grammar news Print Post PP 100007326
Number 114 – August 2014
Above:
Science classes at Grimwade House work on their green thumbs
Front cover:
Ms Cat Poljski, Head of Creative & Performing Arts, teaching photography with Will Gourlay, Russell Grimwade & Fraser Smith at Motor Works
Opposite:
A sunny afternoon at Wadhurst
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 Photographs by: Adam Cawood, 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
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In This Issue 4 From the School Council 5 From the Headmaster 6 News 16 Boarding 17 The Foundation 18 Grimwade House 20 Wadhurst 22 Senior School 24 Cordner–Eggleston Cup 25 Winter Sports 26 The Old Melburnians 28 Community Events 30 Community News 32 Archives 34 Friends of Grammar 35 Year 6 Musical
About this issue With a history of scholarship stretching back over 150 years, it would be easy to assume that a quality education is par for the course at a school like Melbourne Grammar. However, that would be to overlook the careful thinking, rigorous planning, enormous effort and skill involved in imparting knowledge and skills and helping the next generation of students to develop their critical thinking. In this issue, we look closely at the practice of teaching and learning across the three campuses. We speak to Andrew Baylis, the new Director of Learning and Research about his role in guiding the School’s pedagogy (p 14). Language learning has always held an important place in this School’s academic tradition – we consider LOTE exchange programmes and their ability to immerse students in another language, another culture and another way of thinking (p 23). Beyond the classroom, our students have opportunities to learn important life skills through community service, in conjunction with Anglicare (p 7) and the Fred Hollows Foundation (p 10). These external perspectives add a richness to the educational environment, and the School has enjoyed visits from a talented collection of guests in the last few months, including an astronaut (p 10), an Indigenous advocate (p 12) and three very different politicians (pp 10 and 22). Elsewhere, we report on Grimwade House’s recent performances of Beauty and the Beast (p 19), and we share some photos from the Wadhurst Family Breakfast (p 20).
Peter Davies Editor Melbourne Grammar School – Grammar News
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From the School Council Education: a preparation for life as well as a job Consider first the workforce. The rapidly evolving nature of employment makes it very difficult to predict what specific knowledge and skills will be required. My own profession of medicine has been transformed by new technology and new scientific knowledge, so that much of what I learnt in medical school is obsolete or irrelevant. Paradoxically, the foundational skills I learnt at Melbourne Grammar School in numeracy, written and oral communication and scientific reasoning have underpinned every aspect of my professional life.
Emeritus Professor Richard Larkins AO
The earliest universities emerged from church schools in medieval Europe. They had a distinctly vocational role, educating the professionals of the time, notably lawyers, doctors and clerics. As they evolved, there was more concentration on education in the humanities and natural sciences as the concept of education for its own sake emerged. With the development of the research-led model in Germany in the early nineteenth century, the advancement of knowledge, as well as its propagation, was given a more formal structure. However, with the broadening of access to university education from the middle of the twentieth century, an emphasis on preparation for employment rather than a broad and liberal education again became dominant, and there is a constant tension in our universities between what are commonly seen as opposing objectives. What are the implications for our schools? Should they emphasise preparation of their students for the workforce or should they concentrate more on a broad education preparing them for life in a more general sense? Of course, it is a mixture of both, but this simple statement conceals two much more complex questions. The first is: how do we prepare our students to be active contributors to the workforce? The second is: how do we educate them in a more general sense for life?
We can be sure that, although detailed factual knowledge will be less important given our easy access to such information on the internet via our smart phones, the complex nature of our new world will require high-order skills such as critical analysis, problem solving, communication and teamwork superimposed on the continuing needs for strong foundational skills. These generic skills cannot be learnt in the abstract but, instead, must be learnt in the context of real problems with active participation by students. The roles of teachers and students in learning are changing, and this has implications for our classrooms and the education of our teachers, as discussed by the Headmaster. The second aspect is just as challenging. How do we help parents and families prepare students to be happy, engaged and contributory members of society when they are surrounded by the challenges of drugs and alcohol, mental illness, a political system feeding off and encouraging society’s most base instincts, wars and brutality in our homes every night on television and an apparently endless list of stories of sporting, religious and entertainment idols shown to be morally bereft? Schools cannot supply all the answers, but by providing our students with a broad education, by encouraging them to appreciate the beauty of the arts, by emphasising the enjoyment that comes from sporting participation and by encouraging an appreciation of the outdoors, we can help them to be happy and rounded citizens. The School can do more by challenging the students, helping them to develop resilience, a strong sense of right and wrong and a degree of self-respect that is sufficient for them to speak out against things that their values tell them are wrong. My time as Chair of the School Council is an enormous privilege, as I see our teachers working with inspiring young people who will be leaders of the future and who will play a big role in developing a more innovative Australia and a more civil society. Richard Larkins Chairman
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From the Headmaster More of the same old, same old? It is often said that the more things change, the more they stay the same. In the domain of teaching and learning in schools during the twentieth century, this was undoubtedly the case. I well remember an educational presenter who declared at the end of the 1990s that if a teacher from 1900 could be transported into a classroom in 1999, he (or she) would recognise far more than we would comfortably like. Secondary schools have been dominated, quite literally, by the “oneness” model: one teacher taking one class for one period in one subject each day. However, whilst this model remains in place today, what happens within the classroom is quite different. Information technology has revolutionised our society, but it is only recently that it has begun to have a significant, transformative effect in schooling, with respect to teaching and learning. Bill Gates predicted the demise of schooling back in the early 1980s, but he clearly undervalued and underestimated the impact of socialisation in schools and the intrinsic value of an expert teacher. Variety in teaching is the spice of life for both students and teachers and “death by PowerPoint” is no more palatable than “death by copying notes from the overhead projector or off the blackboard”. The current societal belief is that people can now “learn anything, from anyone, anywhere, at any time”. I believe this view needs to be challenged by acknowledging some of its reality, but revealing its disadvantages as well. Twenty-firstcentury learners require a holistic solution that demands a new “lens” for the acquisition of skills through the delivery of curriculum, pedagogy and assessment. As schools such as Melbourne Grammar School investigate and explore new initiatives, one obvious conclusion is the increasing failure of the VCE to adequately assess the full impact of current teaching and learning. It has served Victorian schools and our community extremely well in the past, but it is becoming more anachronistic as the years pass and immediate change is needed to our final school assessment regime. The move towards greater student control of their learning has been accelerated by information technology. Whilst this provides new challenges to schools, the opportunity to inculcate important values such as integrity and justice, to encourage persistence and resilience and to develop positive human relationships into the learning environment, suggests that schools and teachers still have a crucial role to play, but the future will undoubtedly look different. I believe this future will involve a change in the education delivery model used in all schools with the “oneness” model under greatest threat. With the educational resource expense index currently running at double the level of inflation
Roy Kelley
in this decade alone, this will be inevitable. Universities have seen massive reductions in student attendances in lecture theatres and substantial increases in the global involvement of MOOCs (massive open online courses). It seems inconceivable to believe schools will not be affected by similar societal trends, whilst undoubtedly retaining their raison d’être through enhanced socialisation and a dynamic learning environment. Education needs to move from closed-book examinations to an open-book world; from a priority on memorisation to one of accessing relevant information; from regurgitation to the development of cultures of thinking; from didactic teaching to learner-centric practices; from rigid classrooms to more organic structures, to mention but a few. The traditional educational world of the three Rs of reading, ’riting and ’rithmetic will be reconfigured into the future four educational Rs of real skills and knowledge; relevance; responsiveness; and relational learning. The education landscape is changing and ours is an exciting and challenging future. The “lucky country” must become the “clever country” and education must lead the way. Schools like ours must be prepared to do things differently, whilst retaining the traditional focus on excellence and its belief in the holistic development of young people. Roy Kelley Headmaster
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News Premier’s VCE Awards 2014 The outstanding achievements of eleven Melbourne Grammar students have been recognised in the 2014 Premier’s VCE Awards. The awards celebrate the impressive results of VCE students across Years 11 and 12, while also paying tribute to the hard work and dedication of the teachers who helped these students to achieve their potential. Two students from the Class of 2013 were recognised as Top All-Round VCE High Achievers. This award is presented to students who achieve study scores of 46 or higher in at least five VCE subjects across 2012 and 2013. The recipients were: •
Jordan Santucci (Year 12)
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Roshan Selvaratnam (Year 12)
Jordan Santucci
Roshan Selvaratnam
Ten students received Study Awards for their achievements in the following VCE subjects in 2013: •
Adam Barrington (Year 12) – Environmental Science
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Maxim Cave (Year 12) – Australian Politics, English
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William Chiang (Year 11) – Philosophy
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Harry Christie (Year 12) – English
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Christian Hendy (Year 12) – Visual Communication Design
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Konstantine Panegyres (Year 12) – Literature
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Mel Shu (Year 11) – Mathematical Methods (CAS)
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Roshan Selvaratnam (Year 12) – Chinese Second Language, Specialist Mathematics
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Benjamin Stefano (Year 12) – Philosophy
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Jordan Stonier-Watson (Year 11) – Australian Politics
Held on Tuesday 29 April 2014 at the Melbourne Convention and Exhibition Centre, the Awards ceremony was attended by students, their parents and some very proud teachers who taught the students during their VCE years. The awards were presented to the boys by the Honourable Alex Chernov AC QC, Governor of Victoria, and the Honourable Martin Dixon MP, Minister for Education.v Congratulations to all recipients on these outstanding efforts.
Adam Barrington
Maxim Cave
Konstantine Panegyres
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William Chiang
Mel Shu
Melbourne Grammar School – Grammar News
Harry Christie
Benjamin Stefano
Christian Hendy
Jordan Stonier-Watson
Abseiling for Anglicare While a leaden sky and drizzly morning might not be the optimal conditions for an abseiling expedition, they didn’t deter five fearless Year 11 Melbourne Grammar students as they prepared to plunge thirteen stories down the outside of a city office building – in the name of charity, of course. James Hupert, Will Fanning, Lachlan Ross, Jack Bickford and Milan Kantor (pictured below) were taking part in Altitude Shift, an inventive fundraising project that sought to raise $150,000 for Anglicare, Victoria’s largest foster care provider. Anglicare’s placements provide critical support for children unable to live with their own families.
Between them, Jack, Will, James, Milan and Lachlan raised a combined total of $6528 for Anglicare, an impressive achievement. As a reward for their fundraising efforts, participants had the opportunity to abseil 113 metres down the facade of the St James building at the corner of William and Collins streets. “This is definitely a unique opportunity which I could have never overlooked,” says Will Fanning. “To know that I’m doing something great for my community, whilst having the time of my life hanging over the edge of twenty-seven-floorhigh skyscraper, is amazing in itself.” On the day, the boys descended the building confidently, helped in no small part by their chosen superhero costumes – Spider-Man, Captain America, Iron Man, The Hulk and Thor. They were supported by an enthusiastic group of mothers, siblings and friends. Milan led the field, securing $1933 in sponsorship. “I believe that service is the ability to support and create opportunities for others so that they can step up and shine,” he says. “You must be able to anticipate the needs of others and find the most effective way of inspiring and teaching by example. This programme enables people to see others stepping up to a challenge and spreading awareness around the local community. It’s a terrific outlet for me and, I believe, a fantastic cause.” Melbourne Grammar School – Grammar News
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News Anzac Service of Commemoration 2014 The following is an extract from a speech made by Nigel Thompson (OM 1969), President of The Old Melburnians, at the 2014 Anzac Service of Commemoration held in The Old Melburnians War Memorial Hall on Monday 28 April 2014.
“I do not claim to be an historian. I did, however, discover a keen interest in Australian history under the guidance of Mr ARC Hewison, or “Archie” as we called him, my Year 12 Australian History teacher at Melbourne Grammar School. Mr Hewison had attended the School himself and, sometime after leaving, he returned to teach History here for eleven years before becoming Principal of St Michael’s Grammar School. Mr Hewison would sit at the front of the classroom and read us Australian History from what seemed to me to be a never-ending supply of handwritten exercise books, whilst he peered out the window over his glasses and expected us to take voluminous notes which formed the basis of his teaching. Eye contact was rare! Mr Hewison, however, challenged us to reflect on the impact of the events and people who had shaped our nation. He spoke about the early explorers, the establishment of the British colonies, convicts and colonial society, the gold rushes, bushrangers, the growth of nationalism, the Federation movement and the foundation of the Commonwealth of Australia. These events were the precursor to our involvement at Gallipoli and in the First World War. Australia was young. It had only just united as a nation some thirteen years earlier. We were somewhat naïve. We supported our allies almost without question. Our young men and women hardly foresaw the dangers that lay ahead. Signing up was an adventure. It was mateship, it was travel and it was about winning and competitive spirit. Gallipoli and the First World War in turn helped shape our nation and changed us forever. There were sacrifices, there was giving, there was cost, there was unbelievable bravery and heroics,
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there was carnage, suffering, humiliation, uncertainty and psychological damage. Our nation, however, grew and matured and learnt from the experience. As a result of our participation, some ninety-nine years ago, we as Australians and as members of the Melbourne Grammar School community have much to be thankful for. Why then do we, on occasion, take so much of what happened back then for granted? Have we forgotten? I think not! Do we think that because these events happened so long ago that they are, for some reason, less important? Many of us had relatives who were lost, injured or scarred for life, both physically and mentally, as a result of that war. We may know little about them. Perhaps we should know more? We have numerous resources at our disposal. The Parncutt Library and the internet, of course, are awash with archival material about those who fought at Gallipoli and in the First World War. Thirteen hundred and fifty three Old Melburnians were on war service during the First World War. Seven hundred and twenty-five held rank or were awarded honours or decorations or were Mentioned in Despatches. Two hundred and ten Old Melburnians were killed in action or died from wounds, illness, accidents, drowning or as prisoners of war. And these were not “old” Old Melburnians. Many of them had just left School! Reflecting on these numbers in today’s terms is extremely sobering. Today, we would see 6,411 members of the School Community in uniform, 74% of all Old Melburnians aged 18–50 in some form of military service and 995 Old Melburnians having been killed. A dreadful thought – but it reminds us of the importance of remembrance of their courage and sacrifice.”
Melbourne Grammar School – Grammar News
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News The Astronaut and the Congresswoman detector to the International Space Station and watching the sunrise as he orbited the earth. The truly amazing part of Mark’s story, however, happened much closer to home. Sitting with Mark on stage was his wife, former Congresswoman Gabrielle Giffords, who served as a Democratic member of the United States House of Representatives. In January 2011, Gabby was shot in the head during an assassination attempt on her entourage in Tucson, Arizona. Six people were killed in the shooting and thirteen others were injured, but Gabby survived. Gabby’s story was told widely in the global press, and readers around the world have monitored her health and her courageous resignation from politics to focus on her recovery.
“Life is a set of challenges,” says Captain Mark Kelly, former astronaut and gun control advocate. After listening to him share his family’s extraordinary story at a recent assembly, it seems no truer word has been spoken. Mark talked to a rapt audience about his early career as a Naval Aviator, including close calls in Iranian airspace during the Gulf War. He detailed the ins and outs of a space shuttle launch, accelerating from 0 to 25,000 kilometres per hour in 8.5 minutes. He told of delivering a $2 million cosmic particle
Fundraising milestones Melbourne Grammar School has enjoyed a long partnership with the Fred Hollows Foundation. Over the last thirteen years, students at the School have raised over $200,000 to help the Foundation carry out its important work. During Term II, Mrs Gabi Hollows, Founding Director of the Fred Hollows Foundation, visited the School to share her experiences of helping to combat preventable blindness in developing countries. During a Senior School Assembly, Gabi spoke about the establishment of the Foundation, her experiences travelling with Fred and learning about the prevalence of preventable blindness in developing countries. She also discussed the ongoing work of the Foundation in Africa, southern and south-eastern Asia, and the Pacific. After the assembly, Gabi enjoyed lunch with students who had participated in the recent Values in Action trip to Vietnam. During the trip, students visited one of the Fred Hollows Foundation projects. The boys took their opportunity to share with Gabi their insights into the challenges of healthcare in Vietnam. 10
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Mark and Gabby were joined by their daughters, Claudia and Claire. The family visited Australia as guests of current parents Paul Little and Jane Hansen. After the assembly, the family joined Mrs Heather Lacey’s VCE Global Politics class. Responding to questions from the class, Mark and Gabby shared further insights into the American political system, and the establishment of Americans for Responsible Solutions, their new organisation which seeks to push Congress to implement more responsible gun laws. It was a rare opportunity to hear from two exceptional individuals.
Drug and Alcohol Forum
Panel members Clockwise from top left: Sonya Karras Mark Gellie Peter Wearne Declan Baird-Watson (OM 2012) Julie Rae
Adolescence is rarely an easy time. For many teenagers, these years involve navigating changing social dynamics, the onset of puberty and increasing expectations of independence and maturity. For some students, there is also the challenge of drug and alcohol consumption. In partnership with parents, schools play an important role in educating young people about the risks of drug and alcohol use. Earlier this year, the Counselling Services team worked with the Director of Leadership to initiate an innovative parent forum to promote open discussion about helping young people make wise decisions regarding drugs and alcohol. Convened by Ms Monique Sharp, Acting Head of Personal Development, the forum involved a panel discussion with a range of experts. Julie Rae, Head of Information and Research at the Australian Drug Foundation, set the scene for the discussion by giving a statistical perspective. It was heartening to hear that the latest evidence suggests there has been a decline in the number of young people using drugs and alcohol and that a smaller percentage of teenagers are drinking alcohol at harmful levels than in the past. Peter Wearne, Operational Director at YSAS (Youth Support and Advocacy Service), drew upon his decades of experience working with young people and helping them to understand their own relationship to substance abuse. He shared one particularly notable insight: because drugs and alcohol have
no conscience, will nor personal character, support should focus on the individual rather than the substance involved. Sonya Karras, Director of Whole New World and Teenage Expo, drew upon her experience in nightclubs and spoke compassionately about how best to help young people to cope with difficult situations – for example, equipping them with responses and strategies to deflect peer pressure and to feel confident abstaining from substance abuse. Mark Gellie, Victorian State Director of Red Frogs Education, also brought a hands-on perspective to the panel. His organisation provides chaplaincy and support for students on “schoolies week”, helping them to keep out of trouble and encouraging them to behave safely. The panel was completed by Declan Baird-Watson (OM 2012), who shared recent experiences from his teenage years and time at university. His considered answers and honest perspective were a perfect complement to the other speakers. The forum provoked lively discussion and questions from the audience. What emerged was the importance of honest relationships between teens and their parents and the need for open communication. The speakers encouraged parents to reduce judgement, to provide clear expectations and to become positive role models for the young people in their lives.
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News An evening with Fred Chaney AO During Reconciliation Week this year, Melbourne Grammar School was fortunate to host Fred Chaney AO and his wife Angela. Mr Chaney spoke as part of the Community Speaker Series, an event now in its fifth year. A former politician, Fred Chaney is highly regarded for his work campaigning for Indigenous Australians. He has served as Deputy President of the National Native Title Tribunal, as Co-Chair of Reconciliation Australia, and helped to establish the Aboriginal Legal Service of Western Australia. Mr Chaney was the recipient of the Sir Ronald Wilson Leadership Award for leadership in combating racism. In 1998, he was appointed an Officer of the Order of Australia for service to the Parliament of Australia and to the Aboriginal community. Mr Chaney’s visit coincided with the reopening of the Barak Gallery, a significant creative and cultural space overlooking the Quad, upstairs in the bluestone building. After a short function in the newly refurbished gallery, guests moved to the Higgins Theatrette to hear Mr Chaney speak with passion about the ongoing relevance and importance of reconciliation. It was soon evident why he is recognised as one of the most credentialed voices regarding Indigenous affairs and reconciliation in Australia. While acknowledging that there is still a great deal of work to be done in these areas, Mr Chaney explained how significant progress has been made. Reflecting on his experience as the Minister for Aboriginal Affairs in the Fraser government in the late 1970s, he outlined the positive change in areas such as Aboriginal governance, land rights, health and education. While it is easy to focus on what remains wrong or broken, Mr Chaney firmly believes that an optimistic mindset is more constructive.
After delivering some twenty speeches in the days leading up to his address at Melbourne Grammar School, it was notable that Mr Chaney initiated contact with the School prior to his arrival, to request more information about our Indigenous Programme. During his presentation, he touched on the importance of education to empower young Indigenous children and endorsed the philosophy which underpins the School’s programme. As founder and Vice President of the Graham (Polly) Farmer Foundation, an organisation which provides a range of educational opportunities for Aboriginal children, Mr Chaney has been actively engaged in this area in many remote communities. The following quote from Fred Chaney encapsulates his thoughts, interests and ongoing dedication: “In my view there is no silver rule or golden key, but education is the one thing that is a condition precedent in giving Aboriginal people a proper place in Australia, there is no question of that in my mind. I have spent my whole lifetime thinking about that.” Nathan Jessup Director of Leadership
A numbers game Last month, talented mathematician Mel Shu (Year 12) represented Australia against the world’s brightest young minds in this year’s International Mathematical Olympiad. Mel was selected for the competition from amongst 25,000 students who participated in the qualifying exams. He joined the sixperson Australian team and was presented with his team blazer at a special ceremony in Canberra in June. Held in Cape Town, South Africa, the event ran from 3 to 13 July. Alongside the two competition days, students participated in African music and dance lessons, a tour of the region, and lectures from special guests.
Above: Ian Ward-Ambler, Chairman of the Indigenous Programme Steering Committee, with guest speaker Fred Chaney & Headmaster Roy Kelley Above right: Mel Shu with Adam Spencer, media personality and Mathematics and Science Ambassador at the University of Sydney, during the ceremony at Parliament House
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It was a tight contest, with students from all four corners of the globe competing. The Australian team performed exceptionally well, placing 11th out of 101 countries. In the individual rankings, Mel was placed 109th out of 560 – another tremendous achievement. He was awarded a silver medal for his efforts.
The Story of Jandamarra Earlier this year, Year 8 student Toby Bedford travelled to Sydney to present the Acknowledgement of Country at the Australian Indigenous Education Foundation’s launch of its annual report. Commencing at the School in 2013, Toby is one of the students in the Indigenous Programme. He used his speech to share an important story from his family history.
“I’m a proud Bunuba man from Fitzroy Crossing in the Kimberley. I am speaking to you tonight as an AIEF scholarship student. I started boarding at Melbourne Grammar School last year when I was in Year 7. Like a lot of the AIEF scholarship students here, I am living far away from my country, but my culture and the stories of my people are still very important to me. Tonight I am going to tell you a story my Oji, which means ‘my grandmother’, told me about my ancestor Jandamarra. Jandamarra was a Bunuba man who lived more than one hundred years ago, when European settlers first came to Bunuba Country. For a while, Jandamarra worked for the settlers as a tracker, helping them to find and arrest Bunuba men and women.
For three years, Jandamarra freed people from jail and fought the settlers, and he became a hero of the Bunuba people. When the settlers would come looking for him, he would disappear into the caves of Windjana Gorge and Tunnel Creek. No one could ever find him on his country, and he became known as a shapeshifter. Jandamarra kept fighting back until he was killed, because he wanted his people to know that he was fighting for their country. He made a statement that this was Bunuba land. Without Jandamarra, I think things would be very different today. When I visit my country and go fishing on the river or walking in the bush, I am grateful to Jandamarra for fighting to protect our land and culture, and for making a statement that it was Bunuba land. Today Jandamarra is not just a hero for Bunuba people, but for all Australians.”
One day, he realised he was doing the wrong thing and that he needed to help his people and protect his country. He freed some men he tracked for the police and became a fugitive.
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News Welcome Andrew Baylis This semester, Melbourne Grammar School welcomes Andrew Baylis (OM 1979), the new Director of Learning and Research. Andrew will be working across all three campuses to shape classroom practice, curriculum development and use of learning technology. “As you teach, sometimes students get it instantly and sometimes they don’t. Sometimes you need a plan B,” says Andrew. “Rather than just letting that happen, I have always been interested in why: Why do some things work and others don’t? What are the cues?” Andrew has enjoyed a wide and varied career. His first teaching role took place at Melbourne Grammar School – while completing third-year Chemistry, he was enlisted as a substitute Year 10 Maths teacher. He would set up a four-hour prac at university, dash back to School to teach for an hour or so, and then return to Parkville to check in on his experiments. His first official teaching role took him to St Bernard’s College in Essendon, before he moved over to Brighton Grammar School, which would be his home for the next thirty years, culminating in his appointment as Director of Teaching and Learning. While he maintains a long-held passion for Science, Andrew’s approach to education is marked by an appreciation for diversity and the holistic nature of contemporary schooling. “One of my platforms in teaching and learning is different ways of looking at the world. I’m a scientist, but I’ve also taught English and Religious Education and I’m passionate about History. They’re all just different ways of looking at the world,” he explains. “Part of the teaching journey is giving students different ways into understanding. If you have a whole group of students who have the same way in, you’re going to miss some of the richness of the conversation.” He speaks fondly of his time as a student at Melbourne Grammar School – being inspired by Latin teacher Mr Alan Finlayson in his early days at Wadhurst, participating in Biology excursions with a group of “silly scientists”, playing leadership roles in the Duke of Edinburgh Scheme, and studying English with the former Deputy Headmaster, Mr Ian Rutherford. He is an enthusiastic bushwalker and still visits some of the locations he first toured on LGR expeditions. “Every teacher is also a pastoral carer because, ultimately, you’re teaching a person. It is very important in my role to understand the pastoral care systems across the School and how they work at each campus. The School is focused on educating the whole person, so it’s critical that we think about curriculum as everything we do – it’s not just Physics and Maths, it’s the outdoor education, it’s tutoring programmes, it’s chapel services, it’s hockey training.”
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Like Science, hockey is something close to Andrew’s heart – in his time at Brighton Grammar School, he coached the First XI hockey team for twenty years. As he settles into his new role at the School, he hopes to lend a hand with coaching. Over the years, Andrew has built a strong network of international contacts through the International Boys’ Schools Coalition and other research activities. Family connections in the UK draw him back from time to time, and he took a year-long break from Brighton Grammar School to teach GCSE and A-Level Physics in the UK, which was a valuable opportunity to learn more about international educational systems. “Your best students in the USA, in the UK and in Australia all speak very similar languages and have very similar learning experiences and learning styles,” Andrew says. Looking ahead, he sees an exciting future in incorporating technology into the classroom environment. “Technology allows us to become better performers as teachers. We’ve now got better tools rather than just coloured chalk! We can use different modes of engagement, rather than just listening and writing. There’s scope to include more pictures, audio and video. That’s where technology is taking us – into richer learning.”
Family archives Surely families are the best archivists. This charming photo collection charts a friendship that started at Grimwade House thirteen years ago. Now in Year 12, Jack Jessup, Robert Renzella, Sophie Thomson and Nikki Allen have remained friends since their first days together at school. The four friends met in Penny Lawson’s Prep class in 2002. They share a few common attributes – they are all the youngest in their families, they all barrack for the same footy team and they all head down to the coast for their summer holidays. Over the years, a very solid friendship grew. The group remained close friends throughout their years at Grimwade House, playing together in sporting teams, performing in musicals, participating in camps, and going to birthday parties. In 2008, the four finished Year 6, with Jack and Robert heading to Wadhurst, and Sophie and Nikki moving to Melbourne Girls Grammar School. In the intervening years, their friendship has continued – including attending each other’s formals in Years 11 and 12. The four families have strong connections to the School – between them, there is a large assortment of grandfathers, fathers, uncles and siblings who are Old Melburnians. “Thirteen years of friendship is enormous, especially when you’re just seventeen or eighteen years of age. They will now head in different directions after graduating at the end of 2014, but I have no doubt they’ll keep in touch,” says Sarah Jessup, mother of Jack.
From top: Sophie, Jack, Robert & Nikki in Prep; in Year 6; in Year 11; in Year 12 Melbourne Grammar School – Grammar News
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Boarding A day in the life Just over the road from the Senior School campus is Melbourne Grammar School’s boarding precinct for boys from Years 7 to 12. It’s home to around 120 students from a range of locations – both within Australia and overseas. What’s life like for boarders at the School, you might ask? Here’s a snapshot of life inside the boarding house.
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The Foundation Creating a bright future Recent research has identified family engagement as one of the critical success factors for Indigenous students. Where a strong relationship develops between home and school, students have the best chance to fulfil their academic potential, families can participate in school activities, and parents can be involved in their son’s educational journey. For Mr Phil O’Connor, the School’s new Indigenous Programme Manager, engaging with the families of the ten Indigenous students studying at the School is a top priority. “Mostly, the boys in the programme just want to make their family proud. It’s one of the main motivators for them to come to Melbourne Grammar School and to try to get the best education they can,” Phil says. “My role is to make sure they’re keeping up with their subjects and getting along with their teachers, and to help them stay connected to home. Most of the boys are boarders, and that’s not always an easy transition for anyone moving away from home,” Phil says. “Part of the job is supporting families who may be struggling with their sons being far away. That family support is a really important factor in helping them succeed.” The programme is designed to provide pastoral and academic support to help Indigenous students build strong relationships and make the most of every opportunity. “On Wednesday nights, the boys meet up with their individual tutors, arranged in partnership with the Australian Indigenous Education Foundation. We also do university visits, setting up pathways for tertiary education. We start that in Years 8, 9 and 10, so there’s always that idea of looking to the future.” “In the Victorian context, I think Melbourne Grammar is a great opportunity for these boys, because it’s not too far removed from their families and it provides the depth of education that they might not get at other schools. I believe we can really set these students up for a bright future,” Phil says. Since the School’s establishment, philanthropy has played an important role in creating opportunities for students who would not otherwise be able to access a Melbourne Grammar School education. The School’s Indigenous Programme Steering Committee is a group of dedicated volunteers led by Ian Ward-Ambler (OM 1982) as Chair. Together, they are hoping to build on this tradition of philanthropic support, to expand the reach of the Indigenous Programme and secure funding for more Indigenous bursaries. To invest in reconciliation through Indigenous bursaries, please contact Ms Josée Pinsonneault, Director of Development, on 9865 7683 or via email jzpinsonneault@mgs.vic.edu.au.
Caption: Mr Phil O’Connor, Indigenous Programme Manager, with Josef Lew Fatt (Year 10, left) and Tyrone Hayes (Year 9, right).
Annual Giving 2014 Our Annual Giving campaign for 2014 is well underway. Each year, the Annual Giving campaign invites Old Melburnians, parents past and present, and other friends of the School to lend their support to essential projects at Melbourne Grammar. The generosity of the School community provides scholarships and bursaries for our students, contributions to the Indigenous Programme, and funding for the specialised classrooms, laboratories and resources that enable students to develop a love of learning. Recently, a brochure was sent in the mail about this year’s campaign. We have been very pleased with the response, but we are keen for more contributions. Every gift, large or small, makes a difference, and we hope that many families will continue to show their support. If you would like to participate in this year’s Annual Giving campaign, there is still time – you can make a taxdeductible gift online at mgs.vic.edu.au/giving or contact the Development Office on 9865 7682 to request a giving form.
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Grimwade House History repeating
A grand day out Grandparents are a very special part of the Melbourne Grammar School community, and the annual Grandparents & Special Friends Day at Grimwade House in Term II was a lovely celebration for Prep students and their families. More than 150 grandparents and special friends enjoyed morning tea in Valder Hall, before being treated to an enthusiastic musical performance by the four Prep classes in Alfred Felton Hall. The group also showed off their Chinese language skills with a song about their love for their family. Treasured friends, young and old, joined in an enormous round of Hokey Pokey before setting off to the Prep classrooms to watch their grandchildren at work and play. There was time for the class to impress with their spelling and reading skills, before Year 6 students extended the hospitality with a tour of Grimwade House.
It wasn’t so long ago that aspiring teacher Emily Spence (OM 2007) was a student herself at Grimwade House. During Term II, she returned to Harleston as a student teacher working with Mr James McGeorge in his Year 1 classroom. After completing a Bachelor of Arts at Monash University, Emily is now halfway through a Graduate Diploma of Primary Teaching at La Trobe University. Her work at Grimwade House was the first placement of her diploma and a great opportunity to put some of her lessons into practice. “I’m so pleased that I was able to come back here. It’s a school that I feel comfortable at and with which I felt a connection. It has a great reputation and working with Mr McGeorge has been amazing,” Emily says. Emily is enjoying applying some of her university work. “I did Behavioural Studies as one of my majors in Arts, and I’m finding it really interesting being able to apply some of that knowledge into classroom management.” Returning to Grimwade House, Emily recognised a few familiar faces. “My Year 4 teacher, Mr Brad Whittle, is still here. And Mr Boyd too – it was his first year at Grimwade House the year I left. There are certain areas that I remember really well, but there are many parts of the School that have changed a lot.” “I remember building strong friendships here and I remember being really involved in all of the co-curricular activities – swimming, recorder, all the specialist classes. I loved doing them!” Emily recalls.
“Grandparents and Special Friends Day is one of our favourite events at Grimwade House,” says Mrs Leonie Tamblyn, Head of Junior Primary. “It’s a great opportunity for our students’ loved ones to see what goes on in the classroom and marvel at the way technology is integrated into the curriculum. Times have changed since grandparents were at School, and our approach to teaching and learning today is of great interest to their generation.” Kate Elliott Marketing Coordinator
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Beauty and the Beast
For the best part of a century, Disney has been crystallising time-worn fairytales into iconic pop culture artefacts – the studio’s retelling of Sleeping Beauty, Alice in Wonderland and Peter Pan have become the definitive versions of many of these stories. Since its theatrical release in 1991, Disney’s Beauty and the Beast has joined this canon. It was a suitably magical choice for this year’s Year 6 Production at Grimwade House. It is a familiar story – in provincial France, a young prince is transformed into a fearsome Beast, who can only be released by earning the love of another. A courageous young woman, initially his prisoner, grows to see his true self. As the brave and gentle Belle, Charlotte Williams and Isabelle McIndoe captured the ideals of a Disney heroine, while Matthew Sweetnam and Louis Dalgleish characterised the Beast with just the right mix of gruffness and vulnerability. Tom Landrigan and Henry Carmichael delivered bravado aplenty in their portrayal of the insufferable Gaston, while the Beast’s household staff of anthropomorphic household objects – Mrs Potts (Sophie Carne), a kind-hearted tea pot; Lumière (Alexander McGuire), a suave francophone candlestick; Cogsworth (Oliver Evans), a blustery grandfather clock; Chip (Sebastian Stubbs), a petite teacup; Madame de la Grande Bouche (Isabella Toncich), an opera-singing wardrobe; and Babette (Annabel Brend), a passionate French
feather duster – captured the magic of the original screen production. One of the hallmarks of this particular show is the highspirited crowd scenes. The Year 6 students acquitted themselves ably, recreating a charming marketplace, the interior of a boisterous tavern, and a climactic mob scene in the Beast’s castle. Working together, they created energetic chorus numbers and rousing renditions of some of the show’s popular songs. As always, Grimwade’s talented staff and students produced a show of extraordinary technical skill. Amazing sets revolved and transformed, shifting seamlessly from Belle’s village to a brooding forest to the interior of the Beast’s castle. Lighting and sound were of a professional standard. The student’s work in preparation for the production is linked closely to the Year 6 curriculum. Classes explored traditions of storytelling and narrative arcs, as well as looking closely at stagecraft and performance. It was an extraordinary production, filled with fun and fine performances, and it serves as an excellent demonstration of the talents of our Year 6 students. The cast and crew can be proud of an outstanding result. For more photos, see page 35 Melbourne Grammar School – Grammar News
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Wadhurst Family Breakfast Plates piled high with delicious pastries, fruit, muesli and savoury treats drew an enthusiastic crowd to this year’s Family Breakfast. The Wadhurst Hall was abuzz with parents, students and siblings. With around 270 people in attendance, the event is an annual highlight, organised by Friends of Grammar Wadhurst.
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Off to Woodend
Animalia
Over the last few months, groups of Year 7 students have been travelling to Woodend for the annual Year 7 camp. The camp comprises a busy schedule of activities, including mountain-biking, rock-climbing, hiking and navigation.
Does art have boundaries? That was the question at the heart of a new photographic project undertaken by Art classes at Wadhurst last term. Armed with a menagerie of animal masks, students took to the city to explore ideas of identity, relationships and belonging.
“I loved the abseiling and rock-climbing best,” says Nicholas Ganci. “We travelled out near Mount Macedon, and it was a really great challenge. It was the first time I’d done anything like that. The belaying isn’t too physical, but it takes a little bit of time to get the hand movement right.” For Harry King, the mountain-biking and hiking were highlights. “We travelled about twenty-one kilometres on the bikes, but it didn’t feel too far. By the time we returned, I felt like I had improved my mountain-biking skills,” he says. On the first night, boys work together in teams to prepare their own meals. Later in the week, they camp overnight in the Wombat State Forest. The programme is designed to encourage teamwork and to help boys develop skills in reading maps, using a compass and bushcraft. “On the first night we learnt about navigating. You’re in the bush, so you don’t always know if you’re going the right way!” Nicholas says. Harry agrees: “You develop self-confidence. You’ve got to follow the map and trust your instincts.” The timing of the camps during the first semester also encourages boys to form new friendships with their peer group. “We had spare time to relax and play games before dinner. I didn’t know anyone at the start of the year, so the camp was a great way to make some really strong connections with people in my House,” Harry adds.
In and around the CBD, students photographed themselves involved in a range of everyday interactions. The addition of animal masks encouraged students to think about expression beyond language and the often complex relationship between humans and animals. Working with Mr Adam Cawood, Head of Visual Arts at Wadhurst, students had an opportunity to hone their photography skills while studying human nature.
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Senior School Political minds
Top Acts
Unless you were studiously avoiding the media over the last few months, it’s likely you would have observed just a few column inches dedicated to the announcement of the Federal Budget. The thrust and parry of federal politics proved a fitting backdrop to visits from two very different politicians during Term II.
The elegant timber-clad auditorium at the Melbourne Recital Centre hosted this year’s Top Acts 2014, a special concert recognising the extraordinary efforts of VCE students in music and drama. Amongst those performing was talented cellist Jake Quan (Year 12), Music Captain at Melbourne Grammar School.
The first was Mr Greg Barber, current leader of the Victorian Greens Party. Before embarking on his political career, Mr Barber was a successful investor and corporate campaigner for The Wilderness Society. He spoke passionately to a group of Senior School students about the work of the Greens and stressed the importance of a multi-party political system in an egalitarian society. He also shared with the assembled boys a speech he was due to deliver to the Victorian Legislative Council. An insightful Q&A session followed, delving into foreign policy, taxation, transportation and renewable energy. At the other end of the political spectrum was the second guest, Ms Kelly O’Dwyer, Federal Liberal MP for the seat of Higgins. Ms O’Dwyer explained her beginnings in politics, working for the former Treasurer and MP for Higgins at the time, Mr Peter Costello. Ms O’Dwyer defended the Coalition’s position on the Federal Budget, released just a week before her visit. A Q&A session at the end touched on integrity, tensions between federal and state governments and the next federal election.
In front of an enthusiastic crowd, Jake performed Shostakovich’s Cello Sonata, Second Movement. “It’s a very robust piece; it’s very energetic,” Jake comments. “Technically, it’s quite obscure – it’s a twentieth-century piece, so it’s not what you would typically expect. I’ll be accompanied on piano. There’s a duality between the two parts.” Jake was one of twenty performers drawn from the best musicians, actors, singers, dancers and composers who performed in the Top Class concert series. Jake’s selection recognises his outstanding efforts in VCE Music Investigation Unit 4, which he completed in Year 11.
Both presentations provided fascinating perspectives on contemporary Australian politics. The visits were arranged by the Fraser-Deakin Politics and International Affairs Committee, with the help of Ben Pickard, Alexander Tashevski-Beckwith and Mrs Heather Lacey. Cameron Warasta Year 9
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This year, Jake is studying Maths Methods, Specialist Maths, Chemistry, English and Chinese. “Last year was very artsy for me, but it’s all academic this year!” Jake says. “I completed Music Investigation and Studio Arts in Year 11. They were both such creative subjects; you had a large degree of freedom. It’s much more regimented in my academic subjects this year.” Jake has been playing cello since he was nine years old, and he is considering how it will fit into his future. “I’d love to pursue music, but probably not in a professional sense. I hope to be involved in an orchestra or some sort of group. I’m in the Melbourne Grammar School Quartet and we’re hoping to keep that going for weddings and things like that after School.”
Cultural learning
We live in a global world. There are increased opportunities for cross-cultural connection, travel to once-remote locations has become readily accessible, and up-to-the-minute news channels keep us abreast of international happenings in real time. There really has never been a more dynamic landscape for language learning.
of existing exchange relationships in place. During the December holidays, our young men travel overseas, with their exchange buddies visiting Australia in July or August. During their visit, the exchange students experience the Australian way of life and the unique educational experiences available at Melbourne Grammar School.
Language exchange programmes provide wonderful enrichment, a chance to experience first-hand the world of communication and increasingly blurred cultural and linguistic boundaries. The immersive experience of a language exchange is also an effective way to consolidate language skills and to gain a deeper appreciation of the culture, traditions and history that underpin languages.
During 2014, we will be hosting fourteen students from France and eleven students from Waseda High School in Japan. We have also renewed a relationship, first established in 1989, with Fu Jen Catholic High School in Chiayi, Taiwan. Through this partnership, Fu Jen will host two Senior School students at the end of the year. Around the same time, four Melbourne Grammar students will be travelling to China on exchange.
The LOTE Department (Languages Other Than English) at Melbourne Grammar School offers a diverse range of possibilities for extended student exchange programmes, comprising six-week immersion opportunities with families in France, Germany, China, Japan and, more recently, Taiwan. Exchange students have a rare opportunity to experience everyday life in another culture, involving normal schooling, family life and leisure activities. The School helps to arrange family accommodation in partnership with other organisations such as Almost French, Nacel and Living Languages. Most language exchanges are arranged on a reciprocal basis, with each student both travelling overseas and acting as host in their own country. The School has a number
These existing language exchanges are complemented by other overseas study programmes. Year 8 French students at Wadhurst have an opportunity to spend a week in Mauritius, while a seventeen-day study tour of France will be launched in 2015. For Japanese students, there is a biennial two-week tour of Japan. Whether short-term or long-term, these immersive experiences can help students to develop their language skills and appreciate other cultures. Lilette Jonas Head of LOTE, Head of French
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Cordner–Eggleston Cup What better way to launch the 2014 APS Season than with the 156th Cordner-Eggleston Cup. Fervent support from students of both schools made for an atmosphere that was matched on the field in combat. At half time, Melbourne Grammar’s lead was slender, with few players standing out and a number needing to lift. Rallying in the third quarter, our boys lifted and surged to an unassailable lead. The last quarter saw a strong finish, with the Grammar Army in full voice, cheering on a victory of thirty-eight points. School Captain Ed Vickers-Willis was named the Beaumont Medallist after repelling many Scotch attacks and setting up important scoring opportunities for the team. For the first time since 1994/95, Melbourne Grammar School has won consecutive Cordner–Eggleston trophies. Michael Ford Coach & Jessica Rottura Assistant Coach
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Winter Sports
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The Old Melburnians Council
Nigel Thompson
Making a meaningful contribution The Old Melburnians Council is fortunate, in my view, to be part of the fabric of a great School and its alumni community. Melbourne Grammar School itself, under Mr Roy Kelley’s leadership, is progressing in leaps and bounds, with demand for places at all three campuses at an all-time high. Its academic, sporting, arts, music and outdoor activities are outstanding, thanks to a staff of exceptional educators. Schools, by their very nature, are nurturing environments where routine is the norm and support for students is readily available through House Systems, staff, coaches, learning support teachers and counselling.
with the School’s alumni and make a meaningful contribution to the personal growth and development of its old boys and girls, above and beyond emails, texts, LinkedIn, Facebook, Twitter and other means. Hence the establishment of a Mentoring Programme for Old Melburnians, under the guidance of Council Member Andrew Tulloch (OM 1986), who has made a significant contribution to this initiative. Currently we have over one hundred mentors offering their services to engage and support Old Melburnians interested in progressing their careers and addressing day-to-day issues through a mentoring relationship.
Leaving school, our environment changes. We’re on our own and those things we took for granted are no longer readily accessible. Many of us attend university or take on other forms of learning, personal growth and development. Others take gap years and enjoy the relative freedom of activities away from the rigours of schooling. For some, life becomes challenging, and choosing a direction or vocation sometimes seems like an insurmountable task.
As a community, we are fortunate to have so many outstanding Old Melburnians from varied backgrounds prepared to give their time to other OMs in search of personal and professional growth. Mentoring and coaching have a place in our society as never before. With digital communication akin to a lead pencil forty years ago, we are certainly communicating more than ever. We are, however, in danger of an over-reliance on smartphones and computing technology for learning, and there can be a tendency to forget the power of conversation. A mentoring relationship has the capacity to impart knowledge and learning in an incredibly powerful way. Mentoring has changed lives, built bridges and produced countless leaders. It has turned mediocrity into greatness and built esteem in many who have not believed in themselves.
Part of The Old Melburnians Council mission statement is to “provide guidance and support to Old Melburnians, as required, in order to assist them to maximise their potential”. We do this in many ways, via events, functions, fellowships, providing assistance to Old Melburnians or their dependents in need, supporting the Foundation and supporting the principles, activities and welfare of the School. Not so long ago The Old Melburnians Council fulfilled its function solely through face to face interaction – as we all did! Conversations were the norm, with digital communication an unknown. The Old Melburnians Council has been addressing ways in which it can remain in touch
I urge Old Melburnians to embrace the mentoring opportunity that is available to them. Our website lists our current mentors, and you can search based on their expertise, background and skills. Please visit: online.oms.org.au/#h_mentoring for more information. Nigel Thompson President
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The Old Melburnians Jon Clements (OM 1988) In an alternate reality, architect Jon Clements would be doing something completely different, as far from solid ground as possible: aviation. “There will always be that lingering question around whether I really wanted to be an architect, or did I actually want to be a pilot,” Jon says, with a wistful laugh. “I suspect I’ll always be involved in aviation – I recently built an aircraft over a period of four years, which was something I’d always wanted to do, since I was a kid.” But this is not a story of missed opportunities. Rather, it is a story about finding your passion, making room for all your interests and keeping yourself stimulated, professionally and personally. Jon entered Year 1 at Grimwade House in 1977. He was not, by his own admission, a model student, but he had a talent for drawing and an interest in Maths and Science. In particular, he recalls the influence of Mr John Adam. “He was my Art teacher in Senior School, and he was a huge inspiration for me. He was great with people and really convinced me that I could do whatever I wanted to do.” Jon studied architecture at Deakin University in Geelong and enjoyed the vocational approach of the programme, where there were opportunities to learn about the practice of architecture, rather than just how to design buildings. “I had undertaken some private residential work while I was at university and, the first year after I left, I worked on the master plan for Geelong Grammar School with Daryl Jackson Architects. I spent about ten weeks working on campus, documenting the existing buildings and undertaking building audits, which was an unusual introduction to professional architecture.” At twenty-eight years of age, Jon partnered with Graham Burrows and Tim Jackson to form Jackson Clements Burrows. In the intervening years, the practice has grown from a three-person studio into a successful mid-sized practice, with around thirty-five employees. The practice has gained a reputation for designing highly considered architecture underpinned by sustainable design principles. Their work has garnered significant accolades, including numerous awards in urban design, residential, multiresidential, institutional and commercial categories. “We’re more widely recognised for residential and multiresidential work, however we have been undertaking more public projects in recent years. We completed the St Kilda Foreshore Promenade redevelopment a few years ago in partnership with Site Office, which was a fantastic diversion for our practice,” Jon says. “We are very committed to improving the built environment, and there’s not a completed project out there that we wouldn’t be proud to say was ours. I think that’s a good place to be.”
Next year, Jon will take on the role of National President of the Australian Institute of Architects. He has previously spent time on the National Council and as President of the Victorian Chapter, roles that have enabled him to contribute to policy and advocacy initiatives within the profession. “Part of my role has been to attract some of the younger talent into the Institute,” Jon explains. “Historically, younger architects perceived the Institute to be a bit of club run by older and more established architects. In response, we have undertaken some very successful work in recent years, including the establishment of a new strategic plan and a gender equity policy. As a result, there is renewed energy in the work we are doing, and we are embracing younger and emerging architects to give them the confidence to operate in leadership roles.” To this end, Jon plays an active role in contributing to architectural education. He maintains an ongoing relationship with the School of Architecture at Deakin University and is a former member of the Deakin University Academic Advisory Board. He has also lectured and sat on accreditation panels at RMIT and the University of Melbourne. Jon is married to Elisa and their two sons, Hugo and Cooper, are due to start at the School in 2016 and 2018. He appears to have mastered the art of balancing professional obligations, advocating for your industry and finding time for family and hobbies. “To be happy in your professional life, I believe you need to contribute back to the community; however it is equally as important to carve out time for your family and yourself.” Melbourne Grammar School – Grammar News
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Community Events 2004 Ten Year Reunion
Bromby Centenary
1
Edward Stanley, David Stuchlik & William Camerer
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David Bailieu (OM 1960) & Michael Braham (OM 1954)
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Chris Schodde & Jason Rerksirathai
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Kelvin Griffith (OM 1948) & his son Thomas Griffith (OM 1982)
3
Andrew Pascoe, Rupert Murray-Arthur, James Israel, Christopher Buzzard & Theo Code
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Simon Weber (OM 1976) with his father Tony Weber (OM 1951) & brother Mark Weber (OM 1983)
10 Former & Current Heads of Bromby House Tony Morton, Paul Carolan, Martin Ball, Tim Scott & Barry Barton
Witherby Centenary 4
Mathew Langford (OM 1984), Geoff Langford (OM 1948) & Nicholas Langford (OM 2011)
1959 Fifty-Five Year Reunion
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Huw Williams (OM 1980) & Nick Smith (OM 1988)
11 Douglas Bilson & William Danby
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Former & Current Heads of Witherby House, Jim Lawry, Leah Kelly, Sally Scott & Geoff Smith
12 John Matthews, Charles Hewitt & Gary Morgan
1 2
3 4
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5 6
7 8
9 10
11 12
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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:
4 April Luke Travers (OM 2005) & Jessica Lees
3 May Weng Fii Wong (OM 2002) & Suzanne Aznavorian Warwick King (OM 2005) & Alyce Attwood
Wilf Dungan (OM 1953) is pictured here with a book that had a significant impact on his life. The book was written by Sir Henry Birkin who was a British racing driver, one of the famous “Bentley Boys” of the 1920s. Wilf has always had a considerable love of motor vehicle racing and attributes much of that love to reading books such those by Birkin and others. Sadly, few others have been able to develop that same love of motor racing, as Wilf has had the book “on loan” for the past sixty-one years! He recently discovered the original in his attic at his home in a rather poor state of repair. To his credit, he found a replacement copy in an antiquarian bookshop in the United Kingdom. The School and Wilf are negotiating a settlement on the overdue fee! David G Terry (OM 1954) writes that he still has a building design practice which, at seventy-six years of age, he maintains at a modest level, mainly because he finds it hard to think of abandoning the marvellous CAD technology that he has become so familiar with. David established his
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design practice in 1983 after twenty years with the Industrial Design Council of Australia (IDCA). David was its National Director from 1976 until 1983. He assisted in the development of the Australian Design Award and the administration and promotion of the annual Prince Philip Prize for Australian Design. David studied industrial design at the then Melbourne Technical College and drawing at the National Gallery Art School. He held various executive positions with the IDCA, including State Director, New South Wales (1968–1973). David was awarded a Churchill Fellowship in 1970 to study the contribution that Australian industrial design could make to the emerging economies of South East Asia. David reflected on his time at Melbourne Grammar School and the wonderful mentoring role that the late John Brack played as his Art teacher, in helping him define his career. There were also a number of rewarding years under the enlightened and new headmastership of Sir Brian Hone. David maintains those artistic links to School through attending regular life drawing classes and making sculptural assemblies. His interests now include travel, art, classical music and reading. Charles Hewitt (OM 1959) writes that, after fifty years of business, he has decided to close his picture framing business and, perhaps, think about retiring. He reports that it has been a full and frantic ride at times, from framing Chloe at Young an Jackson’s Hotel, Russell Drysdale exhibitions and
Brett Whitely from 1967 to framing Blue Poles at the Australian National Gallery and countless others. Charles hopes he will now have time to devote to travel, spending some time with his grandson and catching up with friends. Tom Hudson (OM 1964) reports on the 1964 First VIII fifty-year celebrations. There was glorious April weather on the weekend of Friday 10 and Saturday 11 April 1964. The Melbourne Grammar First VIII had been rowing together since late January of that year. There was a sheer determination and ultimate belief that this group of nine rowers would achieve their greatest reward, which was vindicated by their winning the Head of the River that year. After a slow start at various early regattas, the crew eventually became winners at the prestigious Scotch Mercantile Regatta. This was then the pointer to the form for the next main event – the Head of the River on the Barwon River at Geelong. On Saturday 11 April 1964, the Melbourne Grammar crew won by beating the Geelong College crew by half a length in the time of 4 minutes 58 seconds. To coincide with the 2014 Head of the River celebrations, it was decided that the 1964 crew should have a celebration dinner and a lunch, as guests of the APS, at the Nagambie Rowing Course. So, on Friday 21 March, the whole crew, with the exception of Simon Holland (7) and coach Gordon Sargood, assembled at the Toorak RSL for a three-course dinner in the Churchill Room. This event was so different in that
Obituaries The School has learnt of the following deaths in our community. We extend our sympathy and understanding to their family and friends.
Banks, TM (OM 1990) Britton, P (FOTS) Cleaver, GW (Past Parent) Douros, K (Current Parent) Dwyer, NA (OM 1941) Chin, YF (Current Parent) Elliot, BR (Past Staff) Eustace, OAM, A (Past Staff) Fletcher, RW (OM 1960) each crew member invited a guest from one of our opposing crews in the race. So, there was a group of twenty past oarsmen. After each course, the chairman for the evening, Tom Hudson (bow), invited each guest to make a comment. The result was enlightening, in particular the contribution from a Geelong College representative who was still smarting after all this time. They blamed their cox for errors on the course. It brought out a passionate speech by David Leng (4), who was hand picked from playing cricket to joining the prestigious Melbourne Grammar First VIII. Chris Dane (stroke) spoke about the Rudyard Kipling story If, saying that there were many factors in rowing which can mitigate against your performance – how you feel before the race or how something could upset you on the way to the race – so, the “if” factor was ever present in each and every crew. The esteemed guests included Steve Bennett (Wesley), Mike Velik (Scotch), Rob
Lawler (Geelong College), Chris Lang (Geelong Grammar), Ross Robson (Geelong College), Tony Oakley (Wesley), Bob Galbally (Xavier), Euan Luff (Wesley), David Douglas (Scotch). Gus Gardner (MGS) filled in admirably for the absent Simon Holland. The Melbourne Grammar crew comprised Tom Hudson (bow), Lawrence Stokes (2), Rob Wakefield (3), David Leng (4), John Harry (5), Fergus Tuckett (6), Simon Holland (7), Chris Dane (stroke) and Tony a’Beckett (cox). On Saturday 22 March 2014, the crew embarked on a bus trip to the Lakes of Nagambie. This trip passed quickly, as all the crew caught up with each other and found out about what had happened since they last met. The crew were the guests of the Associated Public Schools Association and the Shire of Strathbogie. They were treated to a delicious luncheon, with fine wines from Mitchelton to wash it all down. They were joined by the fortieth anniversary of the winning Geelong
Grammar crew from 1974. After the regulation photographs from the Euroa Times, the crews went onto the balcony to witness the rowing of the 2014 Head of the River. Finally, Sunday 23 March saw a lunch gathering of the crew and their wives, which was held at the home of Tom Hudson in Glen Iris. After the weekend festivities, all members agreed to get together every year to relive that one day in April some fifty years ago. Henry Frayne (OM 2007) and Sam Baines (OM 2008) have both been selected to represent Australia at the Commonwealth Games in Glasgow. Henry will compete in the long jump, where he stands a strong chance, and Sam Baines will compete in the 110m hurdles. Both won selection in the team after putting in excellent performances in lead-up events here and overseas. We wish both Henry and Sam every success in Glasgow.
Hamilton JH (OM 1940) Henrys, JE (OM 1945) Hinneberg, PG (OM 1961) Jordan, PR (OM 1952) Journeaux, S (Past Parent) Kitchen, PM (OM 1934) Labrum, JB (OM 1941) Lillies, MLC (OM 1942) Linley, DK (Past Parent) McBrien, BL (OM 1944) Macleod, BBT (OM 1995) McMullin, L (Past Parent) Nicholson, PS (OM 1947) Paterson, RJ (OM 1948) Saleeba, GJ (OM 1951) Simpson, RDE (OM 1985) Thwaites, H (Past Parent) Tickner, RE (OM 1947) Turnbull, K (Past Parent) Withers, JP (OM 1943)
Apology In Grammar News 113 (April 2014), we erroneously reported David AK Linley (OM 1990) in the list of obituaries, instead of his father DK Linley. We are pleased to report that David is alive and well in Nashville, Tennessee. We extend our sincere apologies to David, his family and friends for the distress caused.
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Archives “The call of the Empire in her hour of need” This year marks the centenary of the outbreak of the First World War – a war that was to have a profound impact not only on Melbourne Grammar School but also on the young nation of Australia as a whole.
E B McKay (OM 1914)
The Old Melburnians badge
“With the suddenness of the earthquake which wrecked San Francisco the great war has burst upon us … we feel we are fighting not for ourselves but for the liberty of the world, for the inviolability of treaties and against the oppression of small nationalities,” so wrote the Headmaster, Mr George Blanch, in the August 1914 edition of The Melburnian. As we mark the start of the commemoration of the First World War, it is appropriate to reflect on the profound effect the conflict had on Melbourne Grammar School and to honour the service and sacrifice of so many of its community. The call of the Empire was heard by students, staff and Old Melburnians alike, and they rushed to enlist. Amongst the first students to heed the call was the 1914 School Captain, Wilfred Kent Hughes. Such was the excitement surrounding his joining up that a throng of students followed him to Victoria Barracks to watch him enlist. He was followed as School Captain by Eric McKay, who, like Hughes, enlisted, as did all prefects from 1914. Wilfred Kent Hughes was awarded the Military Cross for his outstanding service during
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14th Battalion Pocket Book
R E Courtney (OM 1888)
the war and went on to have a stellar career as a politician and Olympic organizer. He was knighted in 1957. Eric McKay lies buried outside Pozières, having lost his life in 1916. Staff at the School also responded to the call. Staff members Leslie Morshead and William Hoggart took leave to enlist. Such was the belief that the war would be over quickly that all staff were granted leave, with their positions open for their return after service. Morshead was in the landing at Anzac Cove and would later become the youngest Colonel in the Commonwealth Forces. He went on to become Lieutenant-General Sir Leslie Morshead and would be recognised as a hero a generation later, during another war in in North Africa. William Hoggart was also in the landing at Anzac Cove and lost his life leading his men two days later. The then President of The Old Melburnians, Casimir Woinarski KC (OM 1880), and former Prime Minister and past President of The Old Melburnians Alfred Deakin (OM 1871) travelled to the Broadmeadows Military Camp in early September 1914 and presented Old Melburnians with a badge and a letter. In part the letter read, “To each of you we give an Old Melburnians badge. Let it be placed inside your uniform as a token, that each man is wearing the colours of the School. Let it be a talisman, a treasured possession and may it ever remind you that The Old Melburnians are with you.” The School adopted the 14th Battalion, which was commanded by Lieutenant Colonel Richard Courtney (OM 1888) and had many Old Melburnians amongst its ranks. The School presented a Regimental Pocket Book to all 14th Battalion non-commissioned officers and men. The motto of the Battalion was that of the School – Ora et Labora. As well as the 14th Battalion, many Old Melburnians served in the Public Schools Company, made up almost entirely of former students of the original Associated Public Schools of Victoria.
Technology & innovation
It was announced in February 1982 that the School intended to purchase a computer for educational purposes. The School had conducted a comprehensive survey of the wide variety of computers on the market and decided on a network of Proton microcomputers. The computers would be linked together with a floppy disk system and a printer. This configuration had distinct advantages, as a flexible system could be used simultaneously by a large number of students. Fifteen of these microcomputers were to be installed by March of that year, with another fifteen being considered. A pilot “Computer Awareness Course” was conducted for some Year 9 and Year 10 students in which they were introduced to the intricacies of the BASIC computing language. The students would then plan and write their own programmes. Computer Awareness was to be part of the syllabus for all Year 9 students the following year. The single computer that existed in the Bursar’s office was to be upgraded at this time to cover not only accounting applications but all aspects of enrolment and student records The report back after that first-term installation of the computers was very positive and their introduction aroused much interest. The computers were used mostly outside of class time and there was always a queue for access to the available machines.
programmes. Under the guidance of maths teacher David Smith (1981–1987), several programmes written by him and students were distributed to other schools expressing interest in computers. Some twenty schools visited Melbourne Grammar School that year to see how the computers were being utilised. Thirty-two years on, Melbourne Grammar School is still leading the way in terms of technology and innovation across all three campuses. Those fifteen computers first introduced all those years ago have long since been replaced and the number of devices at the School has grown, at the latest count, to 2203 machines, which includes desktop computers, iPads and smartphones. Whilst we don’t know the capacity of the Proton computers that were first introduced at the School, we can compare one of the first “portable” computers available in 1982, the Osborne Executive, with the first Apple iPhone. The Osborne Executive, at thirteen kilograms, weighed 100 times that of the iPhone, was 500 times greater in terms of volume, cost ten times as much (adjusted for inflation), and computed at 1/100th the speed of the iPhone. Other features of the Osborne were its 124 kilobyte memory and seven-inch amber monochrome screen. We have indeed come a long way at Melbourne Grammar School since those early computing days.
Activities on the computers ranged from button pressing through to game playing to the writing of simple
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Friends of Grammar Friend-raising & Fundraising The first semester of the year has been a busy time for the Friends of Grammar teams at each campus. Here’s a short summary of what they have been up to in recent times.
Grimwade House The FOG Grimwade Committee and Year level representatives have been busy supporting School activities and organising a range of social events. The team provided catering for the House Cross Country and recent Hot Chocolate Day at the School, as well as preparing a delicious supper for interval during the performances of Beauty and the Beast. Once again, FOG Grimwade hosted a Mother’s Day stall to help children choose gifts for their mothers. Mother’s Day. Back at School, FOG Wadhurst arranged the popular Mother’s Day gift stall, with over 270 gifts sold. The Creswick Boarders were treated to a day out at Jenny and Anton Gaudry’s farm in Tallarook and learned the fine art of firefighting, fed a menagerie of animals including bison, pigs, alpacas and geese, and were treated to a BBQ lunch. On the last day of Term II, FOG Wadhurst assisted Mr Matt Houniet with the annual Crop-a-Kid fundraiser for the MakeA-Wish Foundation. The Committee fed and cropped the hair of over one hundred boys in two hours, and the boys raised $15,000 for a young leukaemia sufferer and his family.
Senior School
Friends of Grammar – Grimwade in action
A generous donation from FOG Grimwade has been realised in the form of a shiny new resident on the Harleston lawn. A bronze echidna, by 2013 artist-in-residence Dean Bowen, was recently installed, to the delight of the School’s lower primary students. In June, the Committee welcomed over 170 guests to the Annual Grimwade Luncheon at Carousel overlooking Albert Park Lake. This occasion was a chance to catch up with old friends and to make some new ones as well. The Luncheon raised $20,000, which will be used to fund projects for the benefit of the children at Grimwade House.
Wadhurst Mother’s Day activities were also underway at Wadhurst last term. Over eighty Wadhurst mums were treated to a fabulous Italian lunch at Mirka@Tolarno to celebrate Mother’s Day. Guest speaker Mr Shannon Boyer, Teacher of Latin at Wadhurst, provided an insight into the Latin traditions of
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FOG Senior School kept busy during Semester 1 with Year level cocktail parties, running the Uniform Swap Shop and operating the Flack Park Cafe. The Committee sends their sincere thanks to the hosts, volunteers and attendees who have made these activities so successful this year. Through its fundraising activities, FOG Senior School has also been pleased to support several initiatives across the campus, including arranging guest speakers, providing a staff bursary, preparing a special Year 12 breakfast, catering for music and drama performances, and purchasing tents and backpacks for LGR and outdoor education programmes. An exciting forthcoming event for Term III is the Boys’ Big Breakfast on Monday 1 September. This much-anticipated event will include a debate between fathers and sons on the topic “That it is easier to be a father than a son”. Two strong teams have been assembled and the adjudicator/chair will be entertainer Mr Brian Nankervis. Looking ahead, the Springtime Ball will take place later this term, and there is much anticipation in the air. Tickets sold quickly and the evening promises some terrific entertainment. The Ball will be FOG’s main fundraiser for the year across all three campuses, and the School community has generously supplied prizes for the silent auction and raffle.
Year 6 Musical
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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