Grammar News no 120 Aug 2016

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Number 120 – August 2016

Leander Cup success at Henley Royal Regatta

Front Cover:

The Melbourne Grammar School First XVIII football team takes to the field in the APS Reconciliation Round wearing their Indigenous-themed jerseys.

Above:

Congratulations to the members of the School’s First VIII rowing crew on their great success at the 2016 Henley Royal Regatta, which was held at Henley-on-Thames in Oxfordshire, UK, in late June. MGS was awarded the prestigious Leander Club Challenge Cup for the most successful international crew in the Junior Men’s eights event, the Princess Elizabeth Challenge Cup. On their way through three heats, the crew defeated Great Marlow School, St George’s College and Radley College to reach the semi-finals, where it was pitted against St Paul’s School. The other semi-final was between Eton College and Westminster School. St Paul’s won the semi-final (6 minutes 58 seconds, 1¼ lengths) and went on to race Eton College in the final, with Eton the eventual winner. Henley Royal Regatta is one of the world’s best known regattas and a highlight of the UK summer sporting season, attracting thousands of spectators. Over five days there are more than 200 races, with clubs represented from around the globe.

From left: Coach First VIII crew, Tom Abramowski; First VIII crew Mitchell Hooper, Charlie Perkins, Dan Harrison, Fergus Hamilton, Will Anders (Cox), Nick Foster (Stroke), Sam Lovejoy-Hall, Jack Robertson (Captain of Boats), Hugo Blomley; Leander Club President, Jeremy ‘Rass’ Randall

Opposite:

Growing in knowledge and confidence, Amber and Myles tackle the play equipment at Grimwade House.

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 Email: newsletter@mgs.vic.edu.au Editor: Barbara Inglis Layout & pre-production: Drew Gamble Photographs by: Andrew Boyd, Drew Gamble, Steven Godbee, James Grant Photography, Barbara Inglis, Rachel Robertson & others 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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Melbourne Grammar School – Grammar News

In This Issue 4 From the School Council 5 From the Headmaster 7 Vision, Mission & Values 8 News 16 Feature 18 Grimwade House 20 Wadhurst 22 Senior School 24 Boarding 26 The Old Melburnians 27 Community News 31 Friends of Grammar 32 The Foundation 34 From the Archives 35 Community Events

About this issue Welcome to this issue of Grammar News.

If there is one thing that is consistent about our world, it is that it is continually changing at an ever-increasing pace. For our students to thrive in the future, whatever form it takes, it is crucial that they build their capacity to respond to new opportunities and challenges.

Melbourne Grammar School is at the forefront of a learning programme which recognises that new ways of learning and teaching are needed if our students are to be effective 21st century citizens – in their family, community and career. I encourage you to read the feature article, titled Embracing the New Frontiers of Learning, in which the School’s Director of Learning and Research, Mr Andrew Baylis, discusses the exciting, collaborative way in which learning is occurring across the School.

National Reconciliation Week is an important part of the MGS calendar, highlighting the School’s commitment to inclusiveness and sense of community. This edition includes an article outlining the importance of the Senior School programme.

You will also find stories that highlight the rich and varied opportunities available to all of our students which encourage them to pursue their creativity, to engage with new ideas and technologies, and to grow in knowledge and confidence while at Melbourne Grammar School and beyond.

I hope you enjoy reading this magazine.

Andrew Boyd Director of Advancement & Admissions

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From the School Council Developing the ‘whole person’ Our Vision Statement begins: Melbourne Grammar School aims to develop fully within its students the ‘whole person’: intellectually, physically, emotionally, psychologically, socially and spiritually.

Education is a lifelong process. From the day a child is born, he or she is a sponge for knowledge and experience.

Education can be acquired through the formal processes of primary and secondary schooling, as well as at the tertiary level for those who choose to pursue it. Then, of course, there is the education that you receive from life, whether voluntarily or involuntarily. You can’t help but learn from your work environment and colleagues, from your relationships and from the challenges presented in the daily course of events.

In addition to the gifted teachers and mentors that you might be fortunate enough to experience along the way, life is without doubt a very effective educator. There is one school of thought that an individual will receive from life, the lessons that he or she needs to learn. The pursuit of knowledge then, and the transference of that knowledge, is an essential and exciting part of our humanity. What a pity we expend so much energy, resources, money and human life on fighting wars! Ours would be quite a different world if all that effort were directed into further pushing back the frontiers of knowledge and improving the global human condition.

The word ‘school’ is derived from the Greek word, σχολή, and the Latin word schola, meaning leisure, and specifically the employment of leisure in discussion or debate. These words can also mean a place for learned conversation or instruction. The Academy of Plato and the subsequent Lyceum of Aristotle were certainly places for learned conversation and debate. Culturally, the ancient Greeks were great questioners. To Socrates, ‘the unexamined life was not worth living’. And, the Latin verb educare means to bring up a child, and is related to another Latin verb educere which means to lead forward or draw out.

Like every aspect of humanity, education has certainly evolved over time. In medieval universities, the core curriculum consisted of the seven liberal arts and sciences: grammar, rhetoric, logic, mathematics, geometry, music and astronomy. On a parodying note, the appropriately named Mr Gradgrind, in Charles Dickens’ Bleak House was a caricature of a utilitarian-only model of education: “NOW, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them … Stick to Facts, sir!”

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Michael Bartlett

Fortunately, the production of mindless automatons is not a feature of modern education. Melbourne Grammar School continues to focus on the pursuit of excellence in all its educational activities. This particular goal has not changed since my experience of Grimwade House and the Senior School from 1966 to 1973. What has changed though, and I see this regularly through my current experience on the School Council, is the much greater emphasis upon social awareness and responsibility, and giving back to the community. The developing of public speaking skills also appears to be a more regular feature of School life. At the recent Deakin House Chapel Service, for example, three Year 12 students spoke personally, thoughtfully and powerfully on the evening’s theme of ‘Discovery’. There is no doubt in my mind that the MGS educational offering is enhanced by these two very important ingredients. Of course, the facilitating effect of technology is far more widespread now, in education and general communication.

There is also no doubt that the most important ingredient in any great education is the quality of the teacher. At the recent Melbourne Grammar School Foundation Annual General Meeting, Dr Alan Finkel AO, Australia’s Chief Scientist, stated: “Great teachers teach complex concepts in compelling ways”. Melbourne Grammar has a long and proud tradition of employing great teachers and today, more than ever before, they are empowered to develop ‘the whole person’. Our aspiration as a school is that each and every one of our students, on leaving our care, has the awareness, skills and experience to become a truly valuable member of society and contribute to a better world.

Michael Bartlett Chairman of Council

From the Headmaster In principle?

“Our educational principles guide the high-quality learning environment that we provide in response to the continuous challenge of change and improvement.”

Roy Kelley

The recently published Melbourne Grammar School ‘Vision, Mission, Values and Principles’ document underpins our strategic planning process. We believe that education is fundamental for individuals, groups, communities and society as a whole. Successful lives are grounded in high-quality, positive human relationships, steered by knowledge, understanding and a strong sense of moral purpose. The theme of this edition of Grammar News is ‘Learning’. It is intrinsically linked with our educational principles, which guide the high quality learning environment that we provide in response to the continuous challenge of change and improvement.

Melbourne Grammar School holds to the following educational principles: 1. Creating a strong academic culture

3. Providing dynamic learning experiences

The School believes in creating and maintaining a strong academic culture involving a broad, liberal curriculum, focussing on the core academic skills of literacy and numeracy, in all their forms. Critical and creative thinking is a major emphasis in our teaching and learning programmes, which stress cross-curricular links and the following general capabilities;

MGS teachers are committed to developing challenging learning experiences for their students, which encourage creative and critical thinking. A range of learning experiences include open-ended, inquiry-based approaches. The School values the contributions and uniqueness of individuals in our community, which is reflected in the programmes that we offer. The School provides a varied curriculum, making appropriate adjustments to cater for a wide range of learning needs and styles, within facilities suited for varied learning situations.

• • • •

Information and communication technology Personal and social competence, Ethical behaviour and Intercultural understanding.

2. Establishing a safe and caring school environment The School is committed to building positive relationships amongst students and staff, based upon Christian values.

Pastoral care is a very important element, with the House System a core part of Wadhurst and Senior School. At Grimwade House, the classroom teacher and year-level structures form the basis of pastoral care. Other core elements include the Chaplains, School Counsellors and Learning Support staff. MGS is committed to the removal of all forms of bullying, abuse and harassment.

4. Building a technology-rich school.

The School allows students to work with teachers and their peers in a flexible setting, taking advantage of the power and adaptability of new technology and pedagogy. Students enjoy a rich mix of instructional techniques and regularly use appropriate technology that promotes and enhances learning.

The School has a genuine commitment to the provision of high-level technological infrastructure, which is embedded in the MGS Strategic Plan.

Continued overleaf

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From the Headmaster

5. Promoting a culture of excellence and continuous improvement The notion of excellence as both a relative and absolute goal, as an institution and within groups and individuals, is a core belief of the School. The pursuit of improvement through the establishment of high goals, standards and frequent review is highly valued. The School is a community that promotes the continuous learning and development of all students and staff. Attracting, retaining and professionally developing staff of the highest calibre is a key goal.

6. Promoting healthy lifestyles The School is committed to a holistic view of education, recognising the importance of academic, physical, spiritual, social and emotional development. Developing students with a positive, ‘can-do’ attitude, within a realistic, resilient approach is encouraged through a range of School activities.

High standard sporting opportunities and facilities are provided and personal fitness is emphasised. Mandatory Health and Physical Education classes cover all elements of physical and mental well-being, encouraging healthy student and adult lifestyles.

7. Creating meaningful global connections The School views global connections as crucial to the education of its students and staff. The opportunities to engage in analysis and debate on world issues is highly sought. Experiences for students to develop a deeper appreciation of the world, in particular the Asian region, through the curriculum, technology and international programmes, such as tours, exchanges and competitions, are strongly encouraged.

8. Establishing off-campus learning As a uniquely located city school, MGS has a wealth of resources available to teachers and students on its doorstep. Melbourne is home to companies, charities and community services in all employment sectors, all of which provide valuable learning opportunities, emphasising our belief that one does not have to be in school to learn.

Similarly, participation in sequential and challenging outdoor education experiences highlight the value of experiential learning, the reinforcement of the beauty and fragility of the natural environment and the benefits of stillness. These activities also build an understanding of self, interpersonal relationships and teamwork.

9. Developing a new leadership paradigm The School has a concept of leadership for staff and students that emphasises that leadership is not only in the remit of a few individuals who are formally awarded leadership roles. A more shared, adaptive and accessible form of leadership, based upon service to others, has been developed. Whilst ascribed, formal positions exist, opportunities for leadership teams are encouraged. The School strongly believes in the need for leadership to exist within a strong ethical and moral framework. Service leadership is offered in a variety of School activities, including community service through the Values In Action programme.

In conclusion, MGS is committed to these nine educational principles as an important part of our strategic planning process. In an era of substantive change, they guide our goals and actions. Without them, organisations can quickly become rudderless and adrift. Indeed, as former American President Dwight D. Eisenhower once stated “A people that values its privileges above its principles soon loses both.”

Roy Kelley Headmaster

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Vision, Mission & Values Our Values In the April edition of ‘Grammar News’, we presented two of the School’s seven Values – Excellence and Spirituality. This edition we look at another two – Learning and Integrity – and again provide some reflections from students and staff.

LEADERSHIP

LEARNING

SPIRITUALITY A SENSE OF COMMUNITY DIVERSITY EXCELLENCE

INTEGRITY

MGS Values

Learning

Integrity

We value inquiry and the intellectual growth of all students and staff, recognising their different learning needs, encouraging them to be creative, engaged and lifelong learners.

We value strength of character, honesty and courage, guided by a strong moral code of behaviour. Integrity is a fundamental tenet of MGS and defines the School’s actions and relationships.

What does ‘learning’ mean to you?

What does ‘integrity’ mean to you?

“A child is born into the world curious. Our key role is to nurture that curiosity into a love of learning. Whatever the subject area, we need to fire students’ imagination, challenge their thinking and inspire them to use their skills and knowledge to make a difference.”

Director of Learning and Research

“Children and young people navigate a wide range of external influences, and doing it effectively often requires them to consider their own actions and reactions. One of the most important things we can do is to help equip them to develop a strong moral code.”

Director of Advancement and Admissions

“While you may study English, maths, history etc., what you are learning are things like discipline, communication, how to interact with other people, teamwork, and your own strengths and weaknesses. You learn how to learn well.”

Year 10 student

“Integrity allows society to function in a positive manner.

If there were no integrity within the School, the freedom we have would be lost as we would have to have stringent rules all of the time.”

“I think the whole definition of learning has changed over time. Technology is always evolving and so is the way people learn. It changes from generation to generation.”

Year 10 student

“Integrity differs according to the individual and their personal beliefs. Integrity is trusting the goodness of your own heart and intuition and therefore acting accordingly. It is not about doing the thing that is perceived to be ‘respected’ or right by the standards of society; it is more to do with acting upon the moral judgement of your own ethics.

Year 11 student

“You learn from your parents, from school, from your role models and friends – from experience.”

Year 6 student

Year 12 student

“Integrity, like wisdom, is knowledge of what is the right and wrong thing to do in life.”

Year 6 student

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News Perseverance leads to success Adam (AJ) Johansen (OM 2014) has been awarded a place at the prestigious Parsons School of Design at The New School in New York, which is recognised as one of the top design schools in the world.

Premier’s VCE Awards Congratulations to six of our graduation class of 2015 whose VCE results were recognised with a prestigious Premier’s Award: Jack Condie, Jonathan Liu, Louis Myer, Luca Sdraulig, Tony Wu and Tiger Yuan.

Visiting MGS to present to Creese House boys, AJ spoke about how setting a goal, and being relentless in the pursuit of it, has led to his achievement. “Perseverance shapes my identity,” said AJ. “I realised that I had to make Parsons want me as much as I wanted them. I needed to stand out.”

To build his portfolio, AJ sought advice from the Head of Creative and Performing Arts, Ms Cat Poliski, who set him a challenge to create a drawing a day for 100 days. Together, they chose the best of these to submit to the Parson’s selection panel - and it worked. Combined with his essay submission, interview and other selection hurdles, AJ is one of the few applicants from across the world who have been accepted into Parsons this year.

“I see myself as an entrepreneur,” explained AJ. “Ultimately I’d like to produce animations, so I am trying to learn as many skills as I can to help me do that. I already produce music and create digital drawings. I am hoping Parsons will open even more doors for me.”

AJ will study a Bachelor of Communication Design at Parsons, commencing later this year.

From left: Tiger Yuan, Luca Sdraulig, Louis Myer, Jonathan Liu, Tony Wu & Jack Condie at the awards ceremony in April

Special congratulations are given to Tiger who was presented with one of the 26 Top All-Round VCE High Achiever awards. This category recognises students who have obtained a study score of 46 or more in at least five VCE subjects.

Jack, Jonathan, Louis, Luca and Tony all received Study Awards for their outstanding performance in an individual subject: Jack in Philosophy, Jonathan in English, Louis in Physical Education, Luca in Environmental Science and Tony in EAL (English as an Additional Language).

This year 312 awards were made as part of the Premier’s Award programme, including 283 Study Awards. They were presented to 298 students from 132 schools across Victoria.

The Premier’s VCE Awards recognise student excellence and pay tribute to the teachers who support and encourage them during their VCE studies.

“I would like to congratulate our VCE teaching staff and thank them for all that they do to support our students,” said Deputy Headmaster and Head of Senior School, Mr Nick Evans. “I would like to add a special thank you to our Boarding staff. I know how proud they are of our 2015 Academic Head of the School, Tony Wu, who was a boarder at the School from Year 7.”

Adam (AJ) Johansen (OM 2014) 8

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Baroque at its best MGS choristers added their voices to a joint youth choir in two memorable, sell-out concerts by the Australian Brandenburg Orchestra at the Melbourne Recital Centre.

Under the baton of Maestro Paul Dwyer, the Australian Brandenburg Orchestra presents Mozart’s Requiem: 100 Voices at the Melbourne Recital Centre. Photo: Steven Godbee

Specialising in Baroque music, the Australian Brandenburg Orchestra is well known to music lovers across Australia for the exceptional quality of its performances. Therefore it was an honour for the tenors, basses and several altos of the MGS Chapel Choir to be invited to participate in a special youth choir of more than 100 members to support the orchestra’s Melbourne concerts in May. The Brandenburg Young Voices, as the choir was called, brought together students from the Victorian College of the Arts Secondary School, Christchurch Grammar School, the National Boys Choir of Australia and Melbourne Grammar School.

As the orchestra’s Artistic Director, Paul Dyer, explained: “Children’s voices were part of the musical landscape in the Renaissance and Baroque. It is time to bring that glorious sound back to the Brandenburg stage.”

The youth choir’s programme ranged from medieval hymns to late 20th century works. The School’s Director of Music, Mr Philip Carmody, conducted the choir during the first half of the programme, which ended with a spine-tingling Hallelujah Chorus under Maestro Dyer. The second half saw the orchestra and its professional choir perform Mozart’s Requiem, in which the alto soloist was former MGS Senior Chorister, Max Riebl (OM 2009).

Alto soloist, Max Riebl (OM 2009). Photo: Steven Godbee Melbourne Grammar School – Grammar News

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News Chief Scientist’s visit Australia’s Chief Scientist and current Victorian of the Year, Dr Alan Finkel AO, delivered a thought-provoking address to the Melbourne Grammar School Foundation’s 2016 Annual General Meeting and praised the plans for the new Geoff Handbury Science & Technology Hub, saying that he was “awed by this vision for science education”.

With his extensive science background as an entrepreneur, engineer, neuroscientist and educator, Dr Finkel highlighted the importance of a scientific education for all Australian students, but he was also clear that “a science graduate does not have to become a scientist”.

“This could be the greatest school science facility in the world. There would still be many students who complete the programme and gravitate to Commerce or Arts, and that is exactly as it should be,” he said.

“Their science education would not be a waste. If it informed their approach with critical thinking, fired their interest in new technologies and opened their horizons to new careers, then I’d say that it was a resounding success.

There are so many careers that benefit from a good science training.”

The challenge of change Dr Finkel acknowledged both the excitement and the anxiety that is generated by the “truly staggering pace” of technological progress. “More than five million jobs – that’s close to 40 per cent of the jobs we do today in Australia – are considered likely to disappear by 2030,” he said. “Think about it, a child born today might never see a human being turn a key in a car door; the next generation might never stop at a petrol station and the generation after that might never see a human being driving a car at all! That’s our world and it is amazing. As a parent, of course, it’s just plain terrifying […] and you start to worry that the things that our generation can teach are no longer the things that our children need to learn.”

However, Dr Finkel was quick to reassure parents that, while technology may be constantly on the move, the basic biology of the human child has not changed one bit. “Children are curious. They are creative. They want human contact most of all. If children haven’t changed, then neither has the core function of education,” he said.

After his address, Dr Finkel talked at length with a group of keen Senior School science students, answering their questions and hearing about their interests and career aspirations. From left, back row: Jeffrey Shao; Sammy Stevenson, School Captain; Oliver King, School Vice-Captain; Jasper Fisher; Aran Easwaran. Front row: Seve de Campo, School Vice-Captain; Dr Alan Finkel; Pravind Easwaran; Jackson Qiu

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What makes a great science programme?

In Dr Finkel’s view, there are two fundamental principles that underpin a great school science programme. “The first principle is that you can’t make children do something because it is good for them and you want them to do it.

Artist-in-residence You know this because you’ve packed a healthy lunchbox, sent them off with kale and quinoa salad – and you know what is going to come home! By the same token, if we make science and mathematics seem boring and irrelevant, children will exercise their right to do something else. We have to make it enthralling, accessible and relevant if we want the lessons to stick,” he explained.

The second principle is that you cannot limit yourself to the things with instant appeal. “You don’t need to give students an endless series of entertainments. We need to inspire the passion that endures a lifetime: resilient through set-backs, worthy of hard work and delightful in a new way every day.

That means content knowledge – as unfashionable as it is to say it. Deep content knowledge – in English, in mathematics and in science,” he said.

The Senior School’s art department recently welcomed its first international artist-in-residence, New York-based master paper maker and ‘pulp painter’, Shannon Brock.

A pocket-sized ball of energy, Shannon Brock moved quickly around the Motor Works art studio, helping students to dip their frame and deckle into the various vats of pulped fibre, explaining the pressing process and discussing ways to achieve desired effects through the veiling of layers and the use of stencils. “Paper is more than just a substrate,” she emphasised at every opportunity. “Good paper is paper that works well for your intended artistic purpose. You start producing the artwork in the paper!”

Her four-week residency at Motor Works included demonstrations of contemporary paper-making and specialist pulp-painting techniques, both in one-on-one and group sessions with art students from Years 9 to 12.

“Great teachers are drawn to great facilities that allow them to perform at their best. … Great learning comes about when content, classroom and context combine.”

Dr Alan Finkel Hallmarks of an exemplary approach Put these two principles together and for Dr Finkel you have “all the knowledge you need to start planning a great science programme”. Such a programme is characterised by: •

a robust modern curriculum, instilling deep content knowledge, as well as critical thinking skills;

•

well-equipped classrooms where students are excited to learn;

•

an emphasis on solving real-world challenges that connect to students’ lives;

•

parents who invest in their children through their discussions at home and their commitment to their school, and most importantly of all

•

great teachers who introduce complex concepts in compelling ways.

In closing, Dr Finkel spoke of his philosophy of informed optimism, “‘informed’ because science, innovation and life itself are the wellspring of my experience; ‘optimism’ because the world can undoubtedly be made better by the efforts and imagination of human beings. I hope that’s how every student who comes to Melbourne Grammar School will look out on the world,” he said.

Artist Shannon Brock

Year 11 student George Robinson

Shannon was on a mission to give students an appreciation of contemporary paper-making practice, which differs from traditional practice in that the former is about “art making”, while the latter is simple “sheet forming”. “It is a different way of ‘seeing’ paper,” she said. “It is a collaborative endeavour between paper maker and artist.”

Originally from Missouri, where she undertook a Bachelor of Fibre Art at the Kansas City Art Institute, Shannon exhibits widely. Her own work is held in various institutions, including the Metropolitan Museum of Art in New York City.

“Over the years, the artist-in-residence programme at Motor Works has offered our students the opportunity to learn from some of Australia’s leading contemporary artists,” said the School’s Head of Creative and Performing Arts, Ms Cat Poljski. “This year was special. It was our first international residency and it proved to be very exciting.”.

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News Reconciliation Week – Respect and Recognition

Every year MGS marks National Reconciliation Week with a programme of activities celebrating Indigenous culture and promoting awareness and discussion of issues of importance for Indigenous people.

Organised by the Reconciliation Committee, which is currently chaired by Year 12 Indigenous student, Josef Lew Fatt, the week’s activities invited participation from students, staff and the wider School community.

The first major event was the raising of the Australian Aboriginal flag above Witherby Tower, as a visible symbol of the School’s commitment to reconciliation and to building relationships of trust, acceptance and understanding between Indigenous and non-Indigenous people.

“The flag raising ceremony is important as it gathers the School together as a community to acknowledge all Indigenous Australians and mark the start of Reconciliation Week,” said Josef. “Seeing the Australian Aboriginal flag above the Witherby Tower throughout the week was a reminder to me of how lucky I am, as an Indigenous man, to attend a school that respects and recognises my people and culture.”

Another of the week’s highlights was at Senior School Assembly, where the Executive Director for Aboriginal Victoria, Jason Mifsud, and the School’s first Indigenous Anglican Priest-in-Residence, the Rev’d Glenn Loughrey, spoke eloquently about the importance of reconciliation for the nation and its future.

The Rev’d Loughrey is a Wiradjuri man, artist and priest-incharge of St Oswald’s Anglican Church in Glen Iris. He spent the week at MGS engaging with Senior School students and preaching in the Chapel services.

Indigenous Anglican Priest-in-Residence, the Rev’d Glenn Loughrey 12

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Despite inclement weather, Rev’d Loughrey also set up his paints and easel in the Quad and encouraged students to tell their stories of ‘country’. “It was an historic occasion to have an Indigenous Anglican Priest-in-Residence and an honour to welcome Glenn,” said Senior Chaplain Rev’d Hans Christiansen. “He helped generate discussion of many issues and gave the students much to think about.”

The week would not have been complete without highlighting reconciliation through sport. MGS First teams across all sports wore Indigenous-themed socks in their competitions. The First XVIII football team wore Indigenous jerseys for the APS Reconciliation Round. A number of Senior School students also attended the Worawa Reconciliation Carnival in Healesville. “We usually play football at the carnival, but this year the girls were invited to play footy for the main game and so we decided to field a netball team,” said Mr Phil O’Connor, the School’s Head of Service Learning and Manager of the Indigenous Programme. “We played against the girls’ schools. It was great fun!”

Members of the Melbourne Grammar School team with their netball opponents from the Worawa Aboriginal College

An inspiration to all In 2011 Benson Saulo became the first Indigenous Australian to be appointed Australian Youth Representative to the United Nations. By 2012 he was Director of the National Indigenous Youth Leadership Academy. Today he is a leading advocate for positive change in Indigenous communities through youth-led social action initiatives. He told his inspiring story at the Community Speaker Series event that was held during Reconciliation Week.

A descendant of the Wemba Wemba and Gundjitmara nations of Western Victoria, and the New Ireland Province of PNG, Benson is passionate about what young Aboriginal leaders can do and achieve for their community and country.

“Change is not a matter of chance, but of choice,” he says.

His own story began in Tamworth, NSW, where he was brought up “with beautiful, strong elders” who gave him “a sense of purpose, which has really influenced my life and what I have done”.

After a stint in banking and the experience of the global financial crisis, which left him wrestling with issues about “your responsibility as a banker versus your responsibility as a human being”, he was looking for a change. Then came the United Nations role and a national engagement tour that brought him face-to-face with the sense of hopelessness in many remote Indigenous communities. “It was heartbreaking. I asked myself, when will these voices be heard by the people who are making decisions?” As a result, he became a committed agent for change, seeking to empower young Indigenous people to lead that change within their communities and at the national level.

Sammy Stevenson, School Captain; Benson Saulo, guest speaker; & Will Hugh-Jones, Secretary of the Values in Action Committee

Benson’s speech had a strong impact on his audience.

“Never have a listened to and met a young man so engaged in the world. I found his drive to achieve and succeed utterly inspiring,” said Captain of the School, Sammy Stevenson.

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News Baptism & Confirmation

Twenty-one students from Wadhurst and Senior School were confirmed in their faith by the Anglican Primate of Australia and Archbishop of Melbourne, the Most Rev’d Dr Philip Freier, at an evening service in the Chapel of St Peter in late May. A further six students were baptised at the service, which was attended by the students’ families and friends. In honour of National Reconciliation Week, the Rev’d Glen Loughrey, who is the School’s first Indigenous Priestin-Residence, gave the sermon. The Rev’d Hans Christiansen, Senior Chaplain, and the Rev’d Malcolm Woolrich, Chaplain of Wadhurst, also officiated.

Remembering Fromelles The First World War Battle of Fromelles took place on the Western Front on 19-20 July, 1916. One hundred years later, beside the famous Cobbers sculpture in the Shrine of Remembrance Reserve, representatives of the Victorian government, diplomatic corps and armed forces, joined descendants of Fromelles veterans to honour those who served and died in the battle. Historian and author, Ross McMullin (OM 1969) was a guest speaker. He outlined what took place during the worst 24 hours in Australian military history and, in particular, the terrible decisions that led to the deaths of more than 1700 Australian soldiers. Six Old Melburnians died at Fromelles.

The School was represented at the moving Commemoration Ceremony by the Headmaster, Mr Roy Kelley, the Deputy Head Master and Head of Senior School, Mr Nick Evans, and senior students. The Captain of the School, Sammy Stevenson, and Vice-Captain Seve de Campo, laid a wreath on behalf of MGS. 14

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Performance at legendary jazz club

It’s not often that young students of jazz have the opportunity to walk in the footsteps of the greats, such as Herbie Hancock and Wynton Marsalis, but that is exactly what happened when our enthusiastic jazz musicians – drawn from Years 7 to 12, together with a number of Old Melburnians – walked out to perform on the legendary stage of the Bennetts Lane Jazz Club in Melbourne in May. Over the years, the small room that is Bennetts Lane has attracted some of the biggest names in the music world.

It is also the home of the Melbourne International Jazz Festival. “It was an extraordinary opportunity,” said Captain of Music, William Coote. “The room was packed with parents, teachers and students, and filled with the sounds of trumpets, saxophones and voices playing everything from Frank Sinatra to Minnie the Moocher.”

“It’s difficult to create an authentic environment for students to experience the real joy that comes from performing in a jazz club. This is why I’m so pleased that our students had a glimpse of that musical feeling at Bennetts Lane,” said Head of Woodwind, Mr Rob Glaesemann.

Don’t miss the Annual Jazz Nights, in the Wadhurst Hall on 25 and 26 August. Tickets on-line via the School’s website.

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Feature Embracing the new frontiers of learning What do students need to ‘learn’ to thrive in today’s changing world? What are the vital ingredients for a rich ‘learning’ environment in a school? These are just some of the questions that ‘Grammar News’ recently put to the School’s Director of Learning and Research, Mr Andrew Baylis (OM 1979). Here’s what he had to say…

GN: What constitutes ‘learning’ today? Surely the basics haven’t changed?

GN: Given the constant of change, what are our students ‘learning’ at MGS?

AB: The basics have not changed, that is true, because human biology has not changed. Children are hard-wired to enquire and to learn. And why? Because we, as a species, are generalists and the only way for generalists to survive over the millennia is for them to be genetically disposed to be creative and curious. These are the building blocks of learning, so we all have the capacity and the innate drive to learn.

AB: Learning is about understanding your experiences. Our job is to give students the ‘lens’ and the ‘toolkit’ that will enable them to pick up and interpret the world around them. The lens is a critical filter that gives the ability to judge the worth of the oceans of information and opinion to which they have access today via technology. The toolkit comprises core skills, such as research and creativity, numeracy and literacy, which are applicable to many subjects; and also discipline-specific skills, such as science skills or historiography. Both provide the capability to be actively engaged in co-creating the future direction of our society and the world.

Melbourne Grammar has always been committed to the development of creative citizens who are critical thinkers.

That focus has certainly not altered over the years either.

What has changed, however, is the world. The context of learning has moved from one that essentially centred on vocational learning to one that is now dominated by the imperative of continuing to learn and build capacity throughout your life. Students today are likely to work in more than five significantly different career areas during the course of their professional life. To thrive in today’s world, they need to know how to live with and make the most of rapid change, and to become changemakers themselves. As a result of this radical shift in need, schools have had to undergo enormous change in the way that they think about and deliver education.

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In the past, ‘teaching’ was the lens; the teacher provided, presented and interpreted the content. Today, teachers are no longer the content experts; rather, their role is to be a diagnostician, a collaborator and a co-learner who helps the student to develop the powerful lens and toolkit. They do this by designing and supporting the richest possible set of experiences and perspectives with which the student can engage.

GN: How will schools of the future enhance their learning environments?

AB: It is indeed an interesting time for schools. We are in the midst of a big system change. The current and future demands of a new age will require a very different approach in the way that schools operate. The driver of change will be the student’s need for a personalised journey. Gone will be the rigid ‘batch’ or ‘class’ model where students are clustered by age. Students’ abilities, strengths and approach to learning, rather than their age, will determine their individual programme.

Similarly, the boundaries between subjects/disciplines will continue to blur and dissolve, as the overlap in skills and content accelerates.

Lastly and most importantly, collaboration and team teaching will replace, over time, the traditional teacherstudent model. The ability to work in teams – teachers and students as co-learners together – will become an absolute priority for learning. Why? Because innovation dies in isolation. Students need to see that their teachers are learning with them, that they too are vulnerable in a world awash with information; that they too take risks in order to progress their understanding; that working together opens new horizons.

It is notable that the School’s new Geoff Handbury Science & Technology Hub will be a purpose-built environment to support collaboration and team teaching.

GN: You are the first Director of Learning and Research at MGS. What does this reflect about the school?

AB: My equivalents at most schools are called Directors of Teaching and Learning. In fact, to my knowledge, no other school has the ‘Research’ component in their director’s title. I believe that its inclusion at MGS reflects the value that the School places on both research and learning.

Today we are in the midst of the ‘thinking revolution’ to meet the challenges of lifelong learning. This is an area of interest for a great many MGS staff and we have been looking at the different types of thinking that lead to deeper learning – in other words, better ways to use your brain to maximise potential. These types of discussions and collaborative endeavours are at the heart of my mandate as Director of Learning and Research.

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Grimwade House Spotlight on Upper Primary Years 5 and 6 are a crucial period of learning and experience in a primary school student’s life. Grimwade House’s programme has an emphasis on strong academic foundations, individual achievement, leadership opportunities and a deepening sense of community responsibility.

The Grimwade programme in Years 5 and 6 is packed with learning experiences that are wrapped around a core curriculum. Public speaking, chess, debating, robotics, music, Chinese language, science and technology, art and theatre are just some of the activities on offer to all.

Specialist teachers and professional practitioners combine to build knowledge and skills over the two years.

“It’s a rich programme, and one that helps students to identify their strengths and interests, which is so important for self-confidence,” says Mrs Vickie Wheelahan, Head of Upper Primary. “We encourage every student to try as many creative, sporting, musical and outdoor educational activities as possible.

Leadership There are great opportunities for the students to experience leadership in Years 5 and 6. In addition to the roles of the four Grimwade Co-Captains who are drawn from the Upper Primary levels, there are leadership responsibilities in the library, science programmes, social services, art rooms and on the sports field. Many Year 6 students are also buddies for the Prep students, offering them friendship and a helping hand as they adjust to school life.

In the sporting arena, students have an almost endless choice, from football, soccer, netball, tennis, volleyball and softball to table tennis, cricket, hockey, badminton, soccer and sailing. There are also swimming, cross country and athletics events, and inter-school competitions.

Students performing at the Senior Musicians Concert

Developing musical talent “I have been particularly impressed with Grimwade’s musical programme,” says Royce Helm. “Like many things in life, if you are introduced to music at a young age, you are at a great advantage.” Grimwade offers one-on-one instrumental tuition, as well as involvement in musical ensembles. There is a Senior Musicians Concert every year, which is the culmination of the students’ training and hard work throughout their time in primary school. There are also opportunities for these students to perform with musicians from Wadhurst and Senior School to a wider audience.

From left: Year 5 students Imogen, Benjamin & Christian

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Every Year 6 student is involved in the Grimwade Musical.

“This year the musical is Honk. It will be an absolute delight and everyone in the School community is invited,” says Vickie Wheelahan. Honk will be performed from 13-15 September (inclusive), with tickets available through the School’s website.

Meeting the PM!

“We all came away from the Canberra study tour with many valuable experiences, whether it was meeting Australia’s leaders, visiting nationally important places or simply spending more time with our mates.”

Thomas, Year 6

Each year, students in Year 6 embark on a three-night, fourday excursion to Canberra as part of their ‘Who Decides’ inquiry unit.

A visit to Parliament House to learn about how Australia is governed is one of the highlights of the trip. This year our students were especially lucky, meeting both the GovernorGeneral, Sir Peter Cosgrove, and the Prime Minister, Mr Malcolm Turnbull – the latter as they toured Parliament House. Much to their delight, the Prime Minister took a few minutes out of his busy day to speak to them.

Enjoying the great outdoors Grimwade has a strong focus on outdoor education at the upper primary levels. The Year 5 camp, which is held at Woodend in Term IV, is for some students the first time that they have spent a number of nights ‘in the bush’, engaging with its delights and challenges.

In Year 6 the camp is held in Term I near Walkerville, in south-west Gippsland. This is an outdoor camp, with students enjoying both the Australian bush and the surf – all under careful supervision. There is canoeing and hiking, as well as an overnight camp.

“I enjoyed canoeing, as well as cooking on the trangias.”

Bella, Year 6

From left: Year 6 students Ryann & Bella Melbourne Grammar School – Grammar News

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Wadhurst International virtual schooling Wadhurst students of Chinese are excited to share a ‘virtual classroom’ with Chinese students at the Neijiang International School in Sichuan Province, China.

Wadhurst has become the latest member of the United Nations-supported Intercultural Virtual Exchange of Classroom Activities (IVECA) programme, which facilitates ‘live’ interactive classes between students around the globe.

Our Year 8 students studying Chinese are the first to take part in the programme, recently enjoying three 50-minute lessons with students at the Neijiang International School.

Year 8 students of French will soon begin their ‘live’ classes with students in Tunisia, while Year 8 Science classes are also part of the programme.

“The ‘live’ classes between Wadhurst and Neijiang International School have brought an exciting, new dimension to the boys’ Chinese language learning,” said Wadhurst’s Chinese teacher and Languages Coordinator, Mr Greg Hughes. “They love the collaborative approach and building up a relationship with their partner students. They love the fact that we are all in the same virtual classroom and they can interact in real time. The programme calls for the pairing of teachers, as well as the pairing of students, so we all learn from the experience.”

IVECA is run by the Center for International Virtual Schooling, a US-based non-profit organisation in Special Consultative Status with the United Nations Economic and Social Council.

Its mission is to promote the development of inter‑culturally competent global citizens who are capable of understanding and reconciling cultural diversity, utilising knowledge and information, and working collaboratively with people in different cultures using different languages.

IVECA welcomed Wadhurst’s involvement. “IVECA is pleased to welcome Australia’s Melbourne Grammar School as our newest partner,” it said in a statement. “Students will partner with schools from China and Tunisia. Classrooms partnered with Tunisia will use French and English, while those working with Chinese partners will use Chinese and English.”

Sharing life’s lessons, stories and advice Wadhurst’s new mentoring programme has got off to an enthusiastic start, with the pairing of 16 Year 8 boys from the Wadhurst Student Leadership and Service Committee (SLSC) with 16 Year 11 leaders.

Established by Wadhurst’s Head of Cain House, Mr Matt Houniet, the mentoring programme aims to give the Year 8 participants an opportunity to get to know and learn from older student leaders. For the Year 11 boys, it is a chance to reflect on what they have experienced and learned since Year 8 and provide a range of perspectives for the younger students.

“It was great to share and learn from each other and get an older perspective on life at MGS, especially about Beyond the Gates,” said one Year 8 student. “I’m really looking forward to making a friend from Senior School,” said another. The programme has a flexible framework and will develop with input from the participants throughout the year.

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Challenges and fun aplenty The annual Year 7 camp is a week when friendships are made, comfort zones are put to the test and many life skills are learned. Any pre-camp nerves were quickly dispelled as the students discovered the joys of rock climbing, abseiling, mountain biking … and cooking!

“Camp is a week of significant personal growth and development for all our boys,” explains the Head of Caffin and Wadhurst’s Coordinator of Health and Physical Education, Dr Evan Coventry. “There’s lots to learn about teamwork, resilience and leadership, let alone about how to put up a tent so that it stays up, how to light a fire and cook an edible meal on it, and how to navigate your way through the bush. Some of the boys have limited outdoors experience but, to their great credit, they jump into all the activities and discover a lot about themselves along the way.”

“It brought everyone together and we developed a lot of teamwork through the challenges that we faced.”

Josh Ward , Year 7

The rock climbing and abseiling are a test for most comfort zones, including those of the staff. “Everyone does all the activities and, yes, some staff members get to show their vulnerable side, but that’s a good thing as we all learn from each other,” said Evan.

Mountain biking is also a popular activity. There is a competition-level single-track mountain bike course near the camp at Woodend so the students can really show their skills.

By the end of the week, students had bonded well, having experienced so much together. “They develop an independence and confidence, and a real sense of teamwork that comes from working through issues cooperatively,” said Evan. “This new maturity comes back into the classroom, which enhances their learning abilities.”

Student Campbell Chesney summed it all up: “Camp was great. I learnt many skills such as how to navigate through unfamiliar terrain and to work well with others. I really enjoyed it.”

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Senior School Young conductors shine With music from Haydn to Shostakovich, the MGS Symphony Orchestra’s 2016 Concerto Concert featured no less than 11 solo musicians and 10 aspiring conductors.

The annual Concerto Concert is one of the highlights of the School’s musical calendar and this year’s concert was no exception, with some spine-tingling solo performances and the talents of our student conductors on show.

“What made this concert so special was the entire process of developing the piece. First, listening to the piece at home, then going through rehearsals, and finally performing on stage with the orchestra. This is what made me enjoy conducting so much,” said Year 12 student James Choi, who was named the winner of the Geordie Zhang Cup for Best Student Conductor at the end of the night. The winner is judged by a panel of members of the Music Staff.

“The opportunity for a student to conduct an orchestra is rare and that is what makes this particular concert so special,” said the Director of the Symphony Orchestra, Mr Mark Drummond. “Our orchestra and soloists are of a very high standard so, for a young conductor, it is an exciting and challenging experience to bring all these talents together in a memorable performance. I congratulate them all.”

Top: James Choi, 2016 winner of the Geordie Zhang Cup for Best Student Conductor Above: Cello soloist, Archie Bate & Conductor, Jonathan Glenning

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“The Concert was a brilliant success and will forever hold a special place in the memories of the soloists and conductors,” said George Zographos, Leader of the Symphony Orchestra.

Second in the world!

Crowned national champions at the 2016 Australian Computational Linguistics Olympiad in March, our MGS team has just returned from Mysore, India, where they represented Australia at the International Linguistics Olympiad, winning the Silver Medal in the team competition.

Congratulations are given to Year 12 students Martin Lee, Tom Ryan, Hamish Self and Max Zhang on their impressive team result. Max Zhang also won a Gold Medal in the individual competition, being placed fourth in the World out of 173 competitors, and Tom Ryan earned an Honorable Mention.

The team’s achievement in coming second at the international level is a real credit to their determination and hard work, especially given that this is just the second year that MGS has entered the competition.

“Last year our team won through to represent Victoria in the national finals,” said Ms Lilette Jonas, Head of Languages. “This year we went one better and came first at the nationals, earning the right to represent Australia at the international Olympiad. To see them come second in Mysore is absolutely fantastic. It has been such an exciting time!”

Established in 2003, the International Linguistics Olympiad is one of 13 International Science Olympiads for secondary school students. It challenges competitors to develop their own strategies for solving problems in real languages.

“The goal is to be able to decode language. The boys are given a problem and, to solve it, they have to work out what drives the language’s syntax, morphology and semantics,” said Lilette. “This is about understanding the structure and logic of language. It’s sleuthing, using analytic and deductive thinking, as well as mathematical and computing skills.

Basically, you need to ‘crack’ the language code and show how it works.”

Forty-four countries competed at this year’s International Linguistics Olympiad. The Gold Medal in the team competition went to Sweden and the Bronze Medal to the UK.

Top: The team with their medals.

From left: Hamish Self, Max Zhang, Tom Ryan & Martin Lee Right: Martin Lee at the individual competition

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Boarding Giving your all Community engagement has always been an important part of the Melbourne Grammar School Boarding Programme.

MGS boarders come from all over Australia and the world, and from many different backgrounds and experiences.

During their time at the School, they are encouraged to get involved in social issues and contribute to the local community.

“For some, this is a new experience. Community engagement is not necessarily something that they have pursued in their home countries. We feel it is important that they acknowledge that they have a good start in life and therefore a responsibility to give something back to the community,” explained the Director of Boarding, Mr Michael Shaw.

All boarders are encouraged to participate in the full range of community engagement opportunities that are available in the wider school, such as through the Values in Action programme. “In addition, we place great emphasis on their participation in our own boarding community’s engagement programme,” said Michael. “This is all about having a sense of community and a sense of giving. These are experiences that the boys will take with them for the rest of their lives.”

Activities include the Relay for Life, which supports the Cancer Council’s research, prevention and support services, and more recently the Live Below the Line challenge, which is organised by one of Australia’s largest youth-run organisations, the Oaktree Foundation.

Live Below the Line Helping Australians of all ages take action on poverty is the goal of the fund-raising campaign Live Below the Line. The School’s involvement this year was spearheaded by Year 12 boarders Callum Bundey and Atticus Toyne. They gathered about 40 volunteers, of which half were from the boarding community. Together with five boarding staff and catering staff member, Cathy Luxford, they took on the challenge of making their meals ‘count’ over five days by restricting their daily intake to food that would cost no more than $2 a day. The latter is the Australian equivalent of the extreme poverty line. A special area was set up in the MGS servery, adjacent to the Luxton Dining Hall, for participants to receive their meagre meals. Funds were raised through pledges of support.

“I can tell you that I was famished all week,” said the Director of Boarding, Mr Michael Shaw. “I felt weak and it was hard to watch those not taking part who were devouring their meals. Hunger teaches you a lot.”

“This inaugural event was a great success for both the boarding house and for the wider School community,” said Callum Bundey. “I hope it will continue on for years to come with greater numbers! I congratulate everyone involved.”

Relay for Life The MGS boarding community’s participation in the 24-hour Relay for Life goes back more than 30 years and began in Perry House. Today, it involves all boarding students and staff.

Held each April, this fund-raising event involves a relay-style walk or run around Albert Park from 10.30am on a Saturday, right through the night to 10.30am the next day.

“It is fantastic to see the Boarding House come together to put in such a huge effort for a great cause,” said Year 12 boarder, Guy Paul.

This year the MGS team was able to raise more than $7000 towards the Cancer Council’s programmes. “It was fun and enjoyable because it was so meaningful,” said first-time relay runner, Year 7 boarder, Jefferson Chan.

Callum Bundey receives his meagre lunch as part of Live Below the Line 24

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Food, glorious food!

For Catering Manager, Mr Jamie Brennan, the goal is very simple. “Happy stomachs mean happy brains and that equals productivity and performance,” he says. “Our boys are our main focus. We want them to be feeling happy and satisfied when they exit the doors in the dining room.”

Ready for lunchtime service, from left: Cathy Luxford, Catering Attendant; Nagy Mina, Supervisor; Frank Mead, Catering Attendant; Eddie Soto, Morning Chef; Gus Serollo, Head Chef; Daniel Le, Kitchen Hand; Jamie Brennan, Catering Manager; Richard McGuire, Store Person

It sounds simple, doesn’t it, but be under no illusion as to the enormous operation that is the School’s Catering Department. Each year Jamie and his 16-member team produce no less than 135,000 meals for the boarders and staff, as well as 54,000 morning and afternoon teas. In addition, they are called upon to cater for approximately 800 School functions, ranging from House and sports dinners, parent morning teas, Old Melburnian reunions, fund-raising and special events and commemorative occasions.

It takes an experienced group of people to fulfil this vital role and such is their commitment, teamwork and expertise that the thousands of meals appear to flow effortlessly from the kitchen. Jamie is supported by Head Chef, Gus Serollo and Catering Supervisor, Nagy Mina. Many of the catering team are long-standing MGS staff members.

“We enjoy what we do and hopefully that shows,” says Jamie. “Catering at this level takes real culinary skill and flair, and a tightly-run kitchen operation. We certainly have a first-class kitchen and servery set-up and the team are real professionals.”

Expectations today in relation to food are very high.

“Everyone’s a budding master chef and tastes are sophisticated,” says Gus Serollo. “We certainly aim to deliver quality, variety and nutritional value in each and every meal, and we are always looking for ways to improve. The best compliment that we can receive is when a boarder tells us that a dish was ‘even better than the way Mum makes it’.”

Boarders’ meals today are a far cry from the menus of the past. Lunches, for example, offer a choice of hot dishes, soups, sandwiches, a full salad bar and fruit basket, as well as self-service facilities for those wishing to prepare their own rolls, toasties or foccacias. The School’s history Challenging Traditions, records that boarders of the 1930s had memories of “…boiled celery and white sauce, tripe or tough corned beef”!

The catering team is ever responsive to changing food tastes and to accommodating individual dietary requirements.

“Our job is about making people happy,” says Jamie. “That is what food is all about. It’s the best job in the world.”

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The Old Melburnians Council

Andrew Brookes

You can’t beat having everyone there School Captains Norman Carlyon (OM 1956) and Michael Xavier O’Brien (OM 2006) may have left MGS 50 years apart, but they have much in common when it comes to discussing their recent Old Melburnian reunions.

Forty-five Old Melburnians from Norman Carlyon’s 1956 year attended their 60-year reunion, which was held at the School in April. Michael O’Brien’s 2006 group also came in strength to their 10-year reunion, which was held at the Limerick Arms Hotel in South Melbourne in May. Both Norman and Michael agree that the internet age has not changed the fact that getting together as a year group – sharing news over a drink or a meal – is a really special occasion.

What delighted Michael most about his reunion was that it was a real cross-section of the cohort. “It was not just one group. There were guys from all the different areas – the boarders, the musicians, the sportsmen, the chess players … It was a genuine reflection of our diversity,” he said. “There was great camaraderie. We were all genuinely pleased to see one other. You can’t beat having everyone there.”

“Given that it’s 60 years on and there were probably only about 100 in our year group, it was good to see so many at the reunion lunch”, explained Norman. “Of the 200 in our year, more than 85 came along,” said Michael. “Our year group had a great bond and many travelled long distances to be there.”

For Norman’s group, the common thread is their memories of the past. The School today bears little resemblance to the one they knew. “Obviously much has changed at MGS over 60 years. That’s why it was so good to have the Headmaster address us at our lunch; to hear what the School is up to and his views about education today. We really appreciated that and to meet him too,” he said.

Michael’s reunion did not have any speeches. “The OMs president, Andrew Brookes, was kindly there to welcome us but, as the focus was on catching up, we didn’t have speeches,” he said. “Perhaps we’ll do that at our 20-year reunion!”

Will there be a 70-year reunion for Norman’s group? “I hope so, but 65 might be more realistic!” he said. “The reunions are definitely a good thing. I’ve remained in touch with a few fellows from school, good mates, over the years, but it was great to catch up with others at our lunch. I was able to recognise most! There were lots of stories that brought a laugh.”

From left: Norman Carlyon (OM 1956) & Michael O’Brien (OM 2006) 26

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“Our reunion was supposed to finish at 10.00 pm but everyone stayed on until we were thrown out at midnight!” said Michael. “I think that’s a pretty good indicator of its success. People just wanted to be there, to be together.”

Community News Queen’s Birthday Honours Companion (AC) of the Order of Australia Mr Anthony John Beddison (Past Parent) For eminent service to the community through leading roles with national and international charitable organisations, as an advocate for corporate social responsibility, philanthropy and business innovation, to children’s health, and to business.

Officer (AO) of the Order of Australia Professor Glenn Bowes (Past Parent) For distinguished service to medical education and its administration, to the advancement of child health and welfare, and through contributions to government and professional organisations.

Dr Edwin Sydney Crawcour (OM 1938) For distinguished service to education, particularly to Asian and Pacific studies and languages, as an academic and administrator, and to Australia-Japan trade and cultural relations.

Dr Vincent William FitzGerald (Past Parent) For distinguished service to business through executive and advisory roles in economic policy development, public administration, and financial management organisations, and to the community.

Mr Jeffrey Bruce Parncutt (OM 1968) For distinguished service to the community as a philanthropist, particularly in the arts and education sectors, as an advocate and supporter of charitable causes, and to business and commerce.

The Honourable Alan Robert Stockdale (Past Parent) For distinguished service to the people and Parliament of Victoria as Treasurer, particularly through the implementation of fiscal policy and microeconomic reforms.

Member (AM) of the Order of Australia Mrs Samantha Hordern Baillieu (Past Parent) For significant service to the community through support for charitable initiatives, to animal welfare, and to rural and regional renewal.

Medal (OAM) of the Order of Australia Dr Trevor James Batrouney (OM 1953) For service to the Lebanese community, and to tertiary education.

Mr John Michael Burston (OM 1951) For service to the beef cattle industry, and to the community.

Dr Richard Lennard Travers (OM 1964) For service to medical history, to medicine, and to the community.

Australia Day Honours In the April edition of Grammar News, we published the names of Melbourne Grammar School community members who were recognised in the 2016 Australia Day Honours List.

Our list was not complete and we apologise for this mistake.

We should have included the following Old Melburnians:

Member (AM) of the Order of Australia Mr Philip Stanley Moss (OM 1968) For significant service to public administration, particularly in the areas of law enforcement integrity, anti-corruption and human rights.

Medal (OAM) of the Order of Australia Mr Gerald William Keuneman (OM 1968) For service to music, and to the community.

Dr Edward Colin Crawford (OM 1966) For significant service to dentistry in the field of orthodontics, to professional organisations, and to tertiary education.

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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:

12 December 2015 Tim Bradtke (OM 1997) & Rebecca Daniel

9 April 2016 Andrew Prowse (OM 2002) & Samantha Wilson

16 April 2016 Krystian Seibert (OM 2000) & Christie Downing

11 June 2016 Charles Sullivan & Elizabeth Alder (OM 2003)

Reunions All OMs are warmly invited to attend their year group’s gatherings.

1976 40 Year Reunion 26 August 2016 Dinner at The Royce Hotel, South Yarra, 7.00pm

1986 30 Year Reunion 14 October 2016 Dinner at The Royce Hotel, South Yarra, 7.00pm

Bluestone Luncheon 27 October 2016 For OMs who left School on or before 1966 Lunch at Royal South Yarra Lawn Tennis Club. Partners are welcome.

1996 20 Year Reunion 25 November 2016 Dinner at The Royce Hotel, South Yarra, 7.00pm

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Four Old Melburnians are part of Australia’s national team at the 2016 Olympic Games in Rio de Janeiro.

Karsten Forsterling (OM 1997) is making his second Olympic appearance in the Men’s Quadruple Sculls rowing competition, seeking to add to his Bronze Medal from the same event at the 2012 London Olympic Games. Karsten was also part of the silver-medal winning quadruple scull at the 2015 World Rowing Championships.

Henry Frayne (OM 2007) (pictured) is off to his second Olympic Games as well, competing in the Men’s Long Jump. Henry recorded an Olympic qualifying mark of 8.16m at the 2016 Australian Championships.

Jessica Morrison (OM 2010) will make her Olympic debut in Rio as a part of the Women’s Eight rowing crew. Jessica first rowed for Australia this year when she was selected to be part of the Australian Women’s Eight that competed at the Final Olympic Qualification Regatta in Lucerne.

High jumper Joel Baden (OM 2014) will also be in action in Rio. He cleared the automatic qualifying height of 2.29m in late June and is looking forward to his first Olympic Games.

Joel’s coach is MGS high jump coach Sandro Bisetto, who guided Australia’s finest ever high jumper, Olympic bronze medallist and national record holder, Tim Forsyth. When he is not leaping great heights, Joel is studying science at Melbourne University.

Melbourne Grammar School – Grammar News

Melbourne author and musician, Peggy Frew (OM 1993), won the 2010 Victorian Premier’s Literary Award for an unpublished manuscript with her debut novel House of Sticks. This followed her success in 2008 when she took out the top honour in The Age short story award. Now her second novel Hope Farm is attracting enthusiastic critical acclaim. Earlier this year, it was short-listed for the prestigious Stella Prize, which celebrates Australian women’s writing, and has gone on to be shortlisted again – this time for Australia’s premier literary prize, the Miles Franklin Award. The winner of the Miles Franklin Award for 2016 will be announced at the Melbourne Writers Festival on 26 August. Good luck, Peggy!

Ted Blamey (OM 1963), a life member of the Harvard Club of Australia, was the focus of attention at its recent Non-profit Awards Luncheon, where he was presented with the Harvard Alumni Association’s Legends Award for outstanding service to Harvard University through alumni activities. Ted is the first Australian to be so honoured. A councillor of the Club since 1994, Ted

was integral to the creation of its Non-Profit Fellowship programme, which helps send Australians to attend the Harvard Business School (HBS) course “Strategic Perspectives in Non-Profit Management”.

He also instigated the re-formation of the Harvard Club in Victoria in 1998.

Applicants for The Old Melburnians Dick Cotton Fellowship 2016 have until 30 September, 2016, to lodge their candidature. The aim of The Old Melburnians Fellowship is to provide Old Melburnians with the support and encouragement to undertake travel, study and/or a project, which provides a unique opportunity for self-development and discovery that goes beyond the benefits offered by a higher education.

Applicants must be Old Melburnians under the age of 30 at the time of their application. The award is a cash grant of up to $5000.

For further information, please contact the Alumni Coordinator Judith Mein – jmmein@mgs.vic.edu.au

Obituaries

Vale Donald Britton OAM MA, MusB, Cert.Ed. (Cantab), ARCM, ARCO, ALAM (Hons), Hon FMusA Lieutenant Colonel (Ret’d)

The School has learned of the following deaths in our community. Our sympathy and understanding is extended to their family and friends.

Alley, S G (OM 1939)

1919 – 2016

Armstrong, A (OM 2003) “To this day, Donald’s musical legacy echoes throughout the School and wider MGS community.

Donald’s imprint on the School was exceptional and will be evident for generations to come.”

Philip Carmody Director of Music

Baldwin, J N (OM 1950) Britton, D (Past staff) Burnett, R W (OM 1942) Byrne, D E (Past Parent) Davis, G I (OM 1956) Davidson, R D (OM 1950) Dempster, B R (OM 1961) Dowling, S L (OM 1948) Garraway, D W (OM 1946)

Donald Britton was Director of Music at MGS from 1954 to 1974. He was recruited from the UK by the then Headmaster, Brian Hone, to breathe life into the School’s music programme, which was at a very low ebb at the time. Over the course of the next 20 years, Donald laid the foundations and generated the momentum for what has become, without question, a great school music programme. He was a formative figure for generations of students and his role in building up the significance of music in the life of the School and inspiring young musicians and choristers cannot be over-stated.

Gifford, D A (OM 1946)

Donald was the consummate all-round musician. He was a teacher, pianist/organist, conductor and composer, a fine musician who was also a highly organised administrator.

Because of these skills, his influence was spread widely throughout the School – many students, if not members of the Chapel Choir or Senior School Orchestra, will remember his organisation of, and musical assistance with, the annual House Music Competition, which he inaugurated. Others will remember his role as commanding officer of the cadet unit.

Matear, B S (OM 1928)

A highlight of his MGS career was the Senior School Orchestra’s first international concert tour to South-East Asia in 1972 – a remarkable feat given the primitive state of musical affairs at the School when he arrived. Today’s sophisticated, multi-faceted music programme owes much to the passion, expertise and vision of Donald Britton.

Mortensen, J W (OM 1956)

In his retirement years, Donald and his wife Pearl, who had provided enormous support to him over the 20 years, maintained a keen interest both in former students and the School generally. They were always delighted to receive visits from former students and staff.

After MGS, Donald and Pearl moved north where Donald became the first Coordinator of Instrumental Music in Queensland Schools. It was a demanding role, which he undertook with great success. He also became Chief Examiner for Queensland for the Australian Music Examinations Board (AMEB), examining in all instruments and in music theory – a rare achievement. In 1994, Donald received the highest honour that the AMEB can bestow, becoming an Honorary Fellow in Music. In 1995, he was awarded the Medal of the Order of Australia for “services to music and music education in Australia and PNG”.

Michael Loughlin (OM 1969)

Handbury, A J (OM 1997) Hargrave, A (OM 1945) Hudson, F A (OM 1937) Langford, R M (OM 1946) Lee, H (Past Parent) McConachy, D C (OM 1950) McCredie, J D (OM 1938) McMahon, R J (OM 1945) McNeilage, P R (OM 1960) Murray-Arthur, F M (Past Parent) Nissen, E E (Past Parent) Pettifer, R W (OM 1967) Pike, J M S (OM 1949) Ponsford, B (Past Parent) Ray, R (OM 1969) Risbey, S (OM 1944) Rose, A C (OM 1994) St Clair, A W (OM 1967) Veall, I R (OM 1941) Watson, C A (OM 1985) Watt, M A (OM 1946) Whiting, J H (OM 1966)

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Community News Jess makes history…again!

The Old Melburnians Football Club recently created history by appointing the first-ever female head coach in the Victorian Amateur Football Association (VAFA).

Ms Jess Rottura, who was the first-ever female assistant coach of the School’s First XVIII, filling the role for seven years, takes on the responsibilities of co-coach of The Old Melburnians Under 19 side with David Elam (Past Parent).

An English teacher and Head of Media at MGS, Jess became interested in coaching while doing research for her Masters of Education thesis on the information processing of gifted adolescents. “I looked at what a ‘natural football brain’ was and wondered if I could test for it,” she said. “Somehow it developed into skills and observations that I could apply to different game-sense situations and use to help out with modifying drills.” From there a coach and mentor was born!

Jess has built strong coaching ties with many young players and their families over the years, and is highly regarded for her knowledge, drive, and ability to communicate ideas.

While with the MGS First XVIII, she assisted more than 30 school players further their football careers with either the AFL, VFL or NEAFL. The numbers speak for themselves. Last season, the Under 19s won just five games in total. As Grammar News went to press, they had already notched up ten wins this season and were sitting second on the ladder.

Co-coach of The Old Melburnians Under 19 football team, Jess Rottura; Under 19s Captain, Fergus Lappin; Co-coach David Elam; and Vice-Captain Will Horsfall

Old Melburnians in the AFL There are currently 12 Old Melburnians who are on an Australian Football League (AFL) club playing list and have played at least one senior AFL game to date. Keep your eye out for them!

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Ryan Clarke (OM 2015) North Melbourne

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Ed Langdon (OM 2014) Fremantle

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Nathan Drummond (OM 2013) Richmond

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Tom Langdon (OM 2012) Collingwood

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Xavier Ellis (OM 2006) West Coast

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Steven May (OM 2010) Gold Coast

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Shaun Edwards (OM 2011) Essendon

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Zach Merrett (OM 2013) Essendon

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Hugh Goddard (OM 2014) St Kilda

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Jackson Paine (OM 2011) Brisbane

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Tom Hawkins (OM 2006) Geelong

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Fletcher Roberts (OM 2011) Western Bulldogs

A further four OMs are AFL- listed but have yet to play a game at senior level: David Cuningham (OM 2015) Carlton; Alex Keath (OM 2010) Adelaide; Lachlan Langford (OM 2014) Hawthorn; Ed Vickers-Willis (OM 2014) North Melbourne.

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Melbourne Grammar School – Grammar News

Friends of Grammar Wadhurst Our Mothers’ Day lunch at Red Scooter was attended by more than 120 ‘Mums’, many of whom were new to Wadhurst. The guest speaker was School parent and leadership consultant, Mrs Mim Bartlett, who warmly engaged the audience on the topic of how to lead a more purposeful life.

We were thrilled that so many mothers could come along to the lunch. We were also delighted with the success of our Mothers’ Day stall, the Wadhurst Family Breakfast and the Tuckerbox for the boys. I would like to thank all the parents who helped with these activities.

In top gear Term II saw Friends of Grammar (FOG) in top gear, offering lots of support to School events and raising funds along the way. Term III promises to be just as exciting!

Grimwade House Term II started and ended with a major fund-raising event.

In May our Mothers’ Day Stall, with its range of fun and/ or practical gifts, proved once again to be a great hit with the students (and their mothers!), while our Gala Evening in June brought parents together for a wonderful night of entertainment and dancing at the St Kilda Sea Baths.

I would like to thank everyone involved in these two events.

In particular, I would like to thank the members of the School community and local businesses who donated goods and services to the Gala Evening’s Live Auction, Silent Auction and Raffle. There were some amazing prizes on offer.

FOG also supported the Middle Primary Music Assembly in early June, with the Year Representatives providing a delicious afternoon tea for parents, families and friends following the concert programme. At the Senior Musicians Concert, just a few days later, refreshments were similarly provided to the parents of the performers prior to the show.

Both events were a great display of Grimwade House’s musical talent.

Sue MacLennan FOG President – Grimwade

The next event in FOG’s calendar is the Father/Son Trivia Night on Thursday 8 September. It is a great opportunity for Dads to get together with their sons and have some fun, so do come along.

Andrea James FOG President – Wadhurst

Senior School House Representatives were kept busy in Term II with soup and sandwich lunches, coffee mornings and even a barefoot bowling day for mothers and sons! FOG Swap Shop volunteers were also hard at work responding to requests for school items, sorting clothing and donating unwanted items to charitable organisations.

FOG operates the Flack Park Café and it is always a welcome sight on cold wintery mornings. My particular thanks to the Café team for their sterling work before, during and after the Cordner-Eggleston Cup in June. The Café was never so popular!

FOG’s 2016 Whole School event – The Bluestone Lunch (formerly the Springtime Lunch) – will be held on Friday 26 August at Zinc, Federation Square, commencing at noon.

The “Bluestone” name has been adopted by FOG to reflect the School’s strong foundations and strong community.

This will be a fabulous event and is open to everyone in the School community.

Please also note the Boys Big Breakfast event on Monday 29 August.

Priscilla Feaver FOG President – Senior School & Executive

All smiles from members of the team behind the success of the Wadhurst Family Breakfast Melbourne Grammar School – Grammar News

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The Foundation When the planets align A shared appreciation for life-long learning, science and philanthropy reunites two Old Melburnians.

Gregory Lee (OM 2008) has fond memories of the day he was presented the Monash University Prize, during a Senior School Assembly in his final year at MGS. It was Dr Andrew Prentice (OM 1961) – an acclaimed mathematician who had spent more than 40 years developing a theory on the formation of the solar system – who presented the prize to Greg.

In April 2016, seven years after their first meeting, Greg and Andrew were delighted to see each other again at the MGS Foundation’s Annual General Meeting (AGM). “When I arrived at the AGM, I recognised Andrew and went straight up to thank him,” says Greg. “He is a delightful fellow and extremely mature for his years,” says Andrew.

After graduating with an ENTER score of 99.95, Greg completed a Bachelor of Biomedicine at Melbourne University. With a guaranteed entry pathway into the Doctor of Medicine, he made an unconventional decision to complete a Diploma in Teaching before studying medicine.

“I was very interested in teaching – being part of the learning process and helping people develop. I also thought that by studying teaching, I would improve my communication as a doctor,” says Greg.

Greg’s short-term goal is to complete his final year of medical school and to progress through the training pathway to become a specialist in either cardiology or gastroenterology. In the future, he plans to combine his teaching and research skills to improve patient care.

“Science and technology has just become part of life. In light of rapid and radical changes, I think that investing in that field is a good decision. It is very important to encourage students to get exposure to Science, Technology, Engineering and Mathematics,” says Greg.

Like Greg, Andrew Prentice is supporting future generations of Old Melburnians by donating $25,000 to the New World of Teaching and Learning Campaign in honour of the late Graham Withers, who as head of the School’s Chemistry Department, had a profound impact on Andrew’s career path.

Greg Lee (OM 2008), with his mother Claire & sister Claritta

As well as a mutual respect for one another, Andrew and Gregory share a profound appreciation for the education they received at the School.

In Greg’s final year at MGS, he saved up $3,155.00 from his part-time tutoring job to donate to the School. “I always had in my mind that I wanted to give back to the School for the things that I thankfully received,” says Greg. “The support from my teachers, the great environment that I enjoyed and the friendships that I made, were all factors in my decision.”

It was Greg’s mother, Claire, who inspired him to make a donation to the School. Upon finishing high school in South Korea, Claire donated all of her pocket money to help improve the school’s facilities. The Lee Family’s generosity does not end there – both Greg and Claire have made individual pledges to the New World of Teaching and Learning Campaign, and inspired Greg’s sister, Claritta, to contribute to the future of Science at MGS.

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Melbourne Grammar School – Grammar News

“It was Graham Withers who really inspired me to go into science. There were some excellent teachers at that time but Graham really stood out,” says Andrew. “He had an analytical mind and could get to the nub of the matter to see what was important and then throw away what wasn’t.”

Andrew’s interest in astronomy began in the late 1950s, and coincided with the dawn of the Space Age and Sputnik, the first artificial Earth satellite. “The School was really the launch point for what happened later in my career,” says Andrew.

After leaving School, Andrew attained a Masters of Science Degree at The University of Melbourne and was awarded the prestigious Royal Commission of the Exhibition of 1851 scholarship. While completing his Doctorate in Theoretical Astrophysics at the University of Oxford, he became interested in Pierre-Simon Laplace, a French mathematician who proposed a theory that the solar system had formed from the sun. However, without the technology available to prove it, Laplace’s theory was never fully accepted.

Working with computer programmes, Andrew developed a “modern Laplacian” theory about how the solar system evolved, based on a new idea of supersonic turbulence. He presented his theory to the Australian Academy of Sciences in 1973. Since then, Andrew has applied this theory to every planet in the solar system and taught Applied Mathematics to more than 20,000 students at Monash University. He was a Reader in Mathematics at Monash University’s School of Mathematical Sciences until his retirement in 2011.

“I think that philanthropy is absolutely important,” says Andrew. “I was very fortunate and that’s why I am very happy to support the School with projects like this.”

As well as honouring the legacy of Graham Withers with his generous contribution to the new Science and Technology Hub, Andrew has included a special gift to the School in his Will to support future generations of Old Melburnians, which is recognised through the Witherby Tower Society.

On 20 April, the School launched the New World of Teaching and Learning Campaign with the support of philanthropists Geoff Handbury (OM 1942), Nigel Peck (OM 1945), Alan Archibald (OM 1963) and hundreds of community members who share the School’s vision. “I am extremely pleased to share that, through the generosity of Old Melburnians, parents and friends, we have raised more than 75 per cent of our $15 million goal to date,” says Lloyd Thomas, President of the Melbourne Grammar School Foundation.

Acclaimed mathematician, Dr Andrew Prentice (OM 1961)

To help spark the ingenuity of future generations of Old Melburnians, please support the New World of Teaching and Learning Campaign.

Find out more at: www.mgs.vic.edu.au/mg/hub

Philanthropic leadership Well known Melbourne businessman, and arts and education patron, Bruce Parncutt (OM 1968), has been recognised in the 2016 Queen’s Birthday Honours List. Bruce has a long history of philanthropic leadership within the School community. A member of the Witherby Tower Society, a benefactor and former President of the Melbourne Grammar School Foundation Board (1992-1998), and member of the School Council (1999-2009), Bruce was Chairman of the School’s successful Tomorrow’s Leaders Today campaign, which raised funds for the Nigel Peck Centre for Learning and Leadership. The School’s naming of the Parncutt Library, which lies at the heart of the Centre, and of the Lorna and Don Parncutt Scholarship is testament to the generosity of Bruce and his wife, Robin Campbell (pictured).

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From the Archives Historic Crucifix In 1915 the Senior Chaplain of Melbourne Grammar School, Rev’d Julian Bickersteth, felt compelled, like so many other Australians, to travel to the battlefields of the First World War where he volunteered to work as an army padre on the front lines. As a parting gift, the servers at the School’s Chapel of St Peter gave their Chaplain a beautiful crucifix, which was placed in a little wooden box. Bickersteth took the crucifix with him as he travelled to the trenches of the Western Front, where he ministered until the War’s end in 1918.

Rev’d Julian Bickersteth

From left: Jackson Kristof, Nicholas Ekkel & Jonathan Glenning learn the story of the Rev’d Bickersteth’s Crucifix from Senior Chaplain Rev’d Hans Christiansen

During his time as army padre, Bickersteth wrote moving diary entries and prayers describing in detail the atrocities of the Great War and his ministry to British and Australian soldiers. The horrors of the war took its toll on him. One day, for example, he describes in his diaries how he buried 70 bodies, mostly of men he knew. Bickersteth had particular compassion for the soldiers who tried to flee the war and were condemned to death. He made a special effort to give the crucifix that he had received from the servers at MGS to the deserters to hold before they faced the firing squad.

Many, many soldiers held the little crucifix before they died and, according to Bickersteth’s diaries, drew comfort and spiritual strength from it.

Bickersteth survived the Great War and came back to Australia where he became Headmaster of St Peter’s College in Adelaide. In 1933 he returned to England where he continued to work as a distinguished spiritual leader until his death in 1962. Throughout the war, and later in life, he wrote passionately about his love for Melbourne Grammar School and his time as Senior Chaplain here.

In 1999 Bickersteth’s nephew, Bishop John Bickersteth, then retired Bishop of Bath and Wells, travelled to Melbourne to return his late uncle’s crucifix to the Chapel of St Peter, along with his prayer book from the years during the Great War. With the help of the School’s Archivist, we found the crucifix in our archives, along with Bickersteth’s old prayer book.

During ANZAC week earlier this year, I dedicated the Friday Choral Eucharist in honour of Rev’d Julian Bickersteth and his ministry. I showed the crucifix to the students and told them the story of Bickersteth’s ministry.

As I told the story to the 120 students gathered for Eucharist in the Chapel, one could have heard a pin drop. Reflecting on the willingness of Christians throughout time to go to the margins to be with those who struggle, whether it be in prisons, nursing homes, hospices, asylum seeker centres, homeless shelters, or on the front lines of war, Bickersteth’s story and his crucifix provide a powerful symbol to the young people of our community. Many students came to me afterwards and told me how much they had enjoyed learning about Bickersteth and his ministry during the Great War. I plan to have the historic crucifix on permanent display in the Chapel so that staff, students and the wider Melbourne Grammar community can see it and reflect on its story. It began life in the Chapel of St Peter and, after travelling tens of thousands of kilometres, is now back again as an object that inspires prayer and devotion. There will be a dedication ceremony later in the year.

Rev’d Hans Christiansen Senior Chaplain

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Melbourne Grammar School – Grammar News

Community Events

1956 Sixty Year Reunion 1

Dick Sutcliffe; President of The Old Melburnians, Andrew Brookes (OM 1974); Ross Turnbull; Henry Creswick; Headmaster, Roy Kelley; Norman Carlyon & Roy Richards

2

Howard Cordner, John Osborne & Barrie Kerr

3

Charles Levi, David Crankshaw, Tony Nicholas & Peter Jones

4

Sam Holt & Norman Gengoult-Smith

5

David Brown, Rick Laycock, Roy Richards, Geoff Hazard & Bob Coldham

1

2 3

4 5

Melbourne Grammar School – Grammar News

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Melbourne Grammar School 355 St Kilda Road Melbourne Victoria 3004 Australia T +61 3 9865 7555 mgs@mgs.vic.edu.au www.mgs.vic.edu.au CRICOS No. 00977J ABN 61 004 453 829