old Melburnians, represented the Old Melburnians at the event. Andrew Baylis (OM 1979), Director of Learning and Research, represented the School.

During the service, Carrillo quoted his mother Neilma’s words: “This Hut reflects Vallejo’s shining quality and his strength.

We often thought how Vallejo would have loved working on it and what a shock to his modesty it would have been to have found his name on the plaque.”

For Michael Sedgley, a lifetime spent maintaining the Hut has been a natural consequence of his connection to the Gantner family. “I’ve done all this because after Vallejo died, Mrs Gantner became one of my best friends,” he says.

“Mrs Gantner relied on us to build the Hut,” Michael adds. “About 40 of us camped nearby over several summer holidays for two to three weeks at a time, moving rocks to create its foundation.

I’ve been involved in its maintenance ever since. It’s a place to connect with others and a place that’s created many wonderful memories.”

Another of Vallejo’s school friends, Daryl Evans (OM 1960), shares this appreciation for the way the Hut has brought people together over time.

“In visiting over many decades, rarely have I been there without enjoying the company, however briefly, of fellow travellers of all ages,” he says.

“It’s a haven—a site for a farrago of conversations, a hut with a reputation for architectural design and a strong history of professional and volunteer construction, all set in spectacular scenery.”

Volumes of the Hut’s long-running visitor logbook are now held in the State Library of Victoria. Perhaps this recent entry sums up its legacy best: Ventured here for a few days trying to find my soul. I think I’ve found it.

Above: The Gantner Hut’s location was inspired by a bushwalking expedition that took place in 1959. At 16, Vallejo Gantner (OM 1960; front) and classmates Daryl Evans (OM 1960; rear), John Paul (OM 1959; mid) and Peter Druce (OM 1960) decided to test their skills by venturing along the Howqua River, up the Howitt Spur, then across to Macalister Springs.

The final location was chosen by Neilma Gantner, together with friends Michael Sedgley (OM 1960) and Christopher Game (OM 1960).

Photographer: Peter Druce Image courtesy of Daryl Evans

Grammar News No. 136 - July 2021

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LEADERSHIP

Meet Kate Barnett

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Melbourne Grammar School

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s the new Director of Community Relations at Melbourne Grammar School, Kate Barnett’s responsibilities include Old Melburnian and community engagement, student recruitment, philanthropy, communications and outreach.

With qualifications in languages, law and communication as well as extensive experience in leading philanthropic and stakeholder engagement across the education and health sectors, Kate brings a wealth of knowledge and insight to this key portfolio.

Kate has two teenage children and enjoys hiking, travel, and volunteering with a not-for-profit aid and development organisation.

Here Kate discusses her focus and intentions for the years ahead.

Why Melbourne Grammar?

Why now?

It’s so great to be here. I’m excited to join Melbourne Grammar School at this moment, after an exceptionally challenging 18 months for us all. It’s never been more apparent that Australia needs young people ready and able to tackle the complex problems in our world. It’s a privilege to work with Philip Grutzner, the School Council, the School Executive, and the entire community of students, staff, parents, alumni and friends on shaping Melbourne Grammar for the future. As in the best partnerships, it’s a team effort.

As I look forward, I have such a strong belief in Melbourne Grammar. I know the School provides the values, the culture, the pursuit of excellence and all-round enrichment to enable young people to be the active informed citizens our world needs as we face the challenges of the future. Indeed, working as a community to develop our young people is the task and opportunity of our times.

Why is a strong community important for our School?

What is your personal vision for this role?

I believe that every relationship we nurture within our community will yield outcomes that create joy, satisfaction and impact for all involved. Ultimately, a strong community for our School means that current and future generations of students will graduate with the tools they need to be positive change-makers and leaders.

One of my great joys is building and strengthening relationships. I feel fortunate to work in a profession where I have the opportunity to meet so many extraordinary individuals. I’ve met people in this line of work that I’d never have met any other way.

Our work in Community Relations is underpinned by a strong commitment to the School’s vision, mission and values. A sense of community is one of Melbourne Grammar’s seven core values that shape our School. Our functional areas (which each have strategic and tactical responsibilities) are Admissions, Archives, Marketing & Communications, Development, and Alumni & Community Engagement. Our work is purposeful and effective when we’re all aware of each other’s areas, at a high level, and we use that to make linkages and to work together.

We do this in alignment with, and with the help of, exceptional volunteer leaders – on the School Council, Melbourne Grammar School Foundation, Friends of Grammar, The Old Melburnians, support groups and many more – and I believe the dynamic of mutual respect and collaboration works very well in support of the School.

I have so much gratitude for the collegiality, commitment, and generosity of our volunteers. We’re immensely fortunate to have such extraordinary advocates and champions across the Melbourne Grammar community.

During my first fortnight, I attended the annual ANZAC Service of Commemoration with Senior School students in The Old Melburnians War Memorial Hall. In this building – itself a permanent reminder of the impact of generous giving to the School – we heard distinguished alumni speak of incredible stories of service and sacrifice by past students. It demonstrated to our students that they’re just at the beginning of their lifelong connection as a member of the Melbourne Grammar community.

The conversations I’ve had with students, parents, Old Melburnians, and staff in these early weeks and months have been incredibly welcoming, heartening and encouraging. It’s profoundly moving how people give back to the School and how we can see and feel that sense of community which lies at the heart of Melbourne Grammar. I love the passion and the level of excitement and potential here for what we can achieve together.

I invite you to connect with me as we prepare for the future at Melbourne Grammar School.

I can be contacted at +61 3 9865 7680 and kmbarnett@mgs.vic.edu.au.

Welcome Kirsty Hooper Kirsty Hooper comes to Melbourne Grammar School as Head of Alumni and Community Relations. With 10 years of experience in Alumni and Stakeholder Relations at the University of Melbourne, Kirsty is passionate about education and is thrilled to be supporting the School to enhance engagement with its community. Kirsty will work with The Old Melburnians and Friends of Grammar to deliver programs and initiatives that enable the community to be actively involved in the life of the School.

Grammar News No. 136 - July 2021

17

SCHOOL NEWS

The “lightbulb moment” beyond the School gates

2

1

3

1 & 5: Year 8 students investigate coastal erosion on Port Philip Bay 2:

Year 9 students learn about global trade at the Port of Melbourne

3:

Year 11 students visit the MCG to study the impact of tourism on the environment

4:

Prep students learn about sustainability at Sandridge Beach

18

Melbourne Grammar School

4

5

When we study Geography, we are interested in much more than markings on a map.

Geographers want to understand the relationships between people and their environments, the movements of human societies, and whether there are opportunities to improve the world around us.

Each year, from Prep to Year 12, Melbourne Grammar students approach these issues from new vantage points. A vital part of this learning happens outside the School gates.

“Through fieldwork, we’re able to bring classroom ideas to life,” Amanda Smith, Head of Geography in the Senior School.

“At Melbourne Grammar we can take advantage of our urban location to spark that lightbulb moment when classroom theory becomes real,” adds Amanda.

In Prep, our students have their first taste of fieldwork through the “Eco Warriors” excursion to Sandridge Beach—an important introduction to sustainability and community responsibility.

By Year 2, students are discovering urban farms with a visit to CERES Community Environment Park and traveling to Werribee Park Zoo to learn about habitats. Other year levels at Grimwade House have similar age-appropriate experiences.

The themes of interconnectedness and environmental care return throughout the geography curriculum in upper levels. For example, in Year 8, Wadhurst students investigate coastal erosion at Black Rock and Half Moon Bay, asking questions about human impact on the environment and our efforts to protect it.

Senior School fieldwork includes local trips to the nearby Botanic Gardens to examine desert and rainforest environments first-hand, to the Port of Melbourne to see how trade connects us to the world, and to Docklands to discover how the area has changed over time. Students even have the opportunity to stand on the turf at the MCG while assessing accessibility and the impacts of tourism.

In the past Year 11 students have also travelled further afield to Phillip Island to study the impacts of tourism on a fragile environment, and to Marysville to study the impact of the 2010 bushfires on both the environment and people.

“Experiences like these bring the real word to the students,” Amanda says.

“They’ll meet people who work as climate change scientists, supply chain managers, and urban planners. Suddenly, what we’ve been learning in class will click.”

Year 11 Geography student Ryan Evans finds fieldwork to be an essential part of his learning. “I can remember going to the Western Treatment Plant in Werribee when I was in Year 5 at Grimwade House,” he says. “You get a much better perspective of the scale of operations when you actually visit a place. It can be hard to grasp that in a classroom setting.”

“When we went to Melbourne Park earlier this year, I expected the grassed areas where cars park outside the MCG to be quite swampy, but it wasn’t. It was well looked after. I was surprised that the areas where people walked were actually more degraded. I would never have realised this without seeing it for myself,” adds Ryan.

For Amanda, the study of Geography is always connected to a larger conversation. “I want our students to appreciate their local environment, and that we have the advantage of being able to go out and experience the world around us on a regular basis,” she says. “But the ultimate goal is that students begin to see themselves as global citizens.”

Grammar News No. 136 - July 2021

19

SCHOOL NEWS

Luca builds a bike

W

hen Luca Arcaro (OM 2020) was considering what to manufacture for his major project in VCE Product Design and Technology Units 3 & 4, it was natural for him to tap into one of his passions outside school.

“I am a keen road cyclist and I was looking for a bike for everyday use,” explains Luca.

“I’d seen a few custom-made wooden bikes at a bike show I’d attended in Year 11 and that started me on the idea.”

“I’d also seen some really different Year 12 projects over my time at the School like a surfboard, an electric skateboard and even a drone,” he says. “It made me think that I could be capable of doing something cool like that.”

In the end, Luca manufactured a fully functional bicycle which was sturdy, comfortable and safe to ride on the road as well as being aesthetically pleasing. It was a remarkable piece of work.

However, it was not all plain sailing. The impact of long periods of off-campus learning due to COVID-19 restrictions in 2020 meant that many VCE Product Design and Technology students were unable to complete their projects last year. But despite assessment being finalised before his bicycle was finished, Luca was still determined the complete the machine. He returned to the School in early 2021 to do that.

20 Melbourne Grammar School

“I think Luca demonstrated an extraordinary level of perseverance,” says Ms Claire Garnham, Head of Design and Technology and Luca’s teacher for this subject. “It was always going to be a challenge, but Luca’s research techniques were so deep from the start, we were determined to support him to achieve his goal.”

Luca drew upon the expertise within the School during the project, but also extended his reach to others in the design and cycling community.

“I went back to the people I’d met earlier at the bike show and also tapped into some American people who had experience building bicycles,” says Luca. “People were so willing to help. They gave me good advice about problems other people had had when building bikes, and how to prevent them.”

“This is a perfect case study showcasing the importance of skills, not scores,” says Claire.

“Luca was determined from the start that he was going to build a high-quality machine and, despite the interruptions, he did just that.”

Above: Luca Arcaro (OM 2020)

Swimming success It has been a stellar year in the pool for members of the School’s Swimming team.

Collectively, the team had a very successful season, obtaining their highest ever points total in an APS Finals Competition. After a stirring tussle for second place, Melbourne Grammar placed third, losing second place by just one point to Scotch College.

Congratulations to St Kevin’s College for winning the overall championship.

“I was very proud of all the boys and how the team came together so well.

Everyone was committed to doing their best for the School.”

Ed Speller, Year 12 student, Captain of Morris House and Captain of Swimming

Ed had the honour of being selected as the Co-Captain of the APS team competing in the Victorian Schools Association Swimming Competition, a fitting recognition of his talent and commitment to the sport over many years.

Victorious in all his events at the meet and winner of the overall Champion’s Award, Ed accepted the championship trophy on behalf of the APS team.

He has had subsequent success in the Australian Age Swimming Championships this year.

A 50m, 100m and 200m freestyle specialist, Ed says: “When you are swimming fast, it feels like you are on top of the water and nothing can stop you.”

Ed’s outstanding ability in the pool was formally acknowledged several years ago. He was invited to join an elite Swimming Australia high performance squad at just 15, the youngest person in Australia to achieve this recognition.

Today, he remains the youngest person in his squad.

A frequent state representative and now a 2024 Olympic Games hopeful, Ed trains at least seven times a week in the pool, together with completing two Pilates sessions, three gym sessions and one yoga session.

Despite the demanding schedule, Ed prioritises his education. “My day typically starts at 5.30am but I always put school work first,’ he explains. “I plan to continue into tertiary studies next year.”

Father and son record The 2021 APS Finals Competition was one of family and School sporting history. Year 10 student, Harvey Larke’s time of 2.17.05 in the 200 metres Individual Medley shaved two seconds of his father’s School record which had stood since 1989. Stuart Larke (OM 1990) was in the stands to witness the passing of the record across generations.

Harvey subsequently competed with distinction in the Australian Age Swimming Championships, the Victorian Schools Association Swimming Competition and the Australian Surf Lifesaving Championships.

And early morning training has its advantages according to Ed. “It wakes you up and gets you ready for the day.

You get a lot of time to yourself to think about things when swimming laps; sometimes that relates to swimming but other times it is almost like meditation where you think about things going on in your life. You don’t have any interruptions; it can be very relaxing and peaceful.”

Ed has a very considered approach to racing. “It’s getting the fine details right that make you the best person in the pool on that day,” he explains. “For me, in addition to concentrating on technique and diet, it includes studying my competitors in action and paying careful attention to the race environment.”

“The rewards make it all worthwhile,” Ed says. “Representing your school, your club, or your state is awesome.

Plus, the friendships you make along the way are great. The medals are just a plus.”

Right: Ed Speller

Grammar News No. 136 - July 2021

21

SCHOOL NEWS

Learning through experience at Wadhurst Experiential learning is active.

It can take place in any setting and develops learner agency.

It is personal, purposeful, and develops broader relationships. The process is authentic, and the products are often uncertain, but the learning is enduring.

Wadhurst staff

Experiential learning underpins much of the academic program at Wadhurst. With the important purpose of connecting theories and knowledge to their application in real-world situations, aspects of the curriculum intentionally engage students in ‘hands-on’ experiences and reflection.

Many of the elective multi-disciplinary Argo units offered in Year 8 involve this approach. For example, ‘Moved by Science’ examines exercise physiology and anatomy, along with aspects of skill acquisition and sports psychology.

“Students learn the theory behind many concepts and then apply their knowledge in a variety of ways,” explains teacher of the subject and Deputy Head of Wadhurst, Mr Dan Newton. “This includes completing a heart rate and recovery analysis after running the Anderson Street hill on ‘The Tan’ and undertaking a session of rock climbing/bouldering.”

And the approach clearly resonates with the students. Bobby Yang, Year 8, says: “My favourite experiential learning activity was in the gym completing a circuit where we recorded our exercises, what muscles we used and the type of contractions.”

22 Melbourne Grammar School

Edward Charola, Year 8 says: “I enjoyed learning about acute effects of exercise and counting my heart rate and comparing it with others while also examining recovery rates.”

Coordinator of French at Wadhurst, Ms Adrienne Richardson, also develops novel experiential learning opportunities for her students. This year she invited a mime artist to the School, among other activities.

“Famed French mime artist Marcel Marceau is well known for his professional performances,” says Adrienne. “However, what is not as well known is that he was very active in the French Resistance during WWII and used mime as a way of pacifying Jewish children while smuggling them out of France.”

“Working with a mime artist offers a cultural and historical experience that every boy can engage with regardless of their linguistic ability,” explains Adrienne. “Boys who are often not active participants in an activity became really involved, because they could easily do so.”

In Visual Art, engagement with externally‑based practicing artists occurs on a regular basis. “The Artistin-Residence program helps students generate new ways of thinking about the society they live in through the lens of art, design and communication,” says Mr Chris Drummond, Coordinator of Visual Art and Head of Teaching and Learning at Wadhurst. “Students are exposed to the practice of professional artists and engage in the process of making work for an exhibition at the end of each year,”

In 2019, Wadhurst students built ‘The new Wadhurst city’ in collaboration with Callum Preston, a major exhibition which reimagined what a city might look like and how it might function. The project was multidisciplinary in nature and involved collaboration across an entire cohort.

This year, students are working with artist, Jess Kease, to create a unique mural on a Wadhurst building wall. There will be a report on the outcomes of this project in a later edition of Grammar News.

National Sorry Day at Grimwade House

O

n Wednesday 26 May, Grimwade House students and staff gathered under the flags at the front of Harleston where Jaeden Williams, a Boon Wurrung man and ancestor of renowned First Nations leader Louisa Briggs (1836 – 1925), conducted a Welcome to Country and a Smoking Ceremony in recognition of National Sorry Day. Jaeden generously explained the significance of the smoke to the assembled group. He also spoke about Bundjil, the creator eagle and Waang, the protector of the people. Bundjil and Waang are totems of the local First Nations people.

Semester 1 Grimwade House captain, Jasper Chamberlain, also recited the Grimwade Acknowledgement of Country.

This occasion was an important part of Grimwade House’s proactive stance in supporting First Nations advocacy and embedding this into the curriculum.

“The objective has been to move to a model of teaching First Nations education which is sustainable and where the understanding and respect of, and responsibility for, First Nations perspectives and culture are embedded into the fabric of Grimwade House,” explains Year 3 teacher Ms Shelley Faulds.

In recognition of the School’s program, for the second year in a row, Grimwade House reached the final six in the School and Early Years category of the HART (Helping Achieve Reconciliation Together) Awards which celebrate and honour the efforts of local governments, education institutions and community groups across Victoria who progress reconciliation in their communities.

Later, students walked respectfully through the smoke on their way to an Assembly in Alfred Felton Hall. Here, they were treated to a reading of Collecting Colour (2009) by Kylie Dunstan which tells the story of a young girl living in the Top End of the Northern Territory.

Grammar News No. 136 - July 2021

23

EXPLORATION

History - a toolkit of skills for the chameleon workplace

F

rom the very beginning of a student’s schooling in Prep, he or she will be thrilled by the great stories drawn from history. One of the greatest joys of my teaching career has been to teach History and to see young minds enthralled by my virtual walks through the penumbrous tombs of ancient Egypt or the luminously beautiful cities of Renaissance Italy.

Teachers do not have to cultivate a love of history: it is already innate and present. We merely have to ensure that we do not do anything to spoil it.

This continues on into the senior years when the pressures of course selection and career paths become more germaine.

Scenario: Evening, Melbourne Grammar School, parent teacher night, the Nigel Peck Centre for Learning and Leadership. An anxious parent asks a teacher of History: “So, what jobs will your history subject open up for my child?” The teacher might make the mistake of trying to list specific existing jobs – such as journalism, publishing or diplomacy – where historical skills are indeed more obviously and demonstrably useful.

But according to the Department of History at the University of Melbourne, the more likely answer – to which I most willingly contributed at the time – would rather be: “All of them”. This startling assertion is predicated not on the content and themes of history itself, but upon an awareness of the real demands of the modern workplace. The content of history might be about the past, but the skills will resonate most powerfully in the present and the future.

First, the age of the 'one life-one career' is slipping away. Careers experts warn our students that they may find themselves moving fluidly from one job to another, some of which do not even exist yet and cannot be predicted. This means that job-specific training might be of less use, and that graduates will quickly find that they need a set of very generic workplace skills that can be easily applied to very different situations.

24 Melbourne Grammar School

Thus, for example, a history graduate might have conducted research into subjects as diverse as ancient Egypt or the causes of WWI, yet never mention a word of it in their eventual workplaces.

The same graduate might, however, be surprised and gratified that he or she shines in the workplace by virtue of their finely-honed skills of research, analysis and, above all, literate and articulate communication.

Second, while the jobs of the future might be unpredictable, the demands of the future diverse workplaces are not. Employers repeatedly find that there is an intense need for workers who can read and analyse large amounts of information, who can construct arguments and draw conclusions, and, above all, who can communicate them effectively and clearly.

In particular, the previous traditional problem for businesses of lack of information has now been erased, in our electronic age, by the problem of a massive overload of too much information, some of it seriously incorrect.

Crucially, the history graduate can identify and evaluate differing points of view and explain their origins and motives. This is not to suggest that other disciplines do not also teach valuable skills, but those of history are especially adaptable to the workplace.

For example, History is a subject that depends on analysing primary sources (documents created at the historical moment being studied) and secondary sources (documents created after the historical period being considered). It depends absolutely on the scrupulous checking and rechecking of factual evidence, and of a judicial, penetrating analysis of different points of view of the same event.

Finally, historians are trained to study humanity, how humans behave, and how human society works. They are humanists, not technocrats. While an engineer or an architect might plan the nuts-and-bolts mechanisms of some massive development project, there is a need for skills in the workplace that can predict, identify and manage the human impact.

In some cases, historians refer to lessons from the past. As our society struggles to deal with the pandemic situation in 2021, we might draw very interesting conclusions from the precedent of what Australia did – with amazing success – to combat the deadly Spanish Flu virus in 1918 – 1919, which killed more people than WWI itself.

In conclusion, teachers of History might well reconfigure the profound words of one writer, who memorably wrote: “The past is a foreign country.

They do things differently there.” But, for the young people in our care, and who are preparing for a dynamic workplace, we might more accurately rephrase this as: “The future is a different country, and they will do things differently there.”

About Michael Adcock Dr Michael Adcock has been the Head of History in the Senior School at Melbourne Grammar School since 2010. Prior to this Michael was a lecturer in History at the University of Melbourne.

He holds a Bachelor of Arts (French and History), a Master of Arts (French History) and a Doctor of Philosophy (French History).

As a historian who specialises in 18th to 20th century Europe and the political role of art in times of rapid social change, Michael regularly leads European study tours.

For that chameleon future, the analytical skills of the historian will provide a toolkit that will never fail to adapt to even the most radical changes in the world that lies ahead of us.

Dr Michael Adcock

Grammar News No. 136 - July 2021

25

EXPLORATION

The history of Australian history

S

ometime between 27 and 9 BC, Livy wrote in his History of Rome “…in history you have a record of the infinite variety of human experience plainly set out for all to see: and in that record you find yourself and your country…”

The study of Australian History is an exploration of national identity, incorporating a greater understanding of our own personal identity, within the landscape of Australia and the world.

But it wasn’t always that way. As with all history, the key question is, who is setting it down? The answer to this question, in terms of Australia’s written history, is implicitly connected to the evolution of the country.

26 Melbourne Grammar School

Up until the mid-20th century, the writing and teaching of Australian History had two major thematic strands: • the European history of Australia starting with William Dampier’s first published journals in the 17th century, incorporating a distorted version of First Nations people; and • the teaching by Indigenous people, through the visual and oral history, of the oldest continuous culture in the world, passed down over at least 65,000 years.

Australia’s history is exciting, complex and challenging, which is reflected in the chronological stages of published works. Who are the dominant voices and who are muted?

Certainly, the overt presentation of Australia’s written history, up until the middle of the 20th century, was controlled by white males, who dominated the intellectual and political spheres. The history of First Nations people, women and immigrants from non-European backgrounds, was presented through their lens. The true wonder of Indigenous history, for example, was not only ignored but it was deliberately viewed as irrelevant to Australia’s history.

The significance and exclusion of any other race in Australia in the 19th and 20th centuries was best understood by the 1880 header for the Bulletin published by J.F. Archibald and John Haynes, which articulated the White Australia Policy, ‘Australia for the Whiteman.’

Australian History is currently taught across Grimwade House, Wadhurst and Senior School. Our approach is one of inclusion. This is not about changing history. Rather, we hope, it reveals to students those aspects of our history which was hidden and suppressed in the past.

Other voices were also lost in the early written recording of our history.

Women of all races were relegated to footnotes of the male domain, in the history books and classrooms.

However, there were a few powerful voices such as Louisa Lawson. The heading of her Journal published in May 1888 boldly declared, ‘The Dawn – A Journal for Australian Women.’

Even in the books that did mention her, she was relegated to the position of Henry Lawson’s mother for her role in Australian history.

The new VCE Australian History Study Design, which will be implemented in 2022, is an exciting shift in the teaching and understanding of Australia at that level. The quintessential motivation behind the change was to ensure an exciting and interesting curriculum which would engage all students in the quest for a ‘true’ understanding of the breadth and depth of our history.

Many voices in Australia’s history have been filtered echoes, if heard at all. From the second half of the 20th century, all voices started to resonate, as part of the exciting narrative of contemporary Australian society.

Past perspectives are being revisited, debated and redefined.

Why study Australian History?

Whether this is our country of birth, or our adopted country, we are citizens of an amazing nation, where men and women have died to protect it and despite our different religions, races and political views, we have forged a free society and continue to do so.

About Adrea Fox Adrea Fox is a Teacher of History in the Senior School, specialising in Australian History and is a noted historian in her own right.

She was invited to join the VCAA panel to write the new VCE Australian History Study Design along with fellow teachers and academics.

Grammar News No. 136 - July 2021

27

OLD MELBURNIANS

Old Melburnian All-stars football team How do you identify a great footballer? Natural talent and the hard work it takes to sharpen it to an elite level is a good starting point.

Brownlow medallists like Don Cordner (OM 1939) and Coleman medallists like Tom Hawkins (OM 2006) don’t win these awards by just showing up.

Recipients of club best and fairest awards, All‑Australian team members and inductees into the AFL Hall of Fame have been recognised for their ability and flair.

Leadership and service must also be a factor. Club captains, like Chris Langford (OM 1979) and Steven May (2010), and others in leadership roles have been placed in these roles for a reason. And surely longevity in the game is important - getting selected week after week, year after year, is no mean feat.

One hundred and sixty Old Melburnians have played with distinction in the country’s pre‑eminent football competitions – the VFL, AFL and AFLW1 with consistent representation virtually since the competitions began. Here we present one possible All-stars team drawn from this enormous talent pool.

The following criteria were used as the basis for selection:

“There were many combinations of great players we could have chosen for the All-stars team,” explains Headmaster and ‘Chair of Selectors‘, Mr Philip Grutzner (OM 1981). “In the end we used a set of criteria that we felt were fair and measurable, and then tried to build a functional team.”

• 2+ years at Melbourne Grammar

Other members of the selection panel were: • Jack Hawkins (OM 1972), former AFL player • Chris Langford (OM 1979), former AFL player • Tim Morris (OM 1981), School staff member • Jess Rottura, School staff member • Chris Wischer (OM 2008), President of the Old Melburnians Football Club

1

VFL = Victorian Football League (1896 – 1989) AFL = Australian Football League (1990 - ) AFLW = AFL Women’s (2017 - )

28 Melbourne Grammar School

• Played 70+ games at VFL/AFL/AFLW level • Leadership/achievement e.g. club captain, awards • Skill set enabled functional team selection • Represented Melbourne Grammar in APS football since its formation in 1908 “I should note that some members of the panel may appear to have had a vested interest in the decision making,” says Philip. “Where there appeared to be a possible conflict of interest, that individual stepped out of the discussion until relevant decisions had been made by other panel members.”

“It was wonderful to see the family connections over many years within the player pool,” says Philip. “In the All-stars team we selected, Jack and Tom Hawkins are father and son, and Tom and Ed Langdon are brothers as are Don and Denis Cordner.”

2021 OLD MELBURNIANS ALL-STARS FOOTBALL TEAM LINE-UP

FB

Ian Synman (OM 1953) [St Kilda: 154]

Chris Langford (OM 1979) Captain [Hawthorn: 303]

Tom Langdon (OM 2012) [Collingwood: 89]

HB

Geoff Case (OM 1951) [Melbourne: 123]

Steven May (OM 2010)* [Gold Coast Suns: 123; Melbourne: 37]

John Goold (OM 1959) [Carlton: 108]

C

Ed Langdon (OM 2014)* [Fremantle: 67; Melbourne: 29]

Zach Merrett (OM 2013)* [Essendon: 155]

Xavier Ellis (OM 2006) Hawthorn: 86; West Coast: 34]

HF

Andrew Thompson (OM 1990) [St Kilda: 221]

Jack Hawkins (OM 1972) [Geelong: 182]

Simon Beaumont (OM 1993) [Carlton: 152; Hawthorn: 27]

FF

Harold Moyes (OM 1913) [St Kilda: 61; Melbourne: 45]

Tom Hawkins (OM 2006)* [Geelong: 290]

Francis Vine (OM 1922) [Melbourne: 105]

Don Cordner (OM 1939) Vice-Captain [Melbourne: 166]

Denis Cordner (OM 1941) [Melbourne: 152]

John Kerr (OM 1952) [Footscray: 81; Melbourne: 1]

FOL

IC

Brian Davie (OM 1952) [Richmond: 89]

Peter McLean (OM 1959) [Melbourne: 28; Carlton: 48]

Brian Roet (OM 1956) [Melbourne: 88]

Matt Thomas (OM 2004) [Port Adelaide: 87; Richmond: 15]

*currently playing in AFL competition Key: [Club: no. games as at 23 June 2021] Grammar News No. 136 - July 2021

29

OLD MELBURNIANS

PLAYER STATISTICS OLD MELBURNIAN VFA/AFL PLAYERS

BY SENIOR SCHOOL HOUSE*

BOARDERS VS. DAY STUDENTS*

Ninety-six Old Melburnian VFA/AFL players have been in a Senior School House since the first Houses were established in 1914.

Of the ninety-six Old Melburnian VFA/AFL players since 1914, 27% of these have been boarders.

Five of these individuals were in two Houses due to day-boarding transfer or upon new House creation.

27%

Boarders Day students *based on Senior School House

House

Bromby

Established

No. Players

1914

13

73%

OLD MELBURNIAN VFA/AFL/AFLW PLAYERS BY CLUB Bruce

1952

5

Creese

2005

2

Deakin

1961

1

Hone

1979

1

Miller

Morris

Perry

Ross

1961

1914

1952

1914

8

7

11

12

Rusden

1914

18

School

1914

15

Witherby

1914

8

*Records are incomplete for Grimwade House and Wadhurst Houses.

30 Melbourne Grammar School

One hundred and sixty Old Melburnians have played football in VFA/AFL/ AFLW competitions, some for more than one club.

Club

Years in No. competition players

Adelaide FC

1991 -

2

Brisbane FC

1987 - 1996

0

Brisbane Lions

1997 -

1

Carlton FC

1897 -

12

Collingwood FC

1897 -

4

Essendon FC

1897 -

21

Fitzroy FC

1897 - 1996

2

Footscray FC/Western Bulldogs

1925 -

6

Fremantle FC

1995 -

1

Geelong FC

1897 -

10

Greater Western Sydney FC

2011 -

1

Gold Coast Suns

2011 -

1

Hawthorn FC

1925 -

8

Melbourne FC

1897 -

38

North Melbourne FC

1925 -

6

Port Adelaide FC

1991 -

1

Richmond FC

1908 -

4

South Melbourne FC/Sydney Swans FC

1897 -

6

St Kilda FC

1897 -

36

University FC

1908-1914

17

West Coast Eagles

1986 -

1

Past, present and future Andrew Tulloch

T

he Old Melburnians Council works closely with the School to create and nurture connections with alumni, and we are delighted to welcome the new Director of Community Relations, Kate Barnett, to her role.

Together, we foster a culture of giving back, evident in the strong tradition of Old Melburnians who support the School through philanthropy and those who give time to mentoring and sharing career insights with students and young Old Melburnians. The desire of the Old Melburnians to support the School is strong.

This year we have an exciting program of events and activities, some which hark back to early days, such as the Old Melburnians Annual Dinner. In 2021 the Annual Dinner tradition resumes after a year’s absence and promises to be bigger and better than ever. Details on page 33.

Sport has always been a focus for Old Melburnians, and there are opportunities to join one of the many Old Melburnian sporting clubs. Clubs have resumed in 2021 and they welcome new members interested in Football, Athletics, Cricket, Hockey, Soccer, Tennis, Basketball, Water Polo and Bowls. Later this year, the OM Football Club will celebrate its Centenary (delayed from 2020).

As we look to the future, The Old Melburnians will evolve in line with the growth of our alumni. Melbourne Grammar has educated girls at Grimwade House since 1979 and today we have 942 Old Melburnian women. We have invited Kirsten Perrett (OM 1993), Amanda Day (OM 1994), Amity Smith (OM 1996) and Demi Manolas (OM 1995) to advise the Council on how to make our activities more inclusive and relevant to the women in our Old Melburnian community, and I am grateful for their support.

Supporting communities is also a focus and The Old Melburnians Dick Cotton Fellowship funds one community service project each year. Recent recipients Olivia Vizard (OM 2015) and Shaun Edwards (OM 2011) are featured on the next page.

Building on the success of previous years, Council Member Bill Cowan AM (OM 1962) leads mentoring and career networking opportunities for Old Melburnians.

There are many success stories from participants of the 2020 mentoring program such as Bill Liu (OM 2016).

Despite the challenges for new graduates last year, Bill found support from his mentor Rohan Workman (OM 2004) and secured a new opportunity with Melbourne based accounting startup, Thrive.

Read more about the 2021 Career Masterclass for young Old Melburnians on page 33.

Going forward, The Old Melburnians Society will continue to expand its activities to be relevant to its members.

Our motto of “Connect and Grow” describes how Old Melburnians grow through maintaining and building connections over a lifetime. We recognise that the experience of a Melbourne Grammar education includes the benefits of membership of an alumni body, and we are determined to make the focus and activities of the Old Melburnians relevant and valuable for all our alumni.

Andrew Tulloch (OM 1986) President of the Old Melburnians

Grammar News No. 136 - July 2021

31

OLD MELBURNIANS

Support for Old Melburnians making positive change Our Old Melburnian community has an important role to play in supporting and mentoring younger graduates. The Old Melburnians Dick Cotton Fellowship is one example of this process in action.

Named in honour of medical researcher Professor Dick Cotton OAM (OM 1958), the annual Fellowship supports an Old Melburnian under 30 to undertake a community service project.

The Fellowship recognises Dick’s contribution to the Old Melburnians Council, and reflects his values of commitment, concern for the underdog, enthusiasm for life and desire to make a difference.

2020 RECIPIENT OLIVIA VIZARD Olivia (Liv) Vizard (OM 2015) used her Fellowship to establish a radio broadcasting skills program in Tennant Creek, where she works as a teacher.

“We invited professionals from 8CCC and the ABC to teach students about radio formats, broadcasting technology, public speaking and storytelling,” Liv explains. “When you live in a small, isolated town, your voice needs amplifying if you are to be heard.”

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“In 2021, Tennant Creek High School Radio was the only show on the airwaves from our remote community,” Liv adds.

“It now airs weekly in Alice Springs and across the vast Barkly Tablelands, giving students a platform to share their stories, interests, information and opinions. It’s an ongoing source of personal and community pride.”

2019 RECIPIENT SHAUN EDWARDS Larrakia man and former AFL player Shaun Edwards (OM 2011) used his Fellowship to create House of Darwin, a 100% Indigenous-owned social enterprise that delivered $20,000 worth of sports and learning equipment to Arnhem Land communities in 2019.

“We were motivated knowing we may just inspire the next Australian sports champion,” says Shaun. “We travelled over 3000 kilometres of dirt roads, creek beds and highways to deliver the goods.”

“Sport is a universal language that transcends geographies, ideologies and cultures,” he adds. “It provides discipline and positivity that permeates players’ lives, and opens doors for people from all walks of life to excel. I left Arnhem Land more inspired than ever.”

UPDATE Since completing their Fellowships, Shaun (who works in his local community as a graphic designer) and Liv have been in contact with each other and are collaborating to produce t-shirts custom designed by Tennant Creek High School students.

2021 The Old Melburnians Dick Cotton Fellowship applications Applications for the 2021 Fellowship are now open and will close Monday 2 August 2021.

This year the projects that support Indigenous communities will be prioritised.

Old Melburnian Council member Anton Leschen (OM 1983) leads this initiative and he is willing to share his expertise with interested applicants.

Further information is available at mgs.vic.edu.au/om-fellowship

Recent Old Melburnian events

Old Melburnians Career Masterclass A call for mentors and mentees The Old Melburnians Career Masterclass is a career networking and mentoring program for young Old Melburnians which will run from July to October this year.

The aim of the program is to help young Old Melburnians refine their career strategy and build their professional networks through one-to-one mentoring sessions and networking opportunities.

Above: The 2021 ANZAC Service of Commemoration was held in The Old Melburnians War Memorial Hall on Monday 26 April 2021.

Right: At the Old Melburnians 2021 Business Breakfast: Guest speaker John Wylie AM engages the audience with his insights into taking risks in finance, in sport, and in embracing Indigenous culture.

To view more images and find out more about these events, please visit : news.mgs.vic.edu.au Search 'Old Melburnian'

The Old Melburnians 2021 ANNUAL DINNER

Date:

7.00pm, 12 August 2021

Location: Melbourne Cricket Ground Speaker: Gillon McLachlan, AFL Chief Executive Officer Bookings: mgs.vic.edu.au/OM-annual-dinner-2021

Thirty places are available for Old Melburnians in the first five years of their career.

If you are able to contribute to the program as a mentor and are an Old Melburnian with at least five years of professional experience, we would also like to hear from you.

Here’s what participants from the 2020 program say: Since starting my new role at Thrive (a financial technologies start-up in Melbourne), I am learning a lot more about business than I expected, and I feel very engaged with the team. Thank you for encouraging me to explore this path.

It has been an incredibly eye-opening experience that has made me rethink what I want out of a career.

Mentee, Bill Liu (OM 2016) It’s easy to forget that when you’re starting out in your career it can be quite daunting to determine what you want to do and how you might get there. Being a sounding board as a mentor in this program was not only really enjoyable but rewarding too.

Mentor, Rohan Workman (OM 2004) For more information and to apply mgs.vic.edu.au/old-melburniansmentoring

Grammar News No. 136 - July 2021

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FRIENDS OF GRAMMAR

Belonging to a community

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1 1: Wadhurst Tuckerbox Lunch 2: FOG Senior School Committee at the Annual Lunch 3: Head of Grimwade House, Royce Helm, welcoming parents at the start of Term I

After a very difficult year in 2020, Friends of Grammar has entered this year with a new momentum.

The freedoms we have experienced this year have allowed us to focus on creating a sense of belonging for every member of our School community. It is well known that we cannot separate the importance of a sense of belonging from our physical and mental health. Our common purpose across the three FOG committees has been to bring the community together and improve our collective resilience by returning to the sense of fun we missed so much during lockdown.

We began with a cocktail party frenzy in Term I, with 22 events taking place across the Grimwade House, Wadhurst and Senior School campuses.

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As expected, there was an insatiable desire to ‘gather together’ in record numbers. In addition, Grimwade House hosted their annual kick off coffee catch‑up along with a number of new parent, class, year level and community wide events. At the South Yarra campus, we hosted a Welcome Morning Tea for new parents, Year Level and House Reps organised informal catch-ups and coffee mornings, and Wadhurst ran its Tuckerbox Lunch, raising funds for the broader community.

Tickets to the Senior School, Wadhurst and Grimwade House lunches, which are a feature of the social calendar, were highly sought after. The Senior School lunch in May was a beautiful day of friendship and festivity, and one which many did not want to end. Likewise, the Wadhurst lunch planned for July is a chance for Year 7 and 8 parents to come together and enjoy each other’s company.

The Grimwade House lunch is also set to be another fabulous function at Carousel in August.

Parent Rep Meetings invited parents to participate in the development of collective knowledge. Speakers included School Captains and Vice-Captains who discussed their progress through the school, as well as Andrew Baylis, Director of Learning and Research, who spoke about learning and memory.

Finally, the Flack Park Kiosk re-opened to the resounding joy of parents who otherwise spent a cold Saturday morning empty-handed watching sport. Cheering is so much more pleasurable with a hot coffee and a delicious bacon and egg roll in hand.

Jane Poole, Daniella Rocco, Tori King FOG Presidents 2021

A visit by His Royal Highness Prince Philip, Duke of Edinburgh 31 October 1973 Melbourne Grammar School was saddened to learn of the passing of His Royal Highness Prince Philip, Duke of Edinburgh on 9 April 2021.

The School was honoured by a visit from the Duke of Edinburgh on 31 October 1973. As Founder and Patron of the Duke of Edinburgh’s Award, he came to meet with participants in the program from across Victoria.

The Duke of Edinburgh examining models built by a student as part of his Duke of Edinburgh Award activities.

OBITUARIES The School has learnt of the following deaths in our community. We extend our sympathy to their families and friends.

Buring, D L H (OM 1958)

Nathan, P D (OM 1942)

Cohen, E M (OM 1944)

Nelson, D A H (OM 1953)

Crouch, R McD (OM 1971)

Newman OAM, P J (OM 1957)

Eagle, C A (OM 1951)

Newman, P J (OM 1955)

Feltham, P C (OM 1945)

Owen, M F (OM 1968)

Hayes, R G (OM 1956)

Perry, B J (OM 1945)

Head, E W (OM 1952)

Price, V J (OM 1946)

Houston, I H (OM 1941)

Rosenhain, K A (OM 1938)

Hyams, D C (OM 1960)

Rumbold, J D (OM 1939)

Jacoby, J B (OM 1948)

Siminton, P R (OM 1945)

Jenkins, A K (OM 1951)

Singleton, P D (OM 1944)

Johnson, J R (OM 1948)

Slee, C M (OM 1975)

Knight, G St L (OM 1942)

Tucker, T C (OM 1945)

Mackie, I D G (OM 1944)

Tucker, T M (OM 1941)

McCredie AM, D A (OM 1943)

Vanselow, L T (OM 1954)

Mills, N H (OM 1942)

Wilcock, D N (OM 1953)

Mitchell AM, P R (OM 1952)

Williams, R G, (Past Staff)

Moore, A W (OM 1939)

Wilson, D G (OM 1961)

Morgan, R E G (OM 1996)

Wisdom, M J (OM 1966)

Obituaries 2010 to present A full list of obituaries from 2010 is available at news.mgs.vic.edu.au

A final wave from the Duke of Edinburgh as he leaves the School.

Do you have a recent obituary to report?

Please contact us if you are aware of a death in the Melbourne Grammar School community. mgs@mgs.vic.edu.au

Grammar News No. 136 - July 2021

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FEATURED ARTWORK

Aerial Maps by Year 10 Visual Art students Acrylic paint, oil and posca markers on loose canvas This collaborative artwork was created as part of a study into Indigenous art.

In total, forty individual panels highlighting places of significance to students were developed, each measuring approximately 50cm x 40cm.

Visit The Art Gallery to find out more.

The Art Gallery showcases student artwork from across the School. Hosting mini-exhibitions, The Art Gallery highlights the steps students take while at Melbourne Grammar School towards a unique student portfolio, as well as building a deeper connection with art in all its forms. news.mgs.vic.edu.au/the-art-gallery

Melbourne Grammar School 355 St Kilda Road, Melbourne Victoria 3004 Australia +61 3 9865 7555 | mgs@mgs.vic.edu.au

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