grammar news Print Post PP344276/00024
Number 113 – April 2014
Above:
The tragic deaths of Mrs Cheryl Adamson, Senior Teacher Librarian, and her husband, Robert, were deeply felt across the School community, but especially so at Grimwade House. To celebrate Cheryl’s life, students designed book covers as a tribute to a much-loved teacher, colleague and friend. She will be greatly missed
Front cover:
The majestic oak at Grimwade House has provided shelter for generations of students. During the summer months, those soaring branches provide some much-needed shade for the playground below
Opposite:
The songbook for this year’s House Singing Competition traversed a fine selection of time-worn classics and more contemporary pop favourites. In the final judgment, the classics won out, with Deakin House’s soaring rendition of The Lion Sleeps Tonight taking the prize
Grammar News is published for the Melbourne Grammar School community Published by: The Lodge, Melbourne Grammar School, 355 St Kilda Road, Melbourne, Victoria 3004 Telephone: +61 3 9865 7555 Facsimile: +61 3 9865 7577 Email: newsletter@mgs.vic.edu.au Editor: Peter Davies Layout & pre-production: Drew Gamble We extend special congratulations to Drew Gamble, Graphic Designer & Publications Coordinator, who celebrates twenty-five years at Melbourne Grammar School in 2014. During this time, he has been responsible for the production of each issue of the Grammar News Photographs by: David Adams, Peter Davies, Kate Elliott, Drew Gamble & James Grant 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 at www.mgs.vic.edu.au or contact the School on +61 3 9865 7555 2
Melbourne Grammar School – Grammar News
In This Issue 4 From the School Council 5 From the Headmaster 6 News 14 Boarding 16 Grimwade House 18 Wadhurst 20 Senior School 22 Pastoral Care 24 Sport 26 The Old Melburnians 28 Community Events 31 Community News 32 The Foundation 33 Friends of Grammar 34 Archives
About this issue Underpinning Melbourne Grammar School’s fine academic traditions is another equally important aspect of School life – pastoral care. Central to the School’s goal of developing the “whole person”, pastoral care aims to ensure the wellbeing of every student who walks through our gates. In 2014, as we celebrate the Centenary of the House System (page 10), it seems fitting to reflect upon the many and varied ways the School tackles the care and welfare of students. It can appear in many different guises – the Chairman of School Council considers the impact of mentoring and role models (page 4), while the Headmaster discusses the School’s new leadership system (page 5). Across Grimwade House, Wadhurst and Senior School, a range of formal and informal activities are designed to foster strong connections between students, their peers and staff (page 22). For boarding students, away from their families, pastoral care is particularly important (page 14). Elsewhere in this issue, we report on the recent House sports competition (page 24), Grimwade House’s contact with the International Space Station (page 16) and archaeological activities taking place at Wadhurst (page 19). I do hope you enjoy this issue.
Peter Davies Editor Melbourne Grammar School – Grammar News
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From the School Council Learning from those around us at achieving the best VCE results for the students, but he or she may have had a way of “turning on the lights” in particular individuals. In my own career, I can think of five or six individuals who taught me or supervised my early medical career who had a disproportionate impact on the way I thought of science, education, medicine and research. They were vastly different from each other, but each had a passion for what they were doing, and some of this passion transmitted itself to me.
Emeritus Professor Richard Larkins AO
While formal teaching and learning will always be central to what Melbourne Grammar School does, pastoral care is an equally important part of the School’s role in the life of its students. Students are encouraged to form strong connections – with their peers and with staff – and to learn from those around them. Mentorship is often overt and takes the form of a structured relationship between an experienced person and someone trying to learn the ropes in an educational, professional or personal setting. The scheme established by the Old Melburnians, where mentors are offered to young people establishing themselves in their careers, is an excellent example of a structured relationship that can provide enormous value to those being mentored. Of course, it is also a richly rewarding experience for the mentors. In this article, I would like to focus instead on a broader way of thinking of mentorship. In particular, I suspect that whether we have participated in a formal mentor–mentee relationship or not, most of us can reflect on more senior people who have had an immense positive influence on our lives and careers. In many cases, I suspect that the individuals responsible for this effect are totally unaware of their impact. Many of us can recall teachers from primary or secondary school or lecturers at university who had an impact on our way of viewing the world and insights into ourselves which were much more extensive than the subject matter they were teaching. Stellar researchers and scholars in science, medicine and the arts can often recall the time at which their interest in their field was stimulated by an inspirational teacher. The teacher may not have been the most successful
Much has been written of the transformation in education occurring as a result of technology, and our Headmaster has described how Melbourne Grammar must respond to this development. New technology is being embraced at the School, and appropriate changes are being made to the mode and objectives of the educational process as a result. But some of the futurist speculation, which has foreseen a time when school and university campuses disappear and are replaced by online educational programmes, misses the essential role played by personal interactions between teachers and students and, indeed, between students themselves. Electronic communication cannot replace these important links. Of course, not all such life-changing interactions occur in the classroom. Sporting coaches, music teachers and drama directors can all have a major impact on a student’s ambition and sense of direction. The Beyond the Gates outdoor education programme exposes students to leaders and colleagues from whom they can learn about life, its challenges and rewards. Technology can free up time previously taken by the transmission of information and allow the teacher to concentrate on developing the creative and analytical qualities in their students. They can build a love and a passion for discovering and creating that can be transformational for students. Rather than technology diminishing the role of the teacher as a mentor, it allows a redirection of focus so that good teachers can be more influential than ever in providing guidance and inspiration for positive and engaged lives for their students. The Council of Melbourne Grammar School regards its primary role as creating an enabling environment which supports the crucial part that skilled teachers play in equipping and inspiring their students to achieve a fulfilling and contributory life. Richard Larkins Chairman
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From the Headmaster New light through old windows For the majority of its long history, Melbourne Grammar School has implemented a student Prefect leadership system as part of its pastoral care programme. A selected group of final-year students has played an important role in leading the Senior School by acting as role models, mentors and guides of expected behaviour, within and outside the Melbourne Grammar School boundaries. Generations of School students have worn the Prefect badge or tie with pride, and they have had an enormous effect on the traditions and life of the School. Acknowledging this long history and tradition, a thorough review was undertaken before deciding to discontinue the use of School Prefects this year and replace the system with a new model of student leadership. The origins of this change have come from a variety of sources, but began with the appointment of the inaugural Director of Leadership, Mrs Polly Flanagan, in 2005 and especially through the work of the current Director, Mr Nathan Jessup. Senior School staff, including Mr Jessup and Dr Tim Scott, Director of Students, visited a variety of schools around Australia and researched alternative structures that best reflect a modern approach to student leadership. A key factor involved the need to pay homage to the longestablished student leadership traditions at Melbourne Grammar School. The new approach focuses on the process of leadership development, which involves many more Year 12 students than was previously the case. Importantly, the new model is very much in line with our framework which perceives leadership occurring within a moral and ethical foundation, based upon personal knowledge and action, involving cooperative interaction with others. A strong emphasis is placed on the concept of leadership as service. To achieve this process, a range of leadership opportunities across the School now exist which retain formal positions of responsibility and active engagement within the community. A number of objectives were formulated in the new model, developed by Mr Jessup, including to: •
honour the history and leadership culture of the School
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provide opportunities for all students to develop their leadership capabilities
•
support the School’s current philosophy and understanding of leadership
•
recognise each Senior School House as an important centre of leadership
•
provide a sequenced leadership curriculum which allows all students access to leadership principles
Roy Kelley
•
recognise leadership performance rather than leadership potential in selecting leaders
•
encourage all senior students to model and maintain appropriate standards and expectations which positively contribute to the School’s culture.
Formal leadership positions still exist at MGS, via the Captain of School and two Vice Captains and each House Captain, all of whom form a core part of the student leadership group. Numerous other leadership positions are filled within each House. The primary message to all leaders is that their responsibility is to serve others, notably the staff and students of Melbourne Grammar School. In a new venture, formalised School groupings such as LGR, MGS Live, Science and Technology, The Arts and Values in Action Committees provide further Year 12 leadership opportunities. These student committees also promote open membership across all year levels within the Senior School and thus will preserve the committee purpose and structure over time. A change to the Senior School uniform this year, with all Year 12 students wearing white shirts for the first time, has had a positive impact as it has become an identifiable bond for all in that cohort. This new student leadership system is in its initial phase, but the early days have been most encouraging, with favourable comments received from students, staff, parents and many Old Melburnians. I have no doubt that changes to the model will come with time as the new model becomes further embedded but, most pleasingly, the new opportunities are being taken up with gusto by current Senior School students. Roy Kelley Headmaster
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News Outstanding VCE results Continuing the School’s strong tradition of high academic success, five Melbourne Grammar students from the Class of 2013 achieved the highest possible ATAR of 99.95. In addition, the median ATAR for the cohort was 90.75, an outstanding result. Last year’s results put more than 50 per cent of Melbourne Grammar School students in the top 10 per cent of the state. All 199 students in the Class of 2013 successfully completed their VCE. The five students who achieved a perfect ATAR were Jasun Li, Victor Lin, Jordan Santucci, Roshan Selvaratnam and Benjamin Stefano.
Our top performers Jasun Li Jasun started at Melbourne Grammar School in Year 9. His Year 12 subjects included Chemistry, English, Mathematical Methods, Physics and Specialist Mathematics. Jason was offered a number of scholarships from various universities and accepted a place in the Bachelor of Biomedicine (Chancellor’s Scholarship Programme) at the University of Melbourne. Victor Lin Victor was an active Melbourne Grammar School student who complemented his studies with involvement in debating, table tennis, chess and soccer. He started at the School in Year 7 at Wadhurst and speaks highly of the teachers he encountered during his time at the School: “The staff at Melbourne Grammar are unrivalled; the teachers and resources are what set it apart.” Victor will join Jasun in the Bachelor of Biomedicine (Chancellor’s Scholarship Programme) at the University of Melbourne.
Headmaster Roy Kelley with Victor Lin, Roshan Selvaratnam, Jordan Santucci and Jasun Li. Benjamin Stefano was on exchange in Germany when VCE results were announced
“Melbourne Grammar School is extremely proud of the achievements of the Class of 2013. The students’ impressive VCE results pay homage to the hard work and commitment of our boys throughout the year and are testament to the dedication and talents of our teaching staff,” said Mr Roy Kelley, Headmaster of Melbourne Grammar School. We congratulate the Class of 2013 on their exceptional results: •
25 students attained an ATAR of 99 or above, therefore 12.6 per cent of Melbourne Grammar School students are in the top 1 per cent of the state.
•
70 students attained an ATAR of 95 or above, and this means that 35.2 per cent of Melbourne Grammar School students are in the top 5 per cent of the state.
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104 students attained an ATAR of 90 or above, which places 52.3 per cent of Melbourne Grammar School students in the top 10 per cent of the state.
“Our boys should celebrate their success with friends and family, and move on to the next chapter of their lives – whether that be tertiary education or alternate pathways – with confidence and a sense of accomplishment,” said Mr Kelley.
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Jordan Santucci Jordan commenced at Melbourne Grammar School in Year 7 and remembers his days at the Bluestone for the great “community spirit”. His favourite subject was Latin, and he also studied VCE Specialist Mathematics, Chemistry, Physics, Mathematical Methods and English – a subject in which he received 50 out of 50. He will commence a Bachelor of Biomedicine (Chancellor’s Scholarship Programme) at the University of Melbourne in 2014. Roshan Selvaratnam Roshan joined Melbourne Grammar School in Year 7 at Wadhurst. His VCE studies included Chinese Second Language, Chemistry, English, Specialist Mathematics and University Maths. He received two 50 out of 50 scores in both Chinese and Specialist Mathematics and enjoyed playing soccer and tennis throughout his school years. He has commenced a Bachelor of Medicine / Bachelor of Surgery at Monash University. Benjamin Stefano At the end of Year 12, Benjamin completed an exchange experience in Mannheim, Germany, after receiving a scholarship through the Society for Australian–German Student Exchange. He scored 50 out of 50 in English and also studied German, Latin, Philosophy and Literature. He started at Melbourne Grammar School in Year 7 at Wadhurst. He has commenced a Bachelor of Arts (Chancellor’s Scholarship Programme) at the University of Melbourne.
Offers & institutions In total, 192 students received offers. The figures below total more than 192, reflecting double degrees and programmes across more than one discipline.
Student Destinations 2013
Areas of study
In 2013, the Year 12 cohort achieved outstanding results of which they, their families and their teachers can be truly proud. Those who completed their Melbourne Grammar School journey last year are now commencing the next phase of their lives, ready to make their mark in the world “outside the Bluestone”.
Arts/humanities
The vast majority of students have chosen to continue their education at university or other post-School institutions and, as in recent years, the range of options chosen is diverse both geographically and in the range of disciplines studied. Business courses in various forms continue to attract large numbers of our school leavers. Eighty of last year’s group have received offers that involve some form of business or commerce. Some are broad-based business/commerce degrees offering the opportunity to specialise in the later years. Others have a particular focus, such as accounting, marketing or sport management, whilst some students are taking up double degrees that combine business with disciplines such as law, arts or engineering. Not far behind in popularity is the field of arts/humanities, with seventy students receiving offers from courses involving these disciplines. The popularity of these courses reflects the value that so many of our students place on the employability skills that generalist courses provide. As in previous years, many of our students have chosen to broaden their tertiary options by applying to interstate and overseas universities, as well as to Victorian institutions. As can be seen from the accompanying tables, interstate places are being more actively sought and are being taken up more frequently. Whilst eleven students (to our knowledge) have taken up offers from interstate universities, more than thirty interstate offers were made. This is an indication that students are increasingly prepared to cast their application nets more widely, in order to maximise their chances of obtaining an offer in their chosen field. As I come to the end of my twenty-five years at Melbourne Grammar School, I would like to take this opportunity to wish all of our school leavers every success in their future careers. Frank Thompson Director of Career Development
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Agriculture
1
Art and design
4
Biomedical / health sciences
19
Built environment#
14
Business
80
Computing / info tech
3
Engineering
4
Film/TV/audio/theatre
2
Hospitality / event management
2
Law
17
Medicine
4
Science
12
Sport/exercise science #
5
Includes Architecture, Landscape Architecture, Construction Management and Property courses. Also includes offers to the University of Melbourne Environments degree.
Institutions TAFE institutes
3
Independent tertiary colleges
3
Universities*
187
The University of Melbourne
70
Monash University
57
RMIT University
11
Deakin University
25
Interstate
12
Swinburne University of Technology
2
La Trobe University
2
Overseas*
3
Australian Catholic University
3
Victoria University
2
* University offers for the UK and USA are made over a period of months in the first half of the calendar year. The above figures represent students with firm offers to date. In coming weeks, there may be additional offers to students. Some students may choose to take up those places in preference to their Australian offers.
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News New faces around the School Visitors to Melbourne Grammar School might have encountered some new faces during Term I, with the commencement of several new team members at Grimwade House, Wadhurst and Senior School. Before the term commenced, new staff participated in a comprehensive induction programme at The Lodge. This session is designed to introduce new team members to their colleagues and to help them learn a little more about life at Melbourne Grammar School. The induction session also included a tour of the School and a morning tea. Please join us in welcoming the new members of our team.
Back row (left to right): Lilette Jonas, Kate Elliott, Laura Freeman, Clare Soler, Jessica Boyce, Ross Webber, Director of Staff Development Natalie Charles, Cameron Pyle, Marc Chatterji, Mary Champney, Ina Rennwald, Tim Bratton, Director of Human Resources Helen Voogt-Dillon, Shane Thiele, Christy Hawkins, Monique Sharp, Kate Hendry, Rebecca Hickman, Erin Tidball, Liz North, Chris Knauf Front row: Tas Anastasiou, Daniel Mechelen, Kirsten Larn, Kate Burrows, Charles Ranson, Head of Grimwade House Andrew Boyd, Headmaster Roy Kelley, Head of Senior School Nick Evans, Head of Wadhurst Greg Caldwell, Phil O’Connor, Kris Faithfull, Trent Thomas, Jeremy Hamilton, Sam Greenland
Education abroad In January this year, Mr Mark Coleman, Coordinator of Teaching and Learning at Wadhurst, completed a research tour of Hong Kong and Singapore. “I had done quite a lot of reading about high-performing education systems, and the research consistently identified Hong Kong, Shanghai and Singapore as three of the best. My goal was to see if there were any simple things that these schools were doing that could be applicable to our teaching practices,” he says. Mr Coleman visited four schools in Hong Kong and three in Singapore, meeting with staff and students and participating in classes. “I sat down with some Year 11 students at one school in Hong Kong and that was a very valuable experience. They could all speak very articulately about what they were learning and why. There was a real sense of purposeful learning.” Mr Coleman observed that this idea of the purpose of learning was clearly articulated in classrooms. “At the
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beginning of every lesson, the teacher would explain what was covered in the last lesson, what would be covered in this lesson, and what the class would do in the next lesson. It was a sort of ‘signposting technique’ that was applied rigorously in every lesson by every teacher.” This idea of purposeful learning is one that Mr Coleman hopes to share in his new position as Coordinator of Teaching and Learning at Wadhurst. “Through this research, I’m hoping to build on Wadhurst’s role, not just as preparation for Senior School, but as a place where boys learn how to learn and hopefully, enjoy learning how to learn, so they can take that into their life after School. It ties in closely with the Cultures of Thinking and Learning work that the School is undertaking with Harvard University.” Mr Coleman’s research tour was funded by a FOG Bursary, an annual professional development programme coordinated by Friends of Grammar.
Welcome Nick Evans It was a somewhat circuitous route that led Mr Nick Evans, the new Head of Senior School and Deputy Headmaster, into the teaching profession. During a tough but satisfying gap year working in the mines in Western Australia – “blowing things up for a living,” as he blithely puts it – Nick discovered his real passion was for history. “It was the first time I had time to really seriously read,” Nick says. “I’d read throughout my Arts degree at the University of Melbourne, but that was prescribed, at least in part, by the course and the need to do other things. When I went out to the mine, I had periods of solitude when I was able to actually read and to read widely for the first time. I discovered my love for history and I realised I could not have handled being an academic.” With this realisation in hand, Nick completed a Diploma of Education at La Trobe University and returned to his alma mater, Wesley College. Nick began as a graduate teacher of History and Politics, intending to stay for two or three years; he remained for twenty. “I was very fortunate to have several very good mentors. The first Head of Campus I worked for as Head of School at Wesley was a very, very good mentor to me, and I can remember sitting in meetings and suddenly realising that a school was a much more complicated place than I had ever understood.” Another reason for Nick’s long career at Wesley College was a satisfying variety of roles. He gained roles as Head of Faculty and a Head of House in the Senior School. He then took up the position of Head of Middle School and, finally, Head of Senior School. Complementing these formal roles, Nick also coached athletics and cricket and directed more than fifteen plays and musicals. He also went on an exchange to a large boarding school in the United States for twelve months. “There are so many aspects to being a teacher that, if you can enjoy them all, then I think you are much more likely to stay in the profession,” Nick says. “If you’re only focused on one aspect of teaching, then you’re missing out on so much else that happens in a school.” Since moving to Melbourne Grammar School at the beginning of the year, Nick has made himself at home and is enjoying working with his new colleagues. What makes a good teacher, I ask Nick. “There are several important qualities for teachers. Generosity; a love of your subject; a sense of humour, and the ability to not take things personally – which is tied into having a sense of humour.” In his time has an educator, Nick has seen immense change in the field of education. He is quick to acknowledge the influence of technology on communications and learning.
“My students can now access a huge array of primary sources at the click of a mouse, which was never possible before. In saying that, the fundamentals of teaching never change – that is, having a class that you must interest in your subject. Teaching is still fundamentally about a series of human relationships, wherever they may happen, not necessarily in the classroom, and that hasn’t changed.”
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News The Centenary of the House System 1914–2014 In 2014, Melbourne Grammar School celebrates an important milestone – the Centenary of the House System. Since its establishment, the House System has evolved to become the very foundation of the School’s pastoral care system.
The School was a very different place in 1914 when the first six Houses were established. Following the English public school tradition, Headmaster GE Blanch introduced a formal House structure to further encourage interest in sport and promote physical development. In announcing the establishment of the Houses, The Melburnian from 1914 quotes WJ Ford in a chapter of Prince Ranitshinji’s book on cricket: “There is nothing like the House feeling to excite boys’ keenness and to get the last ounce out of them.” Six Houses were established, headed by a Housemaster, Assistant Housemaster, Captain and Vice Captain. A room was assigned to each House, where they could gather for meetings and to socialise. The House rooms were adorned with honour boards, photographs and noticeboards promoting participation in the life of the House. Later these collections would include flags, cups and insignias. The naming of the Houses recalls many of the important stories from Melbourne Grammar School’s history – of two courageous Headmasters, Dr Bromby and Mr Morris, in those pioneering early days; of generous benefactors Mr Witherby and Mr Rusden whose gifts enabled significant progress at the School; and of two talented former students, the Ross Brothers, who helped to build the culture of excellence and achievement that persists to this day. In the English tradition, School House was home to the boarding students. In the beginning, students were sorted into Houses based on geographic distribution. Thus, pupils from Toorak were put into Bromby House, while those from South Yarra and west of the river entered Rusden House. Students from Malvern and Glen Iris joined Morris House, those from Brighton and other suburbs around the bay became members of Ross House, and Witherby House welcomed boys from Canterbury, Camberwell and other suburbs around the perimeter to Essendon.
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Brian Hone
The Houses competed for the House Championship and the prestige of being named “Cock House”. They fielded teams in cricket, rowing, football and athletics. Other sports – tennis, rifle shooting, boxing – were also contested, but these were counted to a lesser degree, or sometimes not at all. Every boy was expected to participate in House sports, unless he was injured or umpiring. Training sessions were held twice per week. Upon becoming Headmaster in 1951, Mr Brian Hone initiated a significant change in the purpose of the Houses, shifting the focus from sporting prowess to pastoral care, House unity and the growth of character of its students. The Cock House Cup was thought to be impeding this vision, so it ceased to be awarded during this period. Though less emphasis was placed on sport, more sports were introduced, such as hockey. Academic and artistic excellence were also acknowledged as important House pursuits, and students participated in debating, singing and music.
Blanch teaching Science – 1908
The Housemaster became a father figure, with responsibility for advising the boys and parents on all aspects of School life. The House Captain had an important role, to influence his fellow students and to promote the idea of using one’s talents and committing to the welfare of other students within the House.
School’s second boarding House in 1952. Bruce House was established in the same year, as a new House for day students. The next two Houses were Deakin House and Miller House, both established in 1961, with Hone House following in 1979. The most recent addition was Creese House, established in 2005.
The House System continued to evolve over the next six decades, with the establishment of a further six Houses. Perry House was founded in 1940 and established as the
Throughout the last century, the House System has played an integral role in the pastoral, academic, sporting and cultural life of Melbourne Grammar School.
Housemasters – 1914
Bromby House Charles John Brown
Morris House Robert Leslie Blackwood
Ross House William Ross Hoggart
Rusden House Matthew Wilson
School House Bertram Thompson
Witherby House Robert Hay
Ross House Reginald Francis Baillieu
Rusden House Norman Leslie Steele
School House Eric Brodie McKay
Witherby House Arthur Roy Cox
House Captains – 1914
Bromby House Wilfred Selwyn Kent Hughes
Morris House Alan Frederick Patterson
Melbourne Grammar School – Grammar News
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News Global Awareness Week In February, the inaugural Global Awareness Week drew upon the combined efforts of many parties – the student committee formed in 2013 to organise the annual UN Walk for Women; the Director of Leadership, Mr Nathan Jessup; the Senior Chaplain, Reverend Hans Christiansen; the leaders of the Values in Action Committee and the Fraser-Deakin International Affairs and Politics Committee; and our dear friends from Ruyton Girls’ School and Trinity Grammar School. grounding his words with readings from the Gospel. Anglican Archbishop Huggins led a simple and beautiful Eucharist Service for Witherby House and other guests on Friday morning. At Wednesday lunchtime we were treated to another outstanding talk, this time from well-known Melbourne human rights lawyer David Manne. In 2010, David was invited to attend the UN High Commissioner for Refugees’ “Dialogue on Protection Challenges”, held in Geneva, and he was recently appointed to the UN High Commissioner for Refugees Advisory Board of Eminent Persons. David is possibly best known for his role in the successful legal challenge to the Malaysian Solution in 2011.
The student organisers of Global Awareness Week began with a deeply felt commitment to raise the profile of human rights within the Melbourne Grammar community and to encourage students to think about their place within a global community of over seven billion people. The week began at the regular Monday assembly, where Laura Johns, Australian Youth Ambassador to the United Nations for 2014, addressed the Senior School about the many human rights challenges facing our world. Laura challenged the boys to become involved through the many NGOs operating in Melbourne. On Tuesday evening in the Nigel Peck Centre for Learning and Leadership, Kon Karapanagiotidis, CEO of the Asylum Seeker Resource Centre, addressed a large audience of students, parents and staff. Kon provided many startling insights into the need to better understand the facts about asylum seekers who come to Australia, within the broader context of the worldwide refugee situation. Throughout Global Awareness Week, Reverend Christiansen led the morning House Chapel Services thoughtfully, challenging the Houses with new (old?) ideas, but always
On Thursday, students gathered in the Higgins Theatrette for a successful human rights and United Nations mini film festival, which led us beautifully into the final day of Global Awareness Week. On Friday, we were treated to a spellbinding address from another famous lawyer, Julian Burnside AO QC (OM 1966) who, despite practising principally in commercial litigation, sees himself as a human rights and refugee advocate. There was no one present in the packed Higgins Theatrette that day who would have been surprised to learn that, in 2004, Julian was elected as one of Australia’s “Living Treasures”. By Friday at 3.20 pm our School took on a very different complexion. The Quad was ablaze with the colours of different school uniforms as it filled with students from many neighbouring schools participating in the fifth UN Walk for Women. This event was jointly organised by Melbourne Grammar School, Ruyton Girls’ School, Trinity Grammar School and Melbourne Girls Grammar School. Wesley College and Mac.Robertson Girls High School joined in this year, and there were over four hundred students who walked around the Tan in beautiful sunshine. The atmosphere was something to behold. Many boys, such as Nic Bills, Charlie Weeden, Matthew Bowes, Alexander Tashevski-Beckwith and Ben Pickard, displayed great leadership and initiative throughout the planning and the execution of Global Awareness Week. Heather Lacey Teacher of Politics
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A new generation
Ian Vaughan (OM 1959) with his wife, Sue, and their grandson William, who has started in Prep at Grimwade House
In the last five decades, Ian Vaughan (OM 1959) and his family have enjoyed a strong connection to Melbourne Grammar School. After completing his matriculation in 1959, Ian was proud to see his son Sam graduate from the School in 1991. Ian also spent several years on School Council. This year marks an exciting milestone in his family’s connection to the School, with his grandson William commencing in Prep at Grimwade House. “It is a thrill seeing my grandchildren join the School. I spent six or seven years on School Council. In that capacity, you get to steer the direction of the School, so it’s nice to see my grandsons joining the School and enjoying the fruits of that labour,” Ian says. William’s younger brother, Jonathan, is due to commence in Prep in 2016. After matriculating at the School, Ian studied mechanical engineering at the University of Melbourne. This led him to join the Ford Motor Company, as part of the Graduate Programme, and he never looked back. Ian spent thirtyseven years at Ford, working across engineering and management roles, culminating in his appointment as Vice President, Product Engineering and Design. “I really spent the whole of my working life there; that wouldn’t happen these days,” Ian says. “I loved motor cars
and I enjoyed being part of a vibrant, competitive industry. I spent time building the company’s business strategy and product development. I certainly used my engineering background, but I had to become more than an engineer; I had to become a business person too.” Ian has retained a connection to a small group of friends from his year level – “And a few extras we’ve picked up along the way,” he says – and has enjoyed staying involved with the School. He is a member of the Witherby Tower Society and served as Chair of the Building and Grounds Committee during the development of the Nigel Peck Centre for Learning and Leadership. “It was the biggest project we worked on during my time at the School. I believe it was money very well spent – it was intended to be a next generation resource centre, a learning facility for the twentyfirst century, and it certainly is.”
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Boarding Boarders’ Family Day Distance can be a challenge for many boarding families, but not an insurmountable one. Each year, boarding students and their families gather together for the Boarders’ Family Day, an annual catch up and lunch to mark the beginning of another School year. The day began with a Eucharist for boarders and their families. As part of the service, students Toby Bedford (Year 8), Trevor Kerari (Year 11) and Saleem El-Sheikh (Year 12) shared personal insights on the topic of growth and how their lives had changed through their time at Melbourne Grammar School. Following the Eucharist, the first meeting of the Boarders’ Parent Network (BPN) was convened in the Higgins Theatrette. The BPN is a support network for boarding families which meets several times a year and aims to help the families of boarding students to stay connected to the School and to keep abreast of news. This first meeting for the year also provided an opportunity to meet some key
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contacts: Louise Armit, President of the Boarders’ Parent Network; Anna Cave, President of Friends of Grammar in 2014; and Mary Paul, Boarding Representative on this year’s FOG Committee. During the meeting, Mr Michael Shaw, Director of Boarding, also shared news of recent staff changes, new facilities available for the boys and other updates from Creswick, Perry House and School House. With the formalities completed, students and their families gathered in the boarding precinct for a sumptuous lunch under the summer sun. It was an ideal opportunity for families to meet their son’s friends and teachers and to forge connections with other boarding families.
An Aussie education For Year 10 student Latla Bonisi, life in the boarding house is very different to life at home. Latla is one of the School’s PNG Scholars and he arrived in Melbourne at the beginning of this year from his home in Pova Village, Milne Bay Province, in Papua New Guinea. Despite some initial homesickness, he says he’s settling in well to life in Perry House. “It’s hard but I’m excited to be in Melbourne. I’m enjoying it,” he says. For students from overseas, there is the added challenge of adjusting to the Australian way of life, as well as getting to know your way around the School. To assist with this cultural education, Josh Smith (Year 10) invited Latla to visit his family on the Mornington Peninsula during the recent Labour Day long weekend. “My family are in Merricks North, just near Red Hill. We have some acreage there,“ Josh explains. “We had a very nice weekend,” Latla says. “It was very exciting to see other parts of Melbourne. We got to do a lot of driving which I really enjoyed too. I got to see the beach as well, which was quite beautiful. It’s very different to the beaches at home.” As well as spending time in the local area, the boys visited the Moonlit Sanctuary at Pearcedale. “We went to the Sanctuary. It’s like a zoo but it’s a bit more hands-on,” Josh says. “We thought it’d be a great chance for Latla to see some kangaroos and koalas and other animals he hadn’t seen before.” Latla adds, “I’ve seen wallabies before, but I had never seen koalas or kangaroos. They are amazing!”.
Latla & Josh visited Josh’s family on the Mornington Peninsula
Josh reports that his parents enjoyed hosting a special guest. “They definitely enjoyed it. It was a chance for Latla to see life in Australia, what it’s like in an Australian home, and they were really pleased to have him. He was more polite and much tidier than I am!”
Field days in 2014 Boarding has been an important part of Melbourne Grammar School’s history since its establishment, and the School has been home to boys from a wide range of locations both within Australia and overseas. The School has enjoyed particularly strong relationships with communities in regional and rural areas of Victoria and southern New South Wales. In 2014, Melbourne Grammar School will be exhibiting at a number of field days, to meet with families interested in finding out more about boarding at the School. If you’re in the area, please come past and say hello – we’re always pleased to catch up with Old Melburnians as well as current and past boarding families.
Forthcoming events Boarding Schools Expo Wagga Wagga, Friday 13 – Saturday 14 June Sheepvention Hamilton, Monday 4 – Tuesday 5 August Henty Machinery Field Days Henty, Tuesday 23 – Thursday 25 September Elmore Field Days Elmore, Tuesday 7 – Thursday 9 October
We hope to see you at one of the following locations.
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Grimwade House Space talk Have you ever wondered about life in space or the mysteries of the cosmos? Last month, Year 5 students had a rare opportunity to speak directly with astronauts on the International Space Station, gaining valuable insights into life in outer space.
Sara Zayontz (Year 5) and Alex Wise (Year 4), with Mrs Amanda Masters and radio operator Tony Wise, find out more about life in space
As part of the ARISS programme (Amateur Radio on the International Space Station), students worked with amateur radio operator Tony Wise, parent of Alex (Year 4), to establish a radio link to the International Space Station on Tuesday 25 March. As the space station passed at 7.43 pm, students spoke directly to Japanese astronaut Dr Koichi Wakata, Commander of the International Space Station. For ten minutes, students were able to ask questions directly to the space crew orbiting at around 420 kilometres above Earth. “It was such an exciting opportunity for our Year 5 boys and girls to gain first-hand insights into the work of astronauts and life in outer space,” says Mrs Amanda Masters, Head of Science at Grimwade House. “When the radio link was live, students were able to ask all the questions they had about life in space and the challenges of space exploration.” The ARISS project added an engaging, real-life experience to the students’ work on life in outer space. As part of the Year 5 Science curriculum, students learn about the Solar System, the structure of planets, constellations visible in the
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Southern Hemisphere and the role of shadows, light sources and propulsion in space exploration. “The project fitted perfectly within the Year 5 Science curriculum and encourages students to think about our place in the universe,” says Mrs Masters. The ARISS programme is a joint education initiative organised by NASA, Russia’s Rosaviakosmos, the Canadian Space Agency, Japan Aeronautics Exploration Space Agency and the European Space Agency. It provides an exciting educational experience for students around the world to connect with flight engineers and astronauts on active missions. First launched in 1998, the International Space Station is the largest artificial body in orbit, at 72.8 metres long, 108 metres wide and 20 metres high. It travels at 27,600 km per hour or 7.6 km per second. The station is manned by six astronauts from the United States, Japan and Russia. The station serves as a research laboratory conducting experiments in biology, physics, astronomy, meteorology and other fields.
Like mother, like daughter Grimwade House holds a special place in the hearts of many Old Melburnians and their families. For Amity Smith (OM 1996), there was never any question where she was going to send her children when she found herself back in Melbourne nearly twenty-five years after leaving Harleston. Amity grew up in Sydney but, when her father’s job took them to Melbourne in 1988, she and her two brothers were enrolled at Melbourne Grammar School. Coming from an allgirls school in Sydney, Amity relished the opportunity to mix with boys in a coeducational environment and her two years at Grimwade House were ones she has never forgotten. “Mr Nigel Masters was my first teacher at Grimwade and he was amazing – full of personality with clever, interesting ways of teaching,” remembers Amity. Nigel’s daughterin-law, Mrs Amanda Masters, is now Head of Science at Grimwade House. Much has changed over the years since Amity moved on from Melbourne Grammar – there are new buildings and many technological advances – but the welcoming, warm community and high standards of education have remained the same.
Amity’s daughter, Laika, started in Prep this year – with sons Archie and Jebediah to follow in the next few years – and Amity has been impressed with the personal, genuine approach shown by Laika’s teachers. “Maree Kardis and Leonie Tamblyn have gone above and beyond to help get Laika settled. They even came out to visit her at kinder in Brunswick before she’d started school,” Amity says. Kate Elliott Marketing Coordinator
Amity & Laika (Prep)
A family connection The Wheelahan name has been a familiar sight on the roll call at Melbourne Grammar School for more than ten years – and it will continue to feature for over a decade still to come. Parents Cathryn and Michael Wheelahan have been part of the Melbourne Grammar School community since 2002 when eldest son Francis, now 17, started Prep at Grimwade House. Over the years, three more children have walked through the Balaclava Road gates, with Clare (aged 15), Joseph (10) and James (5) all spending time at Harleston at some stage.
The school drop-off routine proves an adventure each morning, with Cathryn stopping by Loreto for Clare first, then across to South Yarra for Francis and finally down to Grimwade House for Joseph and James.
With James now in Prep, the Wheelahans will have had children at Melbourne Grammar School for twenty-five years by the time he gets to Year 12. “The facilities at the School are wonderful. To think Grimwade House is just a primary school, the resources they have available are what sets it apart,” says Cathryn.
All four Wheelahan children have made the most of the opportunities Grimwade House has to offer. Music, especially, has been a big part of their days in junior school – Francis learnt violin from Year 2, while Joseph learnt cello and now plays the piano. James will follow his brothers’ lead in a few years.
Francis, a current Year 12 student at Senior School, recently joined his Mum on a school pick up at Grimwade House to see what has changed since his days at the campus. “It’s much bigger than I remember; there are more students and more buildings,” says Francis.
Kate Elliott Marketing Coordinator
James (Prep), Francis (Year 12) & Joseph (Year 5)
Year 5 student Joseph lists Science as his favourite subject and, with big brother Francis studying VCE Physics and Chemistry, he doesn’t have to look far for help with his homework. Melbourne Grammar School – Grammar News
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Wadhurst The art of drumming The sound of drums echoed across the Wadhurst Oval on Friday 7 March, with a special visit by Wadaiko Rindo, a Japanese drumming ensemble.
Leading the performance was Toshi Sakamoto, an experienced practitioner of taiko (Japanese drumming) and the founder of Wadaiko Rindo. Toshi presented an energetic demonstration of this sacred art before explaining its long history and significance in Japanese culture. With the demonstration complete, Toshi invited Japanese students to test their mettle on the drums. Wielding bachi (drumsticks), students learned some basic rhythms and techniques on the array of drums, both small and large. Honed over centuries, the technique is vigorous and intensely physical, but also highly controlled and rhythmic. Japanese is a relatively new addition to the Wadhurst curriculum – this is the second year it has been taught, and there are now twenty-two students in Year 7 and twenty in Year 8. “We take quite a structured approach to the classes,” says Ms Yoshiko Take, Teacher of Japanese at Wadhurst. “Consistency is important and can help students to overcome the difficulties of learning a new language. I also like to use a lot of flashcards and songs to keep the classes interesting.”
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The curriculum is designed to give students a good foundation in Japanese. “In Year 7, students learn to introduce themselves and the basic script, Hiragana. We cover sentences like saying your name, your age, your year level, phone numbers, naming your family members, their likes and dislikes and what they have for meals. In Year 8, we learn Katakana and also cover more Kanji. The range of vocabulary increases significantly so students can express themselves more freely. We cover topics such as hobbies and interests, saying where to go and by what means, freetime activities including making suggestions and describing events. We also cover verb and adjective tenses and learn new verbs which will expand students’ ability to write a greater number of sentences in Japanese.” Ms Take says that learning a second language can give students valuable insights into their native tongue. “I hope they enjoy the Japanese cultural subtleties that they learn through language, which often don’t exist in English, and the way they begin to think about English itself and the way they learn. I also hope they enjoy the milestones they reach in their personal Japanese language learning journey and being able to share it with the other students,” she says.
Verbal Combat While generations may pass, the challenges faced in early teenage years appears to remain the same – the onset of puberty, evolving social dynamics, the overwhelming desire to just fit in. For the current generation, these age-old challenges are further complicated by almost pervasive technology. It must feel, at times, like every minute of those awkward teenage years is captured, shared and commented upon! Bullying can reach its peak during the middle years of schooling, and the Personal Development programme at Wadhurst is increasingly looking for ways to equip students with the skills to navigate such complex issues. During Term I, groups of Year 8 students watched performances of Verbal Combat, a short play about bullying, its destructive potential and how you can manage it. Performed by theatre troupe Brainstorm Productions, the play tells the familiar story of a student starting at a new school and struggling to fit in. Her feeling of displacement is exacerbated by the bullying she endures from the “cooler” girls, simply for being introverted and creative. The play
explores ideas of peer pressure and manipulation and the mounting stress that victims of bullying can feel. After the performances, students met in groups to talk openly about bullying and how you can combat it. “We try to give them more skills and to help them resolve any difficult situations,” says Ms Julie Barclay, Psychologist at Wadhurst. “At this stage, developmentally, boys are often not as advanced with their repertoire of verbal skills to get themselves out of a difficult situation, and it can result in them using physical means. That’s changing a little bit with the focus on social media, and young people must now understand appropriate and inappropriate use of other people’s online space.”
Digging into History There was something very Indiana Jones–like occurring in Year 7 History classes this term. Working in small groups, Ms Fiona Mackenzie’s students took on the role of amateur archaeologists performing a “dig”. In preparation for the project, students researched archaeological sites, common techniques used for excavation and the types of tools required. Having gathered the appropriate implements – toothbrushes were a popular choice – students set to work on the “mystery boxes” created by Dr Alan Bliss, History Coordinator at Wadhurst. The groups employed a range of techniques, such as mapping out the sites with gridlines, using markers to denote areas of interest, and monitoring their progress on iPads. Most groups’ digs yielded a successful return, with ceramic artefacts, pieces of string and terracotta shards unearthed from the dig sites. Students also set about developing hypotheses to explain the presence, arrangement and composition of their discoveries. “This archaeological project was preceded by studies in physics, astronomy, biology, geology and anthropology as we work towards prehistory and the major philosophical question: what is history?” said Ms Mackenzie. Ms Mackenzie also encourages students to consider history in the context of locally significant sites. “The ground upon which we walk has the potential to be an archaeological site – it is certainly of value. We can learn about the past and its significance. This process of learning is undertaken with careful analysis, planning and research.” Melbourne Grammar School – Grammar News
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Senior School The business of music Most of us are unlikely to find ourselves in front of a roaring crowd of five thousand party-goers. For emerging DJ Robbie Bergin (Year 12), it’s all in a day’s work. Robbie started his musical career in Year 7, DJ’ing parties for friends. From those early beginnings, he started making his own music and sharing it online. He soon gained a loyal following under his stage name, “Throttle”. Late last year, Robbie was selected as the support act for Avicii, a world-famous Swedish DJ and fixture of the electronic dance music charts. “I’ve been remixing a lot of different songs over the years, and that’s how Avicii’s team found me online,” Robbie says. “I opened for him a few months ago and it was amazing – five or ten thousand people for my performance, and twenty thousand for his! I haven’t done many gigs so far; I’ve really been focusing on building my reputation online.” Robbie classifies his music as a mix of disco and electro, with influences from pop music by artists such as Michael Jackson or Justin Timberlake. As a keen guitar player, he also likes combining live music and vocals with an electronic base. Robbie says the challenge for this year will be keeping his burgeoning music career in balance with a busy School schedule. Alongside his role as Captain of Morris House, Robbie is studying Physics, English, Economics and Specialist Maths this year. He is intending to take a gap year next year and hopes to secure a place for a Commerce degree at the University of Melbourne in 2016. “Music is definitely something I’d love to do professionally. Commerce is a great complement to that, because I’ll
always be marketing my work and trying to build a business. It’ll always be there professionally or on the side. In some ways, next year will be a sort of experimental year, to see where life might take me next,” he says.
Visiting author John Danalis Year 9 students honed their creative writing skills in workshops with visiting author John Danalis during March. John spoke to English classes about his own experience of becoming a writer – from early experiments to his first published work. He encouraged students to write from the heart, not just the head, and to put their own experiences into their creative writing. John also spoke about his 2009 autobiographical book, Riding the Black Cockatoo, which tells a very personal story about reconnecting with his family and reconciliation with Australia’s Indigenous communities. Growing up in Brisbane, John never questioned the Aboriginal skull that sat on his family’s mantelpiece. Later in his life, he began to wonder about its provenance – Whose skull was it? And where did it belong? His search led him to the Wamba Wamba people, whose traditional lands straddle the Murray River. Together with his family, they returned the skull – affectionately
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known as “Mary” – to the Wamba Wamba people for an appropriate burial, gaining a new appreciation for Indigenous culture and tradition along the way. Underpinning this story of the skull’s repatriation, the book also charts the moving story of the author’s own reconciliation with his father. John is an author, illustrator and designer. He has had a number of children’s books published, including Dog 37, Bath Monster, Uncle Lou’s Tattoos, Licking Lizards, Girl in the Cave and Shark Attack. In 2014, Riding the Black Cockatoo is a class text for Year 9 English.
Quad Play: Antony and Cleopatra Immortalised by Elizabeth Taylor and Richard Burton, Antony and Cleopatra remains one of Shakespeare’s most popular works, a tale of love, conflict, loyalty and honour. It was a fitting choice for this fortieth anniversary of the Quad Play at Melbourne Grammar School. The Bluestone once again proved itself an atmospheric backdrop. As the play commences, tensions are escalating between the Triumvirate that rules the Roman Empire – Mark Antony, Octavius Caesar and Lepidus. Lured back from his hedonistic sojourns with Cleopatra in Egypt, Mark Antony agrees to an ill-fated marriage with Octavius’s sister, intended to secure his commitment to Rome. Betrayals and the outbreak of war against the rebel Pompey act as the catalyst for the plot’s tragic finale.
Beautiful costumes and evocative set pieces evoked the grandeur of Ancient Egypt and Rome, and the crew provided seamless support for the action taking place on stage. Congratulations to every member of the cast and crew who worked hard to deliver four very impressive performances.
In the hands of Ms Sharon Mulready as Director and Ms Alison Brunton as Assistant Director, the script came to life, with nuanced performances from everyone on stage. The large cast comprised students from Melbourne Grammar School and Melbourne Girls Grammar School. As the fiery Mark Antony, James Little (Year 12) brought a very real sense of conflict to his character, while Rosie Yates’s Cleopatra was both capricious and charismatic. The portrayal of the pragmatic and stoic Octavius Caesar by Reilly Holt (Year 12) was carefully conceived, and every member of the audience felt the tortured loyalty Enobarbus (Matt Bowes, Year 12) retained for his master.
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Pastoral Care A sense of belonging Schools are charged with an important responsibility for students’ emotional wellbeing, which is a true foundation for each individual’s academic and personal success. Pastoral care is the network of systems and programmes within Melbourne Grammar School that seeks to ensure every student feels respected and connected. Here, key staff from Grimwade House, Wadhurst and Senior School discuss the role of pastoral care within Melbourne Grammar School.
Grimwade House Ms Cathie Ireland Deputy Head (Pastoral Care) Pastoral care is not a standalone programme; it’s about everything that happens during the school day. It runs through relationships and interactions, through messages and values, even through the curriculum as well. Between Classroom Teachers, the Psychologists, the Specialist Teachers and the Heads of Section, it’s a really important loop. It’s about having a strong sense of why we’re here and what’s in the best interests of the children. Discipline needs to be part of the pastoral care system too. You must have values and rules. At Grimwade House, we talk to students about the logical consequences of their actions – ‘If you make this choice, then there are going to be consequences.’ Our Upper Primary students play an active part in pastoral care at the School too. Each Prep student has a buddy in Year 6. They catch up weekly or fortnightly and undertake a whole range of activities – at the start of the year, it might be getting-to-know-you activities, getting to know the School. They are sometimes involved in reading activities or it might be making something for an event. It gives the Prep students a sense of the possibilities of what lies ahead for them. They get so excited to see their Year 6 buddy at assembly or in the Year 6 Musical. There’s also a sense of pride and security – it takes away the myth of ‘the big kids’. For the Year 6 buddies, it provides a sense of responsibility, part of their role as leaders of the School. They have to be exemplary in their behaviour and their attitude. We’re also implementing a mentor system between Year 3 and Year 5. It will focus on quite targeted activities that aim to address common issues that occur in Year 3: What is friendship? What are the best rules of a game? How do you choose a team? They all sound quite simple, but they can be very complex issues at this developmental stage. As the Year 3 students move into Year 4, they have a connection to someone in Upper Primary, and those connections are really important. It also gives our staff opportunities to forge connections with other year levels and to gain that bigger picture of what’s happening across the School. I think that cross-pollination is really valuable.
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Wadhurst
Senior School
Ms Julie Barclay Psychologist
Dr Tim Scott Director of Students
An intrinsic part of the pastoral care programme at Wadhurst involves helping students connect and develop a sense of belonging to the School. This commences with Orientation Day before students start at Wadhurst, where all new Year 7 students are introduced to their peers and take part in a day of activities. During Term I the following year, new students are supported by Year 8 mentors who undertake specific training that aims to promote listening skills, leadership and the ability to assist younger students with their peer connections and adjustment to secondary school. Mentors meet regularly with their Year 7 class and assist with developing social connections, expectations and a sense of belonging, through fun activities and games.
My fundamental belief is that every student should walk through the School gates knowing that he belongs. He may have some difficulties with his work or there may be some challenging aspects in his life, but when he comes here, he should feel sure that he is going to be respected, that people are going to acknowledge him and engage with him. Fostering that sense of belonging is absolutely at the centre of our approach to pastoral care.
We also aim to help students develop their ability to make good choices when faced with difficulties. The extensive Personal Development programme taught at Years 7 and 8 focuses on relationships, respecting self and others, sex education, community service, mental health issues and developing protective factors for wellbeing. Through the House System, Heads of House and Staff Tutors take responsibility for managing pastoral care. This team approach to pastoral care at Wadhurst also extends to Heads of House liaising closely with the Psychologist, Chaplain and Learning Difficulties staff when addressing areas of need for students. Heads of House and various staff have been trained in the Restorative Practice method of managing discipline issues, where parties involved each have their say and take responsibility for the solution. This combined management of discipline and welfare at Wadhurst acknowledges the emotional aspects of issues that can arise between students. The different pastoral care programmes within the School aim to provide opportunities for students progressing through the middle school years to increase their resilience and emotional wellbeing.
The goal of our Heads of House is to know well every student in their House. They work closely with the School Psychologists to ensure there is support for any student who is struggling, who has health issues, who has experienced some change in circumstances. Heads of House are increasingly seeking professional development in the area of student welfare, to develop their counselling skills, to learn how better to interact with students and to encourage them to engage. Houses offer opportunities for Year 9 students to talk to those in Year 12, or those in Year 10 to talk to those in Year 11. We try to promote interaction across the year levels, within the House and within the smaller Tutor Group. The goal of all of this is to increase connections and relationships within the House and beyond, and that’s what I would say is at the heart of what we do with pastoral care. It’s about creating as many effective and different relationships – between the Head of House and the students, between the Tutor and the students, between the students and their peers – and nurturing as many of those relationships as possible. It’s fascinating when you talk to people who have left the School how much the House System mattered to them. That sense that you belong to a small community within the bigger community is, I think, very important. The strength of the House System at Melbourne Grammar School is very special.
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Sport House Sports – Senior School Talented sportsmen demonstrated their House spirit in this year’s Senior School House Sports Competition. All three ovals were awash with colour, as students competed in futsal, bocce, European handball, downball and softball. There were many hotly contested games, many fine performances and loud cheers for the victors. In futsal, School House once again proved a formidable foe, securing victory in both senior and junior grades. In European handball, Creese beat Morris in the senior grade, while Witherby came first in the juniors. Witherby also performed strongly in bocce, beating Ross in the senior grade, while Bruce played strongly to take out the junior grade. In downball, Creese won the senior grade, with Deakin securing victory in the juniors, and Bruce placing runner-up in each grade. Hone won the senior grade in softball, with Deakin winning the junior grade, and Rusden and Bruce placing runner-up in each grade.
Head of the River Every year, the Head of the River at Nagambie Lakes sees Melbourne Grammar’s rowing talents take part in fierce competition against the other school crews. At this year’s event, our Year 10 crews led the way with some terrific results. The season began in Term IV 2013, with a rigorous training regime. In December and January, boys participated in two camps – the first in Victoria and another at the iconic Lake Barrington. At the beginning of Term I, crews competed at the Wendouree Regatta and Victorian State Championships, proving themselves real contenders. Towards the end of March, the crews and their supporters gathered at Nagambie Lakes for the Head of the River. The Year 9 crews delivered some great performances and the suggestion of future rowing success for the School’s crews. It was a particularly successful event for the Year 10 crews. Despite pressure from St Kevin’s, the 10A crew stayed
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strong and won by half a length. The 10B crew finished their race comfortably in first place, while the 10C crew overcame a shaky start to finish in second place. The 10D crew raced in a four and claimed first place in their division. The Second VIII produced their best race of the season, finishing second in the B Final. The First VIII competed valiantly against Brighton Grammar and Scotch, securing second place in a tight race. “With great maturity and technical flow, all our crews exceeded expectations and rowed their very best. They and their coaches can be very proud of an exceptional season, and there will be many who will be looking forward to many great things to come,” says Mr Mark Fangen-Hall, Director of Rowing.
Set for Success “Walking up the Wall”, “The Robot”, “The Fish Photo”, “Riverdance” – I’ve seen them all, celebratory actions performed by our First volleyball players revelling in winning an important point. It would be naïve to expect any less, with characters such as Freddy Young (Year 11) and Harry Baring (Year 12) on the team. There are two guarantees regarding Melbourne Grammar School in the APS competition: that we compete and that we enjoy winning! Two of the current Firsts team members, Nelson and Spencer Smagas (both Year 10), have special reason to enjoy their volleyball: their father, Tom, was our inaugural Captain of Volleyball in 1979. The boys have become part of a dynasty that has only once finished lower than third in the APS competition. Tom is the first to admit that skills and tactics have evolved over the past thirty-five years, but Melbourne Grammar’s success remains inherent, largely due to the passion and attention to detail of Senior Coaches such as Mr Paul Carolan and an endless supply of quality Old Melburnians who once wore knee pads and the famous red socks. Outstanding volleyballers such as Lewis Haralambous (OM 2006), Harris Eilenberg (OM 2009) and Josh Rundell (OM 2009) have returned to coach the Firsts, instilling confidence in proven strategies, along with skills and a cultural expectation of success. From when the boys first handle a volleyball at Grimwade House, Wadhurst or Senior
School, they are coached by OMs who know the system, want success for the School and genuinely care about their charges. In December 2013, a very young Melbourne Grammar team competed for the first time ever in the Australian Schools Championship, and it was a steep but successful learning curve which saw us placed eighteenth out of twenty-five in our division. The aforementioned Paul Carolan led a golden era between 2001 to 2008, when the School won four of the eight APS competitions. Over the last six years, we have built and rebuilt and finished third this season. With the Smagas boys, Andrew Panayiotou (Year 11) and Freddy Young set to “suit up” again and many of the younger boys showing immense potential, Melbourne Grammar School is certainly set for further volleyball success. Geoff Davies Coach of First Volleyball
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The Old Melburnians Council
Nigel Thompson
It is with great pleasure that I write to you as the incoming President of the Old Melburnians. I am delighted to be appointed to the role and look forward to the year ahead, working with a fantastic team of Council members who are committed to building on the great work achieved over many years. I would also like to take this opportunity to thank Ameet Bains, our outgoing President, for his tireless leadership over the past two years. Ameet has contributed in many areas; we thank him for his enormous contribution. In 2014, we welcome two new Council members, Georgie Freeman (OM 2001) and John Michelmore (OM 1979). Both have already made valuable contributions and we look forward to their input and ideas in years to come. Our Executive Committee has altered this year. Andrew Tulloch (OM 1986), having moved to Queensland to take on a CEO role, has stepped down from the Co–Vice President position, but we are fortunate to retain his services as a Council member. Andrew Brookes (OM 1974) has taken on Andrew Tulloch’s role, and yet another Andrew, Andrew Maughan (OM 1979), has stepped in as Treasurer. One of the Council’s ongoing challenges is to increase our engagement with all Old Melburnians, both those who have stayed in touch with the School and those with whom we have lost contact. During my time as President, I am committed to continuing to make a contribution that engages and serves all Old Melburnians. My interest is personal and historical – my great, great grandfather, Robert Willan, was one of the founders of Melbourne Grammar School in 1858, and his three sons were numbers two, three and four on the Melbourne Grammar roll. One hundred and fifty six years on, I am part of a Council committed to encouraging and renewing the feeling of friendship and camaraderie we felt as students at Melbourne Grammar School through year group reunions, regional events, our Annual Dinner and, during 2014, the Centenary of the House System. Each year we sponsor the Old Melburnians Fellowship, which is made available to an Old Melburnian below the age of thirty considering undertaking travel, study and/or a
project that fosters self-development and provides some benefit to a less fortunate sector of the Australian or international community. Applications close on 1 July 2014 and more information can be found on the Old Melburnians website: www.oms.org.au. Our Annual Dinner will be held on Friday 1 August this year at Leonda in Hawthorn and will feature the Coodabeen Champions. We anticipate six hundred attendees and would encourage all Old Melburnians to put a table together by Friday 30 May to secure the early-bird discount. Interest has already been extremely strong, and you will receive email notifications and further information soon. As I mentioned, the first six Senior School Houses were established 100 years ago, and Centenary celebrations are taking place this year. Rusden, School and Morris Houses have already held their reunions and they have been an outstanding success. I encourage Ross, Witherby and Bromby House members to attend their functions in the coming months. If for some reason you don’t receive information about these events (or any others), please don’t hesitate to contact The Lodge on 03 9865 7682. Interest in the OMs Online website has grown enormously in the past year, and you’ll find us at www.oms.org.au. It’s a great source of information and updates on everything Old Melburnian. If you haven’t registered already, I encourage you to do so. It also helps us to keep up to date with your contact details. The Old Melburnians Council and I look forward to working with you as closely as possible for the benefit of the School well into the future. Please feel free to contact me or any other Council member if you have any questions about the Council or the work we are doing. My email is nigel.thompson@oms.org.au and mobile 0408 750 614. We look forward to seeing as many of you as possible at OM events throughout the year. Nigel Thompson President
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The Old Melburnians Bill Guest (OM 1974) “It’s quite frightening when someone rings you up at 6.30 at night to tell you that you’ve got prostate cancer,” says Bill Guest (OM 1974). That was three years ago now, and it has been a life-changing experience for Bill and his family. After the initial panic, Bill began talking to as many prostate cancer experts as he could find. “For a fifty-three-year old to have prostate cancer, well, that’s really quite young. I wanted to understand it, to know what treatment was available,” Bill says. He started by calling a friend of his, John Russell (OM 1966), an experienced urologist who works at Albury Hospital, and sought advice from doctors in New York, Los Angeles and Melbourne. “Mentally, to know you’ve got cancer and that it’s inside you is a real challenge. I was very keen to get it out,” Bill says. During the course of his research and treatment, two things struck a chord with Bill: first, the extraordinary prevalence of prostate cancer – it affects three times more people than breast cancer, Bill says – and, second, its relatively low profile in comparison to other public health campaigns. “It got me thinking, ‘What can I do to help?’” Bill says. Bill began working with prostate cancer experts Dr Daniel Moon and Professor Anthony Costello on an idea for a specialist prostate cancer clinic at the Royal Melbourne Hospital. “There are a lot of people who wouldn’t be able to access the kind of treatment I was able to find, so it’s important that this is a public health project. It’s a complex and confusing area of medicine, and the counselling aspect of the treatment is really important,” Bill says. The proposed clinic will include treatment facilities, bulkbilling, prostate testing, cancer counselling, and there’ll also be a research centre undertaking blood testing and tissue sampling. With this vision in mind, Bill started thinking about fundraising. He settled on the idea of a special dinner at his Toorak home. With Eddie McGuire as MC, the dinner was attended by seventy-two of Bill’s nearest and dearest friends. The four-figure price of admission for the dinner yielded in excess of $650,000, a fine starting point for the prostate cancer clinic. With premises now secured, Bill is looking forward to his role as a patron of the clinic. He says conversations are underway with Federal Health Minister Peter Dutton, and he’s working on other fundraising initiatives to keep the project moving. “It’s a cancer that affects so many men and their sons. We need to invest in early detection,” Bill says. Last month, Bill attended his 1974 Forty Year Reunion at Melbourne Grammar School. “I knew about thirty of the gents there quite well; we’ve all stayed in touch over the
years. When we went to school, you didn’t really meet other people – there weren’t any mobile phones so, primarily, you just knew your mates from School,” Bill says. Bill’s family has a long connection to the School. His father, Alan Guest (OM 1943), and two uncles have studied here, along with his brother, nephews and his own son, Sam (Year 10). His second son, Jake, will commence at Wadhurst in 2021. Bill’s cancer treatment was successful, but it also altered his perspective on work and life. “It’s changed my lifestyle. It sounds like a cliché, but it makes you a little bit more conscious of living in the moment. You realise you’re not going to be here forever, so you may as well do it now.” For more information on the development of the prostate cancer clinic for the Royal Melbourne Hospital, contact Bill Guest at billg@guestgroup.com.au.
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Community Events School House Centenary 1
Danny McCoppin (OM 1981), David Lawrence (OM 1953) with son David Lawrence (OM 1981) & William Kelso (OM 1981)
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David Field (OM 1965) & Nicholas Guyatt (OM 1965)
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Ken Christian (OM 1945)
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Marcus Elsum (OM 1984) & Ameet Bains (OM 1995)
Morris House Centenary 5
Former Heads of Morris House Tim Morris (OM 1981) & Tony Morton with current Head of Morris House Stephen Catton
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The Zwar Family
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The Hiscock Family
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President of the Old Melburnians Nigel Thompson (OM 1969) with Andrew Turner (OM 1968)
Rusden House Centenary 9
Current Head of Rusden House Geoff Davies with former Head of Rusden House Gordon Jones, Headmaster Roy Kelley & former Heads of Rusden House Marcus Richards & Rick Rosenhain (OM 1963)
10 Theo Nelson (OM 1953, centre), with sons David Nelson (OM 1982) & Adrian Nelson (OM 1989), & grandsons Peter Feaver (OM 2011) & Charlie Feaver (OM 2013) 11 Stephen Cordner (OM 1970), Paul Elliott (OM 1967) & Cas Woinarski (OM 2006) 12 The Ellinghaus Brothers
(Page 30) 1974 Forty Year Reunion 13 Charles Bush, Colin Campbell & Michael Newton 14 Jasper Taylor & James Macdougall 15 Andrew Willder, Adrian Clifton-Jones & James Bedford
1964 Fifty Year Reunion 16 Mike Abell & Geoffrey Hutson 17 Tony Cree & David Hone
1954 Sixty Year Reunion 18 Josée Pinsonneault with Allan Davies who had travelled from Texas in the United States to attend the event 19 Jeremy Hearder & Geoffrey King 20 Carl Dowd, Ian Wenzel, Anthony Hiscock with Graeme Gillard
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Community News Weddings Congratulations The Grammar community is pleased to congratulate the following couples who recently celebrated their marriages in the Chapel of St Peter:
23 February Camden Alsop (OM 1999) & Joyce Boctor
28 March Nicholas Cheetham (OM 1991) & Ania Runkowska
29 March Owen Edward Harding Webb (OM 2001) & Jane Alexandra Parker
James Merralls AM QC (OM 1953) was awarded the honorary degree of Doctor of Laws (honoris causa) by the University of Melbourne at a graduation ceremony for law students in December. An article in The Melbourne University MUSSE magazine reports that James Merralls has edited the Commonwealth Law Reports for more than four decades. Professor Carolyn Evans, Dean of the Melbourne Law School, said the honour bestowed on James reflected his unstinting dedication to law reporting at its highest standards.
Australia Day Honours Companion (AC) in the Order of Australia
Jeremy Hearder (OM 1954) has written a biography of Sir James Plimsoll, the eminent Australian Diplomat and Governor of Tasmania. The biography will be published later this year. Mitchell Schomburgk (OM 2010) studied a Bachelor of Film and Television at Bond University in Queensland after finishing his VCE in 2010. Mitchell has just completed his studies, majoring in Editing, and recently secured an internship placement to work in New York. New York University’s Dream Careers programme facilitates global internship opportunities with major US companies. Mitchell was the only international student to be selected for the programme in 2014. He has taken up an Editor role at Greenpoint Pictures.
Obituaries The School has learnt of the following deaths in our community. Our sympathy and understanding is extended to their family and friends.
Adamson, CC (Current Staff) Adamson, RM (Past Parent) Barnett, BV (FOTS) Boyd, AJ (OM 1949) Brett, G (Past Parent) Cannon, S (OM 1970) Chandler D (Past Staff) Connard, JV (OM 1935) Crankshaw, TL (OM 1985) Davis, IW (OM 1946) Dawson, JD (OM 1957) Dowsley, WA (OM 1935) Drever, WMF (OM 1942) Elliott, BR (Past Staff) Farrer, JA (OM 1934) Gillon, EI (OM 1941) Graham, S (OM 1955) Hankey, JR (OM 1942)
Professor Edward Byrne AO (Past Parent)
For eminent service to tertiary education, particularly through leadership and governance roles with Monash University, to biomedical teaching and research, as a scientist and academic mentor, and as a contributor to improved global health.
Hardy, GL (OM 1947)
Member (AM) in the Order of Australia
Kennon, DS (OM 1953)
Haskin, L (OM 1949) Karsz HJ (Past Parent) Knott, GWG (OM 1956)
Mr John Bryson (OM 1954)
For significant service to Australian literature, particularly as an author, through contributions to Indigenous youth, and to the community.
Associate Professor Richard William King (OM 1964) For significant service to medicine as a clinician, educator and administrator, particularly in the areas of health policy development.
Mr Andrew Paul Sheahan (Former Headmaster)
For significant service to secondary education as a teacher, and through roles with sporting, charitable and community organisations.
Dr Philip Laurence Williams (Past Parent)
For significant service to business as an economist, and to the community.
Medal (OAM) in the Order of Australia Dr James Boyer Brown, (OM 1976)
For service to medical education, and to the community.
Mrs Maureen Louise Capp [Witherby Tower Member, wife of John Capp OAM (OM 1947)]
For service to the community of Melbourne, particularly through advocacy roles for residents.
Dr John Charles Vance (OM 1961)
For service to the blind, and to people with low vision.
Lange, GAE (Future Parent) Legge GJF (OM 1949) Brothers David Webster (OM 2005) and Tim Webster (OM 2008) (above) competed in the Rowing World Championships in South Korea late last year. They were the first coxswain brothers to represent Australia in the same team. David coxed the Men’s VIII, while Tim coxed the Lightweight VIII and secured a silver medal. David has previously won two World Championship gold medals in Bled and in New Zealand and he was recently named Sportsperson of the Year by Victoria University.
Linley, DAK (OM 1990) Luxton, LV (OM 1959) Myhill, JP (OM 1955) Owen, TC (OM 1947) Parkes, GT (OM 1947) Patkin, R (OM 1956) Ridings, MB (OM 1955) Rutter, JR (OM 1941) Rutter, JR (OM 1941) Stewart, GG (OM 1942) Tucker, RT (OM 1954) Wallace-Mitchell, D (OM 1948) Willis, RF (OM 1945) Withers, JM (OM 1949)
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The Foundation Don and Lorna Parncutt Family Scholarship A strong belief in the value of diversity inspired Bruce Parncutt (OM 1968) and his wife, Robin Campbell, to establish a new scholarship at Melbourne Grammar School in 2014 – the Don and Lorna Parncutt Family Scholarship. “Over the years, I have become increasingly cognisant of Melbourne Grammar School’s objectives around diversity. It is something that I think is very important for a School like this,” says Bruce, who has been a long-time supporter of the School. “Diversity has immense value for the whole School community. We saw the benefits of this exchange with my own sons – they had friends from a range of backgrounds, which was a very powerful experience for them.” The Don and Lorna Parncutt Family Scholarship will support an academically gifted student who would otherwise not have the opportunity to attend Melbourne Grammar School. Available to day and boarding students, the Scholarship will cover up to 80 per cent of tuition fees annually. It will be awarded for the first time in 2015, to a new student entering Year 7 or Year 9. “Our goal was to provide an opportunity for a student who would not normally be able to attend Melbourne Grammar School, a student who was academically capable, but who would also benefit from the broader education – whether sport, music or drama – offered by the School,” Bruce says. In establishing the Scholarship, Bruce and Robin wanted to recognise Bruce’s parents’ commitment to education. “My father made a serious commitment to put six sons through Melbourne Grammar School, and I believe he and my mother
made some significant sacrifices to do so. Over the twenty years they have had sons at Melbourne Grammar School, they were actively involved in the life of the School, and we wanted to honour their commitment with this Scholarship.” Bruce and Robin also hope the Don and Lorna Parncutt Family Scholarship will inspire future generations to continue supporting the School. “Every student at Melbourne Grammar School benefits from the generosity of the generations that have come before,” Bruce says.
Learning spaces for the 21st century Throughout the School’s history, gifts from benefactors have played a significant role. Each year, members of the School’s bequest society, the Witherby Tower Society (WTS), choose to leave a gift in their will to help students in many ways. Many WTS members choose to help students through scholarships and bursaries. In other cases, they direct their bequest to the endowment fund, which gives the School financial surety and allows it to respond quickly to emerging priorities. The endowment fund is also an important funding source for the School’s buildings and grounds. One recent project funded by the School’s endowment is the new LOTE Centre, which opened in 2012, providing a stateof-the-art learning environment for the teaching of languages. Mr Ben Hanisch, Director of Senior School Curriculum and Teacher of Japanese, says the new facilities have opened up some exciting possibilities. “Research shows that the way you configure classrooms, including the way you arrange your furniture as well as the provision of break-out spaces, can positively influence the teaching and learning that occurs within. Learning spaces 32
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have become an important focus in education, in order to encourage pedagogies and learning opportunities relevant for the twenty-first century,” Mr Hanisch says. Classrooms within the new LOTE Centre are equipped with interactive whiteboards, Apple TV and projectors, and there are breakout areas for one-on-one or one-on-three interaction. These conversation rooms are particularly important for VCE students who have dedicated time with the Language Assistants to hone their language skills. “Having a defined space for the Language faculty has been a significant development in showing that we really value language learning at this School,” he says. For more information on giving to Melbourne Grammar School, contact Josée Pinsonneault, Director of Development, on 9865 7683 or via giving@mgs.vic.edu.au.
Friends of Grammar An exciting year ahead From the moment the first bell rang for this term, Friends of Grammar committees at Grimwade House, Wadhurst and Senior School have been busy supporting the School.
Grimwade House New families arriving at Grimwade House on the first day of term received a warm welcome from FOG Grimwade at the annual Prep and New Parents Welcome Morning Tea. As the eighty-four Prep students and forty-four students at other levels settled into their new classes, parents chatted over coffee and made some new acquaintances. Later, the FOG Grimwade Committee delivered refreshing icy poles to each class to celebrate the start of a new year. The FOG Grimwade Committee has also been busy supporting the School and planning social events. Year level cocktail parties are well underway, and the Year 3 Father, Friend and Child Night in March was a huge success.The team is looking forward to the annual Grimwade House Lunch in June. “We have been most fortunate at Grimwade House this year in the generosity shown by parents in offering their services as year level representatives,” says Georgina Porter, President of FOG Grimwade 2014. “Whether you are a returning parent or whether 2014 marks the beginning of the Grimwade journey for your family, you are fortunate to be part of an enthusiastic, friendly and supportive community.”
Wadhurst Year 7 and 8 parents and students have been involved in a suite of events coordinated by FOG Wadhurst. On the first day of School, FOG Wadhurst carried on the tradition of welcoming new students with a smile and a sausage sizzle for lunch. The following day, the team held a welcome morning tea, which saw record attendance of more than 180 parents. The first “tuckerbox” fundraiser was held in February, providing a delicious lunch for 336 boys to raise funds for charities elected by the boys at the end of last year. The Year 7 cocktail party was held on 6 March on the Wadhurst Deck, while the Year 8 cocktail party was hosted by Richard and Edwina Sinclair at their home on 13 March. “We are pleased to have a group of both mums and dads from a number of different primary schools throughout Melbourne, which adds new ideas and diversity to our team. It has also expanded our number of class representatives to fifty-five, who are all very important parts of our team,” says Rachael Keeble, President of FOG Wadhurst 2014.
FOG Presidents & Vice Presidents 2014: Gillian Stewart, Georgina Porter, Anna Cave, Rachel Gourlay, Rachael Keeble & Jenny Gaudry
Senior School The 103 class representatives at Senior School have been providing outstanding support, says Anna Cave, President of FOG Senior School 2014. Activities so far have included catering for this year’s Quad Play, providing refreshments for the House sports competition, and managing the Uniform Swap Shop. The FOG team also arranged catering for the eight hundred attendees at this year’s MGS Live, an impressive undertaking by any measure. FOG Senior School also operates the cafeteria at Edwin Flack Park. The egg and bacon rolls have proven a popular menu choice for the School’s young sportsmen (and their supporters!). If you are interested in assisting on Saturday mornings, volunteers are always welcomed. “FOG’s primary focus is ‘friend-raising’. We belong to a fabulous community and, by getting involved, we can involve others,” says Anna. “By working together, we can ensure that every member of our School community is included and the value of one another is acknowledged. We look forward to a fabulous 2014.” Melbourne Grammar School – Grammar News
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Archives Something to chair about! The year 1931 was a great one for sport at Melbourne Grammar School, with all four Firsts teams winning their respective premierships. The year started particularly well with the First VIII winning the Head of the River by a then record time of 4 minutes 55:5 seconds. This was followed up by the First XI who won all of their matches apart from a draw against Scotch College. The First XVIII, under the guidance of legendary coach “Bully Taylor”, went through the season undefeated. The pressure certainly was on the Athletic Team as they headed into the Combined Sports. The event had always provided thrilling contests, and 1931 continued that fine tradition, with fierce competition between arch rival Scotch College and an emerging threat from Xavier College. At the interval, Melbourne Grammar School was leading by ten points, but the final four events at the Combined Sports did not promise much in the way of success. There were some gallant and courageous efforts in the three lead-up events, but none could match that of Stanley Churchus (OM 1931) in the final Open 440-yard final. Xavier College led by a narrow margin going into the last event. While Churchus was a fair quarter-mile runner, he was competing against a strong field, and the Xavier runner, Ryan, had been placed second in the event the previous year. Churchus not only had to beat Ryan, but beat him by two points for the School to retain the Cup and ensure an unheard-of premiership in all four major sports. It was a memorable race. Stanley Churchus led from the front in the early stages, his only hope of succeeding. He was challenged and passed by Ryan in the final 100 yards but, in a supreme effort, he passed Ryan on the final turn and, though on the point of collapse, crossed the line two places ahead of Ryan. Melbourne Grammar School had won the Combined Sports by one sixth of a point!
The remarkable sporting success achieved by the School in 1931 prompted the Old Melburnians Council in 1932 to present a “presidential” chair to the School as a gesture of goodwill. The design and subsequent construction and manufacture of the chair had a distinct Old Melburnian flavour. Benefactor and architect Clifford Lane Cummings (OM 1914) received the commission to design the chair and seek tenders for its construction. The successful bidder was H Goldman of South Yarra, William Goldman having left the School in 1930.The leather for the seat was donated by Henry Zwar (OM 1888) and his son Herman (OM 1922). The silver plaque was a gift of the Heath brothers, Cecil (OM 1893), Frederick (OM 1909) and Noel (OM 1912). The presidential chair was presented to the School by the President of the Old Melburnians, Harold W Clapp (OM 1893), at Speech Night 1932 and was accepted by the President of the School Council, Archbishop Head. While the Headmaster had the discretion over the chair’s use, it was requested that it be available to the President of the Old Melburnians when chairing Council meetings in the Morris Library. When the Morris Library moved in 1942 from the groundfloor location in the Quad, the chair did not follow but was installed in the Council Room, now the Headmaster’s study. Through much of the 1970s and 80s, the chair was used on the stage in the Memorial Hall. Given its intense use during this period it started to show its age and a complete restoration was carried out in 1993. The presidential chair is now located in the Ricketson Room and is used by the School and the Old Melburnians Council on ceremonial occasions, such as the Anzac Day Service.
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At the lockers
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Melbourne Grammar School 355 St Kilda Road Melbourne Victoria 3004 Australia T +61 3 9865 7555 F +61 3 9865 7577 mgs@mgs.vic.edu.au www.mgs.vic.edu.au CRICOS No. 00977J ABN 61 004 453 829