Grammar News No 138 December 2021 by Melbourne Grammar School

Grammar News

Edition 138 December 2021

Grammar News

What you might have missed

On the cover

The 137th edition of Grammar News, published in September 2021, was only in digital format.

Year 8 students Nicholas Bogdan, Georgios Pirpiris, and Archie Pitcher and Year 7 student Joaquin Carrasco-McDonald take direction from Lauren Smith, Coordinator of Drama, as they prepare for filming the 2021 Wadhurst production of Treasure Island.

To view this edition visit news.mgs.vic.edu.au HIGHLIGHTS INCLUDE: A reflection by the Headmaster, Mr Philip Grutzner Excellence and achievement • Meet Jessica Morrison (OM 2010), Melbourne Grammar School’s fifth Olympic Gold Medallist. • Six current and former students have been recognised through the Premier’s Awards.

Rather than being performed on stage, this year a film of the production was created to provide families and others with an opportunity to see the play. While technology provides the ‘stage’, many aspects of the students’ experience remained the same as there continued to be a focus on the quality of the acting and stagecraft.

Old Melburnians giving back • Two former Premiers – the Hon Ted Baillieu AO (OM 1970) and the Hon John Brumby AO (OM 1970) – share their perspectives on leadership. • The oldest living recipient of the E H Flack Scholarship, Mick Letts (OM 1949), and the youngest, Year 11 student Oscar White reflect on the impact the generosity of Edwin Flack (OM 1890) has had on them. • Cruise industry innovator Ted Blamey (OM 1963) returned to Melbourne Grammar this year with questions that prompted students to explore their own approach to leadership and personal values.

Grammar News aims to connect our School community with our initiatives and activities, present news about our Old Melburnians, and explore the ideas that are shaping our School and leading us towards new ways of thinking. Free to School community members, Grammar News is published four times a year in April, June/July, September/ October and December. The April and September/October editions are published in digital only formats. For further information and to provide feedback: newsletter@mgs.vic.edu.au

Our stories • Anna-Louise Simpson will commence as Head of Wadhurst in January 2022. • The latest custodian of Edwin Flack Park is using her knowledge and initiative to create a habitat corridor for Melbourne’s fauna.

Every care has been taken to ensure the accuracy of the information contained within this publication. We apologise should any errors remain.

Do we have your email address? The next edition of Grammar News, to be published in April 2022 will be in a digital only format. We will need your email address to be able to send it to you.

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

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

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

Edition 138, December 2021 Contents 04 05 26 34 35 56

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

The intersection of data and strategy Meet four Old Melburnians whose capacity for strategic thinking lies at the heart of their professional success. 08 Finding local solutions to a global challenge

ARTICLES

10 Data matters, but people matter more

06 Farewell to Greg Caldwell 14 A new opportunity for connection and care 16 What we gain through service 17 Good debaters argue, great debaters collaborate 18 Where 'little l' leadership begins 21 Bringing a fresh perspective to philanthropy 22 Sorry. We are OPEN 24 Conversations with elders encourage empathy 28 A two-way exchange of experience and knowledge 30 A history of our Boat Houses

11 An open mind leads to tech success 12 The use of data within schools

ONLINE EXTRAS

View more at the Grammar News digital site news.mgs.vic.edu.au • Obituaries (2010 – 2021) • Hear from Year 12 student, Felix Archibald, 2021 Sir Kingsley Norris Orator

Philanthropic impact 38 F rom the President of the Melbourne Grammar School Foundation 40 A new scholarship to pay it forward 42 Witherby Tower Society members 46 Commitment, enthusiasm, and the secret to rowing success 47 Melbourne Grammar School donors 54 Foundation Circle members 55 Looking ahead

Grammar News No. 138 - December 2021

FROM THE SCHOOL COUNCIL

A year of perseverance and progress

Andrew Michelmore AO

As Chair of Council, I have the privilege of working with exceptional people across our School community. The work we have undertaken this year has further underscored the strength of these relationships. At the end of another year marked by change and readjustment, I wish to congratulate our Headmaster Philip Grutzner on guiding the School through each new stage. I also wish to extend my congratulations to our students, teachers, and parents, recognising their understanding, support, and perseverance in the face of ongoing uncertainty. As a community, we have handled the challenges presented to us with patience, empathy, and unwavering mutual support.

The Council’s role during this period has been to continue to set aside considerable time for discussion of the ways in which COVID-19 has impacted School operations, and to draw on the wisdom and resources of our various supporting committees, particularly our Risk Management Committee, to address these challenges. When necessary, we have also sought external advice to guide our decision-making. Throughout, we have continued to lend our full support to the Headmaster and his Executive team. Our work to finalise Melbourne Grammar’s 2030 strategic plan has continued despite the requirements of meeting these new challenges. This important document, which will outline the School’s future direction, is now in its final stages, and we look forward to articulating its results in the near future. Importantly, we recognise that this strategic plan is an evolution, not a revolution. We wish to uphold the best of our traditions, while readying ourselves for change. One of the key themes identified as we worked to define our strategic plan is our ongoing focus on ‘little l’ leadership. We know one of the hallmarks of Melbourne Grammar is the fact that our students are encouraged to use their talents to shape, influence and create positive change in their communities, leading from within, rather than from in front. We also understand the importance of diversity in our School community, which encompasses differences in thinking, learning styles, socioeconomic background, race, and religion.

Melbourne Grammar School

We continue to believe that a diverse community is a strong community and wish to encourage this across our School as a whole. A further recurring theme in our discussions has been our focus on educational excellence. As a Council, we believe the intellectual fabric of the School is a vital part of making Melbourne Grammar the exceptional institution that it is. As the year draws to a close, I wish to farewell and extend my thanks to outgoing Council member Jack Hawkins (OM 1972), who has served with us since 2009. Having been lucky enough to play in a Melbourne Grammar football team with Jack in 1970, I remember him as a talented player, who of course went on to an illustrious AFL career, playing 182 games for Geelong FC. As a student who boarded at Melbourne Grammar and who now lives rurally, Jack has brought an important perspective to our work. His ongoing connection with country‑based families has added a crucial balance into the strategic thinking supporting our Boarding House. I thank Jack for his work on our Council, along with his contributions to our Risk Management Committee, Tomorrow’s Leaders Today Campaign Sub Committee, and Boarder Parents Committee. Jack is a true gentleman, and we will miss his counsel, and his company. Andrew Michelmore AO Chair of Council

FROM THE HEADMASTER

What is important? Within the context of the current political, social, and economic turbulence across the world - which COVID-19 has amplified – we, no doubt, place greater value on having a strong and stable Government. We appreciate our democratic right to protest, express our view and vote any Government out at the next election, knowing it will not end with tanks on the street.

Philip Grutzner

Over the past 22 months the COVID-19 pandemic has provided time to reflect on what is important and what makes for a good life. I trust that, like me, you will have realised the true value of friends and family. Many of you will have been fortunate enough to count your blessings for your good health and that of those whom you love. Countless numbers of people have realised the benefits associated with being able to travel around the world or even simply to your place of work. For those who have lived through the 260 days of lockdown in Melbourne, the longest of any city in the world, it is unlikely we will take our ability to walk, shop, and socialise freely for granted ever again. Many members of the community have played a key role in sustaining our health and happiness in recent times. Our scientists have developed and rolled out COVID-19 vaccinations and other treatments, surpassing all expectations. We are also indebted to healthcare and emergency workers.

We have also sought and appreciated the comfort and stability that being part of a caring community provides. In the past, our ‘community’ might have been the Church, local scout troop, sporting club or volunteer organisation. However, with declining numbers in these groups, for many of us, our primary community is now more likely to be the School. Our educational systems have been tested but, in the case of Melbourne Grammar, teaching and general staff, students and parents have largely been flexible, resilient, and patient and this has served us well. Our Year 12 students have not had the past two years that they had expected, planned, or wanted. Nevertheless, they have done well, thanks to their determination, grace, and willingness to adapt to new circumstances. The Class of 2021 walked through the School gates for the final time this year knowing they are respected, valued, and have our best wishes. I hope they appreciate that they are part of a strong and caring community, which can withstand a one in a hundred-year pandemic and that we will always be there for them and with them. Philip Grutzner Headmaster

Recognising Greg Caldwell It has been a great privilege to work with Greg Caldwell since I commenced as Headmaster two years ago. As Greg heads into retirement at the end of this year, it is fitting to acknowledge the outstanding contribution he has made to the School as Head of Wadhurst over the past 15 years. You will read about some of Greg’s very fine achievements on the following pages. He steered a very steady ship throughout his tenure and students were always firmly at the centre of his decision making. However, to me, it has been Greg’s personal attributes which have made him one of our most successful School leaders. His humility, patience and kindness, his preparedness to stand up for what he believes in and his quiet but determined support for those in need have set an outstanding example for the young men in his care. In my view, educational leaders must be strong role models for their students and in this regard Greg has been exemplary. He has demonstrated what it means to be a ‘good man’ every day. I hope the students who have been fortunate enough to be guided by Greg over the years recognise how lucky they were. I am sure the entire School community joins me in thanking Greg for all that he has done for the School, for his staff and for his students.

Grammar News No. 138 - December 2021

Farewell Greg Caldwell Greg Caldwell has served with distinction as Head of Wadhurst for the past 15 years. We wish him well in his upcoming retirement.

When you start in a new organisation, it can feel like nothing you knew before is relevant and you need to start building your credibility all over again. In May 2016 that was how it was for me, when I began as Head of Grimwade House – that is, until 4.00pm on my first Friday afternoon when my phone rang. It was a very cheery “so how was the first week?” call from Greg Caldwell, who was one of my fellow members of the School Executive team. He then rang me most Friday afternoons throughout that first Term just to check in with me, chew the fat and have a conversation about why the Demons were the best football club. I believe that leadership is more about what we do than what we say, write or think. To me, Greg Caldwell epitomises this sentiment. He just does what good Heads do. He cares about his boys, cares about his team, cares about his school and cares about the performance of the Demons! This along with a healthy mix of laughter and fun is what I believe has made him so successful in his role as Head of Wadhurst. Royce Helm Head of Grimwade House

Melbourne Grammar School

One of the real strengths of Greg’s tenure was that if you had an idea and could follow it through, he would support you. This encompassed activities within the classroom as well as ‘out of the ordinary’ excursions or guest performers and guest speakers.

Never once have I seen Mr Caldwell without a smile, and the vibrancy and positivity that he that he exudes creates an inclusive environment where one can feel free to express oneself fully.

This attitude was certainly welcomed by all staff including, in particular, newer members of staff who often arrived with some great ideas. Examples include the renewed Art program offering and student trips to Italy, Japan, China and Mauritius.

The care and compassion Mr Caldwell provides for students is epitomised by one notable moment that I shall forever cherish. On the first day back at school after Lockdown 1.0, Mr Caldwell visited every single classroom and had a hearty chat with all the boys and teachers about their experiences and highlights of the turbulent period.

Greg was also a big supporter of our new Year 8 Camp Dowd Program near the Gippsland Lakes. This experience has been a good follow-on from the Year 7 Woodend Camp experience for students. Staff and students enjoyed the lakes, biking and camping out. Greg was a regular visitor to each group and staff welcomed his keen support and relaxed style.

You could sense the joy and camaraderie in the room, as Mr Caldwell united us under one umbrella and provided a bridge for connecting after being isolated for so long. We shared stories of our cooking disasters, and iso‑mullet haircuts. The transition back to face-to-face learning was made all the easier by these seemingly pointless yet deeply important conversations.

In addition to major building projects, classrooms and the staffroom were all renewed in the last five years and this has certainly added to the staff experience – all thanks to Greg and a myriad of suggestions from staff.

All in all, Mr Caldwell can be summarised as ‘a man, a myth, and certainly a legend’. The impact that he has had on me, as well as countless other boys is simply extraordinary.

Greg Hughes Chinese Language Coordinator and longest serving staff member at Wadhurst

I’ll forever remember your signature three rules, Mr Caldwell: “Make friends, make friends and make friends”. Hirunaka Ekanayake 2020 Wadhurst Captain

As Head of Wadhurst during 2007 – 2021, Greg Caldwell provided leadership for:

2698

28 General staff

students

Introduction of

SIX

new subjects

108

PHILOSOPHY, AS PART OF RELIGIOUS EDUCATION (2009)

staff

80 Teaching staff

HEALTH, AS PART OF PHYSICAL EDUCATION (2009)

128

PERSONAL DEVELOPMENT (2009)

FOG-W Committee members

JAPANESE (2013) INFORMATION TECHNOLOGY (2017) ARGO (MULTI-DISCIPLINARY) (2017)

28 Major building and grounds developments, including

as overse ours t study

MANY COMMUNITY SERVICE INITIATIVES INCLUDING:

• Community awareness project • Crop-a-Kid Day • Mission to Run • Eat Up Australia

Design and Technology Centre (2010) Indoor Sports Centre / Gymnasium (2010)

• Mission House partnership

Extension Studies Centre (2010)

• Pink Socks Day

Wadhurst Oval (2011) Lift in teaching area (2014) Drama spaces (2016)

...and told a countless number of terrible jokes along the way. Grammar News No. 138 - December 2021

OLD MELBURNIAN

Finding local solutions to a global challenge

As Director for Strategy, Programmes and Partnerships within the World Health Organisation (WHO) Emergencies Programme, Scott Pendergast (OM 1985) has one obvious issue dominating his work at the moment. In this interview Scott shares insights into this important role, as well as the lessons that have stayed with him since his days as a Melbourne Grammar student.

Melbourne Grammar School

Can you describe your current responsibilities? I am responsible for WHO’s overall preparedness and response to global health emergencies. These include outbreaks, epidemics, and pandemics as well as natural disasters like earthquakes, hurricanes, and floods. I also focus on humanitarian crises such as those in Yemen and Syria. In relation to each of these, I work with the WHO Executive Director and our technical experts to devise the overall program strategy, bring partners together, and generate financial and operational plans at both global and local levels.

Image courtesy of World Health Organisation

What’s the biggest idea you’re currently grappling with?

How do you maintain a work-life balance given your role?

In the short term, helping local communities and services deal with the COVID-19 pandemic is my biggest challenge.

I’m quite good at prioritising, and at understanding my critical tasks for any given day. I know I can’t do everything, so I have to focus on where I can move the dial, and where I need to delegate. I keep a short, medium and long-term vision in mind so I don’t get overwhelmed by information.

This means creating strategies and building partnerships at a global level, but at the same time, drilling down to find out where the greatest area of need is. We need to understand the gaps and demand, then create an architecture that can help accelerate the delivery of resources, vaccines, and treatments. At present, I am leading the connection between the Access to COVID-19 Tools (ACT) Accelerator program and national response organisations which addresses some of these issues. Working with international partners such as UNICEF, the World Bank Group and the Bill and Melinda Gates Foundation, we recently articulated the strategic priorities, major scope of work and funding needs for the program over the next 12 months so as to implement the most effective strategy to deploy the tools necessary to mitigate the COVID-19 pandemic across the world.

Then, of course, I have my family responsibilities: a partner, three kids, two dogs, a house, grandparents—being able to step away from everything and throw myself into all that helps me maintain a good balance.

How did Melbourne Grammar shape the way you see the world? Melbourne Grammar is such a diverse environment that brings together an extremely talented pool of people. You learn early on that you have to be very, very good to be the best at anything. That gave me a work ethic and a sense of resilience. I also got the chance to see what excellence could be, and an ambition to move toward that. Melbourne Grammar pushed me to develop an inner confidence.

"Melbourne Grammar taught me not to limit myself to what was right in front of me.” Scott Pendergast (OM 1985)

Grammar News No. 138 - December 2021

OLD MELBURNIAN

Data matters, but people matter more “My work is data focused, but at the end of the day I’m more a people person than anything else.” Kate Mann (OM 2001).

In her role as Insights Partner at the David Jones and Country Road Group, Kate Mann (OM 2001) is working in a growing field where an ability to ask the right questions is essential. “It’s my job to bring the customer point of view to the centre of the business so it can be taken into account,” Kate says. “I’m using data to understand people’s behaviour, their experiences and perceptions, what motivates them, and what drives their choices. This can then influence business strategy.” While the term ‘data’ can suggest long hours of number crunching, Kate says that is not necessarily a large part of her role. Rather, working with data scientists and analysts, Kate interprets information and data drawn from a wide variety of sources to develop insights and then make recommendations about proposed actions which will help the business achieve its goals.

10 Melbourne Grammar School

“My work starts with the objective the business is trying to achieve and the core questions stemming from this,” Kate explains. “These might relate to growing profitability, increasing their market share, or improving brand awareness. However, I can also be asked to respond to questions at operational and tactical levels.” “In this field it is common to group customers with similar attributes or behaviours together so we can make recommendations about how the business can best meet their needs, however in some cases the approach is to move more towards customer personalisation,” she says. The primary quality Kate says she needs to do her job well is curiosity. “You need to like to ask ‘why?’”, she explains. “Of course, it is also important that you understand the bigger picture, as well as the data minutiae.” Prior to her current role, Kate worked in a similar position for Myer. She also spent 10 years at Qantas, initially working as a data analyst and insights manager there, where she watched data become increasingly significant to business decisions.

“It was fascinating due to all the different types of data available across the organisation, from operational to transactional as well as a wealth of quantitative and qualitative data collected,” she says. “Data driven decision making was being applied across all areas of the business from customer experience, marketing, and route planning. It even underpinned recommendations around installing Wi-Fi and the design of business class seats.”

Early years at Grimwade House Kate says her sense of curiosity was fostered at Grimwade House. “My time there was full of opportunity, with a strong emphasis on fun,” she remembers. “There was an expectation that you would try your best at everything, and excellence was encouraged.” Above all, Kate values the friendships she made during her Grimwade years. “Those friendships have remained strong throughout the years,” she says.

OLD MELBURNIAN

An open mind leads to tech success

s Co-Founder and Co-Managing Director of a fast-growing tech company, Huw Birrell (OM 1997) understands the value of embracing every opportunity. Speaking at our new webinar series ‘OM Journeys’, Huw shared his thoughts on learning from others, and changing tack when the time comes. “It’s really quite a simple concept,” Huw says when outlining his company, Fresho, a business-to-business platform that facilities fast, reliable supply orders for restaurants, cafes, and supermarkets. “Before we launched, most businesses were relying on late-night phone calls, voice messages, emails and even faxes. Using a platform like ours takes a huge amount of stress out of their working lives.” For Huw, the connections and opportunities gained through a Melbourne Grammar education set the foundation for his current success, but there were important detours along the way.

From day job to start-up Perhaps surprisingly for a tech entrepreneur, Huw’s early career had little to do with technology. “Friends like to remind me that when mobile phones first came out, I dismissed them as a fad,” Huw shares. “After university I joined Ernst & Young, then worked for a large energy company that sent me to work in South America. I had a lot of fun travelling in places like Chile, but I always knew I wanted to get into my own thing.”

The right partner at the right moment When Huw connected with fellow Old Melburnian and now his business partner, James Andronis (OM 1995), the idea for Fresho crystallised. “The turning point was meeting James,” he says. “He had a really strong background in wholesale seafood and knew the food industry backwards, so once we joined forces, the problem – and the solution – became so clear.” For Huw, the strategy of the ‘side hustle’ appeals less than diving in completely. “I was lucky that I was between jobs when the Fresho opportunity came along, so I could give it 100% commitment,” Huw says. “I think if you don’t give something your full focus, it tends to just trickle along.” Reflecting on his time at Melbourne Grammar, Huw emphasises the connections he made with his classmates, many of whom are still part of his life today. “The support I received, and the opportunity to try new things, were what set me up for life,” he said.

Huw’s five tips for start-up success Learn from others

Define your market

Maintain a single focus

Refine your story

Embrace mistakes

Gather the right people around you, then listen

What’s the problem you’re going to solve?

Don’t spread yourself too thin.

Convincing investors requires a strong narrative.

You have more time to experiment than you think.

Grammar News No. 138 - December 2021

EXPLORATION

The us data w schoo

About Andrew Baylis Andrew Baylis (OM 1979) has held the position of Melbourne Grammar School’s Director of Learning and Research since 2014. Prior to this, his appointments included Executive Director of the Crowther Centre, Director of Teaching and Learning at Brighton Grammar School, and Head of Physics at both Henry Box School in the UK and St Bernard’s College.

Melbourne Grammar School

se of within ols I

t is the very nature of humans to search for patterns and meaning across all aspects of their lives, including work. When used well, and in tandem with other factors, the use of data and statistics can guide strategic and operational development across many levels of an organisation, including schools. I still remember my excitement in first year university statistics when I was introduced to a range of probability distributions. It still seems fascinating to me that patterns of outcomes in large groups can be modelled using relatively simple mathematical forms.

Improving the learning experience Educators use data to guide their teaching every time they meet with their class, but they may be unaware of how they are using it or even that they are collecting it. Teachers will speak of “reading the room”. This might involve unpacking a student’s response to an assessment task in terms of their probable cognitive skills or estimating a student’s position along a learning continuum through observation and teacher judgement. In addition to using ‘individual student’ data, teachers and, more broadly, schools also consider ‘large group’ data when considering their practices.

Large group data can include results from common tests across a few classes or whole year level data such as NAPLAN results. In the wider education sector, researchers can use data from thousands of students to seek out broad system patterns. Some work at the meta-analysis level by combining various pieces of research to find overarching generalisations and effects. These ideas can help inform policy and strategy but understanding the stories and shaping the pathways for individual students can only happen using personal, small group and cohort data. However, when doing so, caution is required on three fronts. Firstly, the data normally captures some instant of time about human response. A core tenet in statistical measurement is that, if the measurement is repeated on the same item, the same result is observed (within the random errors of the measuring device). The repeatability of human response is questionable as so many circumstances (such as mood, time of day, blood sugar level) can affect the response. Secondly, the size of the data set in most schools is relatively small. Typical groups are class level (20-25) up to year level (100-200). This can cause sizeable confidence limits when interpreting collated results. Finally, the core variable of human difference is almost impossible to control. Comparing data sets across years (such as Year 3 NAPLAN results over the past five years) becomes quantitatively complex as each cohort has different characteristics.

Why data is important The above seems rather gloomy, suggesting so many problems in collecting valid data that one wonders why schools invest time and resources in curating multiple data streams. The answer is simple. Data about students provokes us to ask questions. We seek to understand the story that underpins the information the data presents. Data can deepen the understanding of how a student is thinking or developing specific skills. It can inform (rather than drive) future action by helping develop hypotheses or confirm the usefulness of certain interventions. We can leverage the true power of data within our school by understanding the limitations and exploring the patterns we see by challenging the assumptions and probing the circumstances. Triangulation of indicators (usually more than three sides, so not really a triangle!) helps us understand which are core and which are transitory, behaviours or outcomes. We can never fully understand what is happening within someone else’s head, so we use observations and data to inform teacher judgement. The more sources of information we have, the deeper the questions we can ask, and the more solid is our understanding of the learner. Data plays a critical part in the educator’s toolkit, and like any tool, it needs to be used properly. Data literacy has become a necessary part of all teachers’ suite of skills. Andrew Baylis (OM 1979) Director of Learning and Research

Individual student data is exposed to even deeper numerical problems due to the changes occurring in the learner. The sample size of one means we cannot use statistical smoothing to identify particular trends.

Grammar News No. 138 - December 2021

SCHOOL NEWS

A new opportunity for connection and care “The most important thing I do is care for the boys.” Adrienne Richardson, Head of Creswick House

Adrienne Richardson is unequivocal when describing her new role. “I think I have the best job,” says the recently appointed Head of Creswick House for boarders in Years 7 and 8. “I live in a beautiful part of the world, and work with boys who are challenging, fun, and developing all the time.” Adrienne has been part of the Melbourne Grammar community since 2004, and currently teaches French at Wadhurst alongside her boarding house responsibilities. While living and working at the Boarding House is very different to classroom teaching, Adrienne says this is a position she knew she would like to do. “I have a different relationship with the boarders than I have with students in the classroom,” Adrienne remarks. “It is something I have always I imagined I would enjoy, and I have found, in reality, I actually do. “At the end of each day, when we all sit and chat about what has been happening, with my teaching experience and having had two quite disparate sons myself, I think I know where they are coming from,” she says. “I feel it is a really positive experience for us all. Having them around just makes me smile.” “Above all, I want to guide my boarding students towards new experiences, to make sure they feel they belong, and to allow them to grow.” Adrienne adds. “There are so many benefits associated with living in Melbourne and I want to open their eyes to the opportunities around them.”

Melbourne Grammar School

Living in the same building as the Year 7 and 8 boarders means Adrienne is accessible 24/7. Supporting students day-to-day, while also building strong connections with parents, are key aspects of her role. “At the moment, with things changing all the time, communication with home and positivity are vital,” she says. “I need to be a good listener, to care for the boys, and to make sure they’re living in an environment that is conducive to their educational progress and personal development.” “I am invested in the boys’ progress but, while I have an influence, at the end of the day I am not their parent,” Adrienne acknowledges. “I remain guided by them.”

Teaching “the perfect age” Adrienne enjoys being in the classroom just as much. “If you teach through humour, you get everywhere,” Adrienne says. “I try to make every day in the classroom engaging. For example, I use singing as a tool for learning the language. I want students to feel like learning is fun and that they want to be involved.” “Plus, I learn from them,” she says. “There is a range of capabilities in every class. Some boys are operating at a very high level, so I am constantly researching and seeking out new ways to challenge them. This gives me an opportunity to gain new knowledge myself. There is always something that I can learn and pass onto them.” “Adolescents are at the perfect age,” she adds. “They’re highly motivated to do well in relation to their peers, and they’re starting to develop independence and to think for themselves. And every day I laugh with them.” Adrienne Richardson (centre) with Year 8 boarders Andy Blamey (left) and Archie Edwards (right), pictured in the Boarding Precinct gardens.

Grammar News No. 138 – December 2021

SCHOOL NEWS

What we gain through service Students working at Ronald McDonald House

ear 10 student Daniel Cash knows service is about much more than going through the motions. “At this School, we believe true service isn’t transactional,” says Daniel. “It benefits both parties, and it’s something personal. Reflecting on our actions helps us to see this.” Earlier this year, Daniel initiated a new project for the Values in Action program in order to encourage this kind of reflection: a journal to record and celebrate on the work of Values in Action participants—both students and those supported by them. Alongside Mr Mark Horsford, Director of Service Learning, Daniel and others are now working towards the first issue of, what is hoped will become, an annual publication, Shoulder to Shoulder. Written by volunteers, the creation of Shoulder to Shoulder is itself a representation of service to the School. According to Daniel, requests for contributions from students have been met with an enthusiastic response. “I don’t know why teachers have problems getting in homework,” he says wryly.

“Service is a basic human need,” Daniel adds. "By reflecting on the service we give, we can see our experiences properly, and find an even greater sense of gratitude for the opportunity to contribute.” “The Service Learning movement has an understanding that what we do is a step above volunteering,” adds Mark. “There’s an emotional benefit to a project like this, as well as an intellectual benefit. Through working alongside and forming relationships with members of our community, we want students to think about why this service is necessary, and consider the forces shaping our world. We hope to engender a commitment to a more just society in them." It’s been a wonderful year of service, despite the limitations created by COVID-19, and this first publication is a testament to that,” says Daniel. He hopes that the second edition of Shoulder to Shoulder will record even more instances of stepping outside the immediate Melbourne Grammar community and amplify the voices of supported community members themselves.

Excerpts from Shoulder to Shoulder, 2021 “I am so grateful not only for the relationships I have been able to build and the children I have been able to see begin to flourish in their learning, but also for the wholesome and uplifting interactions I have witnessed between the other Melbourne Grammar tutors and their respective partners.” Tom Carne, Year 11 “The new skills learnt, experience gained, and most importantly the sense of accomplishment achieved is something that most students that have done service can describe and seeing the direct positive impact on someone’s life is truly a rewarding experience.” Angus Cha, Year 12 student and Chair of the Values in Action Committee “…my increasing involvement within the service program at the school has taught me the value of charity work lies not necessarily in the amount nor worth of any aid given, but instead, in the willingness to be a helpful person to society and appreciate my own living circumstances.” Anthony Chen, Year 12 “I hope every boy has the chance to meet all types of people from all different aspects of life, because some of the most genuine people will be in the toughest situations. Giving back to the community is important but caring about the community is vital.” Oliver Horrigan, Year 11

Melbourne Grammar School

SCHOOL NEWS

Good debaters argue, great debaters collaborate Continuing an unprecedented four-year run of State debating wins, this year’s A Grade team shares their secret to success. When Melbourne Grammar broke its 40-year debating win drought in 2018, no one could have predicted that the next four years would include a historic winning streak. In 2021, our Year 12 team—Kelvin Cao, Albert Du, and William Flintoft—led our School to victory in the Debaters Association of Victoria Schools A Grade Competition for the fourth year in a row. This powerhouse team also won their C Grade (Year 10) and B Grade (Year 11) championships, making them the first Melbourne Grammar team to have won three successive State titles. Added to these achievements, our Year 9 D Grade team of Hirunaka Ekanayake, Alexander Kartel, and Sanjeet Sampath also took home the State championship at their level.

Why this year’s team was different

Seeing both sides of the argument

According to Teacher in Charge of Debating, Vincent Chiang (OM 2010), this year’s A Grade team were not only skilled debaters in their own right, but had an exceptional ability to collaborate. “As a team, they’re greater than the sum of their parts,” he says.

Alongside improved public speaking skills and the ability to think on their feet, the team members also say their experiences have taught them something about considering another person’s point of view.

The boys wholeheartedly agree. “You don’t have to be the one to make the most important point,” says Kelvin. “We’re here as a team, and we’re here for each other.” “We treat the team as a single unit,” adds Albert, who is the 2021 Captain of Debating. “We cooperate to reach our goals—we’re not internally competitive.”

The strength of this team is their humility. They were always ready to listen, improve, and try their best.

“Debating is not simply about winning or being the more aggressive side. It’s more about being respectful,” remarks Kelvin. “Quite often you are not debating the side you are most familiar with or even the one that you fundamentally agree with. Debating encourages you to consider alternatives with respect and empathy.” “We often get the message that the world can be understood in absolute terms,” adds William. “As debaters, we get the chance to think about ideas in a more complex and nuanced way. Topics are regularly chosen because they are not one-sided and there is no definitive solution to the problem that is presented. The answer isn’t always a clear ‘yes’ or ‘no’. It can be: ‘sometimes’.”

Vincent Chiang

Kelvin Cao

Albert Du

William Flintoft Grammar News No. 138 - December 2021

Every year 6 student has a leadership role at Grimwade House.

SCHOOL NEWS

Where ‘little l’ leadership begins As a School, we have the opportunity to guide the way students think and learn. At the same time, we can also offer opportunities for students to take the initiative, find their own strengths, and discover how they can use these strengths to lead others. At Grimwade House, students and teachers work together to explore different models and forms of leadership, with service to others always top-of-mind. As Grimwade’s Leadership Coordinator Cristina Campagna explains, these models can include everything from formal leadership roles like Class or House Captain, through to informal moments of leadership in the classroom. “We want students to see the scope of leadership and to understand that it can happen everywhere,” she says. “It starts with reflecting on ourselves as leaders and understanding how we work best with others, then thinking about how we can lead by serving our community.”

Preparing to take the next step By the time Grimwade students reach Year 5, they have already encountered leadership through opportunities to serve such as a Class Captain, on the Student Representative Council (SRC) and in leadership roles on the sporting field, through outdoor education, and in everyday classroom interactions. As they begin to consider the formal leadership role they would like to take on in Year 6, it is time for them to learn more about teamwork and leadership through a series of workshops. The Year 5 students hear from a diverse representation of students and staff leaders through our annual Year 5 Q and A seminar to gain a greater depth of understanding of what being a leader actually means.

Speaking at this year’s webinar, 2021 Year 6 Class Captain Arabella Lumicisi shared her thoughts on the importance of student leaders. “Year 6s get to be role models for the rest of the School, and to prepare for future leadership roles themselves,” Arabella said. “I’ve learned that it’s not really about being the only person who can lead your class. It’s about sharing ideas and learning from others.” Former Grimwade House Captain and 2021 Wadhurst Vice-Captain Henry Flintoft also spoke to the Year 5s about his leadership experiences. “The School gives us opportunities to grow as leaders,” he said. “I loved collaborating with people who had shared interests with the goal of helping their peers and the School. Leadership is about helping others to realise their potential.” While School leadership roles encourage independence, hard work and commitment, students also know their teachers are there to support their work. The structure of student leadership at Grimwade House is facilitated by Teacher Mentors at every level including the SRC, Service Teams, House Captains and School Captains. One theme echoed by many students was the importance of being open and honest with teachers when they faced challenges juggling school and leadership responsibilities. “You have so many teachers supporting everything you do,” said 2021 School Captain Kelly Liu. “If you ever feel nervous or have questions about your role, you can always get support, and if you feel stressed out or need more time to do things like writing reports or speeches, you can always ask.”

Grammar News No. 138 - December 2021

Focusing on service in Year 6

Old Melburnians lead the way

All Year 6 students take on a leadership role through the Service Teams program which has an action-based, student-led approach. And, as the name suggests, the emphasis is very much on service to others.

The capacity for Year 6 Service Teams to connect with and provide service to their communities has been limited by lockdowns this year. However, a new speaker series was initiated in Term 4 to overcome that hurdle, while also creating opportunity for our students to lead.

This program is embedded into the Year 6 CARE (Community, Action, Relationships and Emotional Intelligence) program and curriculum. Teams include Digitech, Environment, Library, Performing Arts and Music, RAP (Reconciliation Action Plan), Science, Snowsports and Visual Art. Each Service Team has at least one Teacher Mentor who encourages the students to consider what they can do as a group to serve their various communities, including how they can identify problems and collectively consider possible solutions. For example, the Library Service team could come up with ideas about what they could do during Book Week in support of their fellow students. Apart from personal development in communication and time management, students often gain deeper attributes through the program. “We regularly see an increased level of understanding of the importance of diversity and the value of collaboration through the Service Teams model,” explains Cristina. “Many students also gain greater self‑awareness.” “Together with the Teacher Mentors, my role is to provide opportunities for each team member to develop their own sense of leadership,” she says. “We are hoping to prepare students for future life experiences like public speaking, making connections, engaging with their community, providing service to others and representing Melbourne Grammar School.”

20 Melbourne Grammar School

Old Melburnians conversed with Year 6 students through themed Q and A sessions, inspiring the students by highlighting their own life journeys and philosophies. The sessions included Old Melburnians with sport, visual and performing arts backgrounds, as well as those working with Indigenous communities. Apart from the benefit of building empathy and understanding, students were coached in the practical skills associated with hosting a session of this type and writing questions. For example, when the group heard from Paralympian skier, James Millar (OM 2003), the Snowsports Service Team led the discussion. Other speakers have included AFLW player, Bonnie Toogood (OM 2015) and sculptor, Anna Lane (OM 2014), as well as Liv Vizard (OM 2015) and Charles Wylie (OM 2015) who both teach at Tennant Creek High School.

The Grimwade House leadership map: Opportunities across every year level School Captains: Two per semester (4 total), Year 6 House Captains: Two per semester per House (16 total), Year 6 Student Representative Council (SRC): 40 Class Captains per semester, Years 2 – 6 Year 6 Service Teams: One role for every student per year Learning engagements: Incidental & explicit opportunities, Prep-Year 6 Extra-curricular groups & sporting teams: Flexible roles & responsibilities for all participants including Team Captains, Prep-Year 6

The SRC in action This year, Grimwade’s SRC sought to address the need for a rashie vest to complement the existing swim uniform. The idea was first initiated by Year 6 student, Andie Sherren, who thought it would be a useful garment to wear when engaging in activities like surfing on School camps. A School-wide competition was initiated to find the right design, and the vest is now in production. “Leadership at Grimwade is student-led,” says Leadership Coordinator Cristina Campagna. “We want to encourage that—to create a platform where students can bring up issues, create ideas, and navigate towards solutions together.”

SCHOOL NEWS

Bringing a fresh perspective to philanthropy Introducing Carl Junot Carl Junot was appointed Head of Development at Melbourne Grammar School in June 2021. Originally from Texas, he brings experience gained at Harvard University, the University of Melbourne and La Trobe University, along with qualifications in political science and sports administration. Carl is currently a Master of Business Analytics candidate at La Trobe University.

ur core mission at Melbourne Grammar School is to provide an exceptional education for young boys and girls. I believe our philanthropic success should be measured by our ability to support this goal. I came to philanthropy through my work as a soccer coach at the University of New Mexico and, later, Harvard University. In the US, so much of what university sporting departments can achieve is underpinned by the support of donors who want to give back and encourage current and future students’ endeavours. This means philanthropy is an important aspect of the role of a coach. My family and I moved to Australia in 2014 and, since then, I have had the opportunity to focus on professional fundraising. Some of my most exciting experiences came when raising relatively small amounts of money, as happened when I was at the University of Melbourne. We offered a program that created pathways to higher education for Indigenous students through sport, but the initial seed funding had run dry. I was able to raise the modest amount needed to secure the program for a further three years, and I’m proud to say that program is still part of the University’s work today.

In my experience, people who give to education do so for a whole range of reasons—no two motivations are the same. There are those who have been been supported financially themselves and see how that support led to their own success. For these people, giving is a moral obligation. For others, it’s about the affinity they still feel for a school that was formative in their lives. Then there are those donors who see the track record of an institution like Melbourne Grammar in creating the next generation of leaders, and want to be part of strengthening that legacy. For me personally, philanthropic success is just as much about community building as financial impact. Strengthening a community like Melbourne Grammar’s can happen through big and small gifts, as well as through the gifts of time and talent that so many members of our School community provide.

Grammar News No. 138 - December 2021

SCHOOL NEWS

Sorry. We are closed OPEN PEN.. Instead, we talked about the weather, 2021. Oil and acrylic on paper Emil Klempfner (Year 12; Art)

Skateboard Doodles, 2021. Pen and ink on board Julian Armstrong (Year 12; Studio Art)

Instead, we talked about the weather, 2021. Digital prints of digital paintings Emil Klempfner (Year 12; Art)

Polaroid and I, 2021. Digital print on gloss Alexander Appleton (Year 12; Studio Art)

The annual VCE Visual and Performing Arts Exhibition is a highlight of the School calendar. It showcases the talent and hard work of students undertaking VCE Unit 3/4 studies in Art, Studio Art, Media, Visual Communication Design, Drama, and Product Design and Technology. 22 Melbourne Grammar School

While the exhibition could not be open to the public this year, students and staff were able to visit Motorworks and engage with the wide variety of artworks. An online exhibition was also available to students, staff and parents. Here, we present just one wall of the outstanding exhibition.

Generational Portraits, 2021. Oil on linen Hugo Martin (Year 11; Studio Art)

Grammar News No. 138 – December 2021

SCHOOL NEWS

24 Melbourne Grammar School

Year 7 student Freddie Hunt with his grandfather, David Hunt

Conversations with elders encourage empathy

he last two years have underscored the fundamental importance of social connection. At Wadhurst, our Year 7 students have been forging deeper connections with their elders through their Term 4 Argo project – interviewing a person in preparation for creating biographical pieces in Year 8 English next year. “Linking older and younger people together provides advantages for both groups,” says Argo Coordinator Airlie Stewart.

“For the boys, this is a chance to deepen their sense of empathy, their appreciation for history, and, of course, their conversational skills.” Airlie Stewart

“It also builds a sense of connection for older people who may have lost loved ones, be facing health issues, or be living alone,” Airlie adds. “It reminds them of their value.”

A new perspective on family history This Term’s Argo project facilitates weekly interviews on a particular theme, with students encouraged to explore new conversational threads as they arise. Year 7 student Freddie Hunt says interviewing his grandfather revealed stories of which he was completely unaware. “I learned Pa’s father played a role in the intelligence corps, which was a surprise, and that a number of our family members have been awarded the Military Cross,” Freddie says. “That made me feel very honoured.”

Freddie’s family chose to film his interviews so that these conversations could be shared with future generations. “We’re going to watch the interview together,” Freddie says. “I’m looking forward to writing it up too, and Pa’s very keen to see the final result.” Airlie adds that the boys have navigated any complexities involved in organising their interviews with enthusiasm. “We have one student whose grandparents are in China, and neither have strong English language skills,” she explains. “He decided to interview them with his mother translating. This has turned out really well.” “Middle school is a time when students discover a lot about themselves and the world around them,” Airlie says. “We want them to learn to appreciate the fact that they are part of a wider community, and the Argo subject as a whole assists them through this journey of discovery.”

About Argo Argo is an experiential, multi-disciplinary subject studied by Year 7 and 8 students at Wadhurst. It is used as a vehicle to enhance fundamental personal and social capabilities that are expected across the curriculum but not explicitly taught. These are normally life-related, and promote strategic reasoning, perseverance and creativity. Argo aims to reinvent the transition into adulthood using the framework of Joseph Campbell’s The Hero’s Journey which expands across a series of stages from ‘The Calling’ (expressing gratitude for past and childhood) through to ‘The Return’ (a chance to reflect on learned experiences across the year and the gifts/ skills they will carry into adulthood).

Grammar News No. 138 - December 2021

OLD MELBURNIANS

Being an Old Melburnian What does it mean to be an Old Melburnian?

Andrew Tulloch

t has been a privilege for me to lead The Old Melburnians Society as President over the past two years. It has provided an opportunity to observe the school up close, including how it has navigated the extraordinary challenges of the COVID-19 pandemic. It should be a great source of pride to all Old Melburnians that Melbourne Grammar School has been able to adapt to the pandemic environment, and despite the constraints, the school has delivered a world class standard of education. I commend the Headmaster and staff for their dedication over the past two years. As I approach the end of my term as President it has caused me to reflect on what it means to be an Old Melburnian, and how the activities of The Old Melburnians Society remain relevant to those leaving school, such as the Class of 2021.

26 Melbourne Grammar School

In the July edition of Grammar News, I spoke of the ongoing contribution made by four Old Melburnians: Amanda Day (OM 1994), Kirsten Perrett (OM 1993), Demie Manolas (OM 1995), and Amity Smith (OM 1996) who have been advising Council on how best to engage with the women who are part of our alumni community. With their help, progress has been made and we are planning a major 'return to Grimwade' event in 2022 The Old Melburnians Society provides an opportunity to not only continue that connection with your year group, but to discover a connection with thousands of other Old Melburnians, from different generations and with different life experiences.

What can you expect when you become an Old Melburnian? The motto of The Old Melburnians is to ‘Connect and Grow’. We provide the opportunity for Old Melburnians to connect and grow through a range of activities, from our program of reunions, the Annual Dinner and sporting clubs, to more recent additions such as our Career Masterclass. Being an Old Melburnian is a lifelong journey. Some alumni are keen to get involved immediately on leaving school, perhaps through one of the sporting clubs.

Alternatively, alumni may leave school and have no connection with The Old Melburnians for 25 years, and then reconnect – perhaps through attending a reunion, or getting involved as a mentor. Either approach is perfectly fine. Whenever an Old Melburnian in their life journey wishes to get involved, the welcome mat will be there. In the July edition of Grammar News, I spoke of the ongoing contribution made by four Old Melburnians: Amanda Day (OM 1994), Kirsten Perrett (OM 1993), Demie Manolas (OM 1995), and Amity Smith (OM 1996) who have been advising Council on how best to engage with the women who are part of our alumni community. With their help, progress has been made and we are planning a major 'return to Grimwade' event in 2022. Underlying the Old Melburnians is an ethos of community service and giving back, of recognising the value of the education that we have had and appreciating that we are uniquely positioned and well equipped to help others. Accordingly, it is wonderful to see and volunteering outside of work. These attributes of Old Melburnians are to be recognised and celebrated

How can I stay connected to The Old Melburnians? 2022 will be an exciting year for The Old Melburnians with the return of in person events. You will find information about how to stay connected on the opposite page. Andrew Tulloch (OM 1986) President of The Old Melburnians

Old Melburnians: 2021 by numbers Staying connected There are numerous ways for Old Melburnians to stay in touch with the School and with each other.

OMlink

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current students offered career advice and support from Old Melburnians

Old Melburnians and their families donated material to School Archives

OMlink is a digital platform for all Old Melburnians, a place to connect with former classmates, House members, sports teammates and others who were part of your time at Melbourne Grammar School. Old Melburnians can use OMlink to get in touch with one another, exchange career advice, find a mentor, post or access job listings and hear about the latest events, including your class reunions taking place around the world. Free and simple to join, please sign up for OMlink today.

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omlink.org

hours spent in one-to-one career mentoring programs

Events In addition to OMlink, for information about reunions, OM Journey podcasts and other events, please visit: mgs.vic.edu.au Search: Old Melburnian events Social media You can find the Old Melburnians and the School on Facebook, Instagram, and LinkedIn

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participants at Old Melburnian online and in person events

Old Melburnians awarded Queen's Birthday and Australia Day honours

Search: Old Melburnians Search: Melbourne Grammar School Contact us +61 3 9865 7682 om@mgs.vic.edu.au mgs.vic.edu.au Search: Old Melburnians

Grammar News No. 138 - December 2021

OLD MELBURNIANS

A two-way exchange of experience and knowledge

ince July this year, 36 young Old Melburnians have been working with mentors to refine career goals, examine opportunities, tackle challenges, and prepare to take that next step through the Old Melburnians Career Masterclass. “Our goal is to harness the Old Melburnian network of experienced professionals to provide support, career development and networking opportunities for young Old Melburnians,” says Andrew Tulloch, President of The Old Melburnians. “We are fortunate to have esteemed author and career consultant, Bill Cowan AM (OM 1962), on the Old Melburnians Council, and he has helped guide and grow this program.” Here are the stories of two 2021 participants.

DAVID VAUGHAN: “YOU WANT TO GET A PICTURE OF THE WHOLE PERSON.” “If you’ve got a bit of community spirit, put your hand up and help someone.” That’s the advice David Vaughan (OM 1978) has for anyone considering being part of the Career Masterclass. “I’m sure most mentors would agree that we don’t have all the answers, but we can lend a guiding hand,” he says. “If I’ve gathered a little bit of wisdom from my life experiences, and I can assist someone with their future, why not?” A self-employed businessman and recently retired farmer, this program was David’s first point of reconnection with Melbourne Grammar since leaving school. He says the decision to participate was about paying it forward. “I’ve been mentored for at least 20 years, and the person I work with is practical, has common sense, and gives me homework to reflect on,” he explains. “Of course, you never know how it’s going to go until you actually do it, but I’m so glad I did.”

28 Melbourne Grammar School

David has been encouraging his mentee, Chris Okey (OM 2011), to think outside the box when considering his personal, career and community goals. “When you’re young and goal-driven, you can miss out on opportunities by focusing on a single career path,” he explains. “I’m trying to broaden the scope and vision for Chris, and to talk about life in general, not just professional success.” Already, David is beginning to see the benefits of volunteering as a mentor in his own life. “I’ve learned to listen, which is very important— the role of the mentor is primarily to listen and ask questions,” he says. “It’s been a learning experience for me to hear about Chris’s life, and I’ve made sure to impress on him that once this program is finished, it doesn’t mean the relationship has to stop there.”

“Volunteering in any capacity is good for the brain and good for the soul. It’s part of the fabric of life.” David Vaughan

“Once you get out into the workforce for a few years, you realise how valuable an opportunity like this is.” Chris Okey

CHRIS OKEY: “IT’S GREAT TO HAVE SOMEONE ENCOURAGING YOU.” Chris Okey (OM 2011) came into the Career Masterclass at a point of transition. Matched with two mentors who both work in the agriculture industry, Chris has developed new skills and confidence, which helped him move moved from a role with an agricultural company into a new government position in policy and communications focused on climate change. “This new role is something I wouldn’t have considered a few years ago,” says Chris. “Working with David has helped me see this as a possibility, and he’s been very reassuring as I’ve made the transition. He’s helped me look over job openings and talked me through pre-interview nerves.” “It’s great to have someone encouraging you to put yourself first, and a second pair of eyes that are a bit more objective than those of friends and family members,” Chris adds. “David’s helped me understand how agriculture differs from other industries, and how much relationships and personal qualities make the difference.”

David has encouraged Chris to take a holistic approach when considering his future, rather than focusing solely on career goals. “We’ve looked at where my career, personal ambitions, and my role in the community intersect,” Chris explains. “He’s prompting me to think about where I want to be as a person in five to ten years, not just as a worker.” “I’ve also been fortunate to have a second mentor, Marius (Mac) Cuming (OM 1989), who works in the agriculture communications sector,” Chris says. “His advice has also been invaluable.” To get the most out of a program like the Career Masterclass, Chris says mentees should approach the experience with two or three concrete outcomes in mind. “Having clear goals makes it easier on both sides,” he says. “It’s also important to be thankful and respectful, because these mentors are a great asset to you and your future.” “I’ve had friends in my graduating year who wished they’d signed up in 2021, so I’d recommend all younger Old Melburnians stay connected and consider taking part when the Masterclass comes around next year,” Chris adds.

About the Old Melburnians Career Masterclass The Old Melburnians Career Masterclass pairs experienced Old Melburnians with those just starting out, establishing a mentor-mentee relationship. With Melbourne Grammar’s 18,000 alumni including leaders in corporate, non-profit, and government organisations, as well as many other fields, participants gain access to a wealth of knowledge and experience across a huge range of professional areas. Open to young Old Melburnians in the first five years of their career, the Career Masterclass supports regular meetings between mentors and mentees, facilitates discussions, and provides resources and networking events. Most mentees in the program are paired with two mentors, in order to give them different perspectives. Participants find there are benefits on both sides. By taking part, mentors have the opportunity to develop their coaching skills, learn about the next generation of young leaders in their respective fields, and give back to the Melbourne Grammar community. For mentees, the program offers access to expert advice, perspective, and industry connections. For more information visit: mgs.vic.edu.au Search: career masterclass

Grammar News No. 138 - December 2021

HISTORY AND RECOLLECTIONS

A History of our Boat Houses Boat houses are sometimes described as the beating heart of a rowing club. Beyond the utility of providing storage and training facilities, they serve to provide a place where camaraderie and kinship develops. The history of our boat houses is a fine example of the generosity of spirit and support shown by Old Melburnians and parents throughout the best of times, and the worst. 1905 1859 Melbourne Grammar’s first recorded competitive boat race occurs

11 MARCH 1886

Rowing program headquartered at Edwards’ boat sheds on the Yarra River

First Melbourne Grammar boat house opened on Albert Park Lagoon (now Lake) by Alfred Deakin (OM 1871); positioned on the east side of the north end of the Lake on a block of land granted by the Government

It is to be hoped that [Old Melburnians} who were now skilled oarsmen and yachtsmen would be ready to coach the younger boys, and give them the benefit of their ability and experience.

1892 Rowing program moves to a boat house on the western side of the Lake, near the sheds that are familiar to us today, as eastern position was deemed to be too exposed

Alfred Deakin (OM 1871) at the opening of the Boat House, 11 March 1886

1860

1870

1868 First Head of the River race

30 Melbourne Grammar School

Demolition of existing boat house, and new building erected with funding provided mainly by Old Melburnians and parents, including Sir Simon Fraser, E. Norton Grimwade (OM 1882) and Edwin Flack (OM 1890); architects were William Godfrey (OM 1889) and Harry Spowers (OM 1887), then the School Architects

1880

1890

1900

1885

19 OCTOBER 1905

Decision made to move the rowing program to Albert Park Lake, where a boatshed would be closer to the School and allow more boys to participate in the sport

Opening of new boat house by Oliver Williams (OM 1872), President of the Old Melburnians (1904 – 1905) As Captain of Boats, Simon Fraser (OM 1905) is ‘presented with the keys’

1910

In giving the keys to the School Council, Lady Fraser wished the boys every success in rowing in the future, or, failing that, hoped that they would always accept defeat in a sporting spirit. The Melburnian, 1921, Vol 046 1919 Lady Annie Fraser proposes, if a suitable site is obtainable, a site be found on the Yarra River for a boat house in her son's memory, after his unexpected passing

15 SEPTEMBER 1951 Simon Fraser Memorial Boat House destroyed by fire with entire contents of the fleet, oars and equipment as well as the Honour Boards, destroyed, cause unknown

1920 Boat house site found and purchased – previously the W.T. Greenland Boat House, named for the father of Walter Greenland (OM 1872), cox of the 1872 First VIII

DECEMBER 1951 Boats and Oars Fund established to replace the fleet (cost est. 6000 pounds), with committee chaired by Lewis Luxton (OM 1929)

13 NOVEMBER 1953 Opening of the new Simon Fraser Memorial Boat House by Mrs Billy (Phyllis) Fraser, Simon’s widow

19 APRIL 1921 Opening of the Simon Fraser Memorial Boat House on Yarra River, a gift to the School from Lady Fraser and her sons, Douglas Fraser (OM1907) and John Fraser (OM 1909), together with the widow of Simon Fraser (OM 1905), Billy (Phyllis) Fraser in memory of Simon Fraser

1920

1930

Designed by Mockridge, Stahle and Mitchell with input from Master in Charge of Rowing (1930 – 1954), Walter Ricketts, the Boat House is regarded as the best and most wellknown architect-designed example of this building type in Victoria

1940

1950

1960 1956

1928 John Campbell (OM 1918) donates a fund which enables the inscription of the names of all members of the First VIII in the Boat House

The School relinquishes the permissive occupancy of the School's Boat House site on the western bank of Albert Park Lake

Grammar News No. 138 – December 2021

32 Melbourne Grammar School

About Simon Fraser The Simon Fraser Memorial Boat House is named for Simon Fraser (OM 1905), an Olympic rower who died from ‘pneumonic influenza’ on 11 May 1919, when he was just 32 years old. His mother, Lady Annie Fraser, together with his brothers, Douglas Fraser (OM 1907) and John Fraser (OM 1909), and his widow, Billy (Phyllis) Fraser, gifted the building to Melbourne Grammar School in his memory. He was the first of four Simon Frasers, each father to the next, to attend Melbourne Grammar. His son Simon John Fraser (OM 1933), grandson Simon Christopher Fraser (OM 1959) and great grandson Simon Richard Fraser (OM 1989) all attended the School after him. Had he lived longer, Simon Fraser would have been the uncle to Australia’s 22nd Prime Minister, Malcolm Fraser (OM 1948). Simon’s connection to Melbourne Grammar began when he entered Wadhurst in 1987. He was a talented athlete excelling in athletics, cricket, football, and rowing when at the School. He was the 1905 Captain of Boats and a member of the premiership football, cricket, and athletics teams in his final year. In 1912 he rowed for Australia at the Stockholm Olympic Games, and he also rowed in the famous race when Australia first won the Grand Challenge Cup at the 1912 Henley Royal Regatta. Simon was an elite footballer, playing for Essendon FC (28 games) and University FC (2 games) in the Victorian Football League (VFL). Simon also played in one of the four founding teams of the Victorian Amateur Ice Hockey Association.

1- The Simon Fraser Memorial Boathouse (1953 – present day) 2- School Boat House on Albert Park Lake (1892 – 1904) 3- The Simon Fraser Memorial Boat House (1921 – 1951)

Simon graduated with a Bachelor of Mining Engineering from the University of Melbourne in 1911 and, on his return from England after his rowing tour, he became manager of his father’s estate at Nyang. Simon's father was Sir Simon Fraser, a prominent businessman, pastoralist, and politician who died less than three months after his son.

Grammar News No. 138 - December 2021

FRIENDS OF GRAMMAR

Friends of Grammar: 2021 highlights In 2021, Friends of Grammar has worked hard to bring our community together in incredibly challenging circumstances. We’ve continued to provide opportunities for participation, connection and support – fostering a strong sense of belonging for all families. If you’d like to become involved as a volunteer, please email us at: friendsofgrammar@mgs.vic.edu.au.

655

goodies for Grimwade House students to celebrate their first day back on campus in Term IV

330

people competed for prizes at Wadhurst’s Virtual Trivia Night

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gift vouchers and care packs delivered to Senior School students to lift their spirits during lockdown

34 Melbourne Grammar School

35,280 sunflower seeds delivered to Grimwade House families to bring fun and colour to their homes

1500

sausages cooked at Wadhurst‘s Tucker Box lunches

670 Senior School textbooks repurposed including 550 donated to the Les Twentyman Foundation for at-risk children

TWENTY MILLION steps taken as part of Grimwade House’s Walk Around the World

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'sweet surprise' gifts delivered to Wadhurst students during lockdown

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bacon and egg rolls and coffees sold to Senior School parents at Edwin Flack Park during winter

The greatness of a community is most accurately measured by the compassionate actions of its members. Coretta Scott King

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dessert and dinner boxes delivered to Boarders during lockdown

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d d-han secon items sold m unifor OG Shop F e at th ap Shop w S and

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

Adey, C B (OM 1937)

Macindoe, I G (OM 1979)

Alsop, R J L (OM 1951)

Murray, C H L (OM 1950)

Andrewartha, M A (OM 1954)

Markov, A (OM 1940)

Browne, D J (OM 1959)

Newton, J W (OM 1946)

Burgess, J R (OM 1957)

Paynter, R M (OM 1957)

Burridge, G (OM 1944)

Plowright, R J M (OM 1949)

Church, R B (OM 1949)

Price, R L (OM 1948)

Clarke, D M (OM 1971)

Rex, G A (OM 1968)

Davies, C C (OM 1966)

Roberts, J (OM 1995)

Dixon, D W (OM 1953)

Rose, G N (OM 1952)

Dixon, R W (OM 1955)

Sinclair, A C T (OM 1969)

Dixon, J N (OM 1960)

Sewell, P R (OM 1955)

Dowling, J R (OM 1951)

Sinclair, A C T (OM 1969)

Dowling, G A (OM 1958)

Sewell, P R (OM 1955)

Farnbach, G C (OM 1946)

Southern, J A (OM 1966)

Jackson, B S (OM 1958)

Syme, R R A (OM 1953)

Jansen, A N (OM 1957)

Uglow, J K (OM 1990)

Johnstone, J C (OM 1948)

Warner, P R (OM 1947)

Keeley, M R (OM 1949)

Weber, A C (OM 1951)

Knott, T J (OM 1963)

Wilhelm, P L (Past Staff)

Lobb, W G (OM 1946)

2765

parents attended FOG cocktail parties and lunches across all three campuses

Obituaries 2010 to present A full list of obituaries from 2010 is available at news.mgs.vic.edu.au Do you have a recent obituary to report? Please contact us if you are aware of a death in the Melbourne Grammar School community. mgs@mgs.vic.edu.au

Grammar News No. 138 – December 2021

36 Melbourne Grammar School

Philanthropic impact Melbourne Grammar School Foundation 1 January 2019 to 30 September 2021

Grammar News No. 138 - December 2021

FROM THE PRESIDENT OF THE MELBOURNE GRAMMAR SCHOOL FOUNDATION

Learn, achieve, grow My purpose in telling this story is, however, about philanthropy. Since Federation, there have been 101 Victoria Cross medals awarded to Australians for the most exceptional valor in war. And William Joynt gifted his Victoria Cross to Melbourne Grammar.

Philip Solomon QC

ithin the proud architecture of Melbourne Grammar, there sits The Old Melburnians War Memorial Hall. It was erected in memory of the 210 members of the School who gave their lives in the Great War, funded by Old Melburnians in honour of those who had fallen, and it was opened in 1928. Honour in war time has always been a Melbourne Grammar hallmark. I want to mention one Old Melburnian, in that regard. Colonel William Donovan Joynt (OM 1904) – a student of the School in the first decade of the 20th century. In August 1918, a month in which the Great War remained in the balance, he participated in a battle at Herleville Wood at Peronne in France. For his most exceptional valour in that battle, he was awarded the Victoria Cross.

38 Melbourne Grammar School

Philanthropy is at the very core of Melbourne Grammar. The illustrations are myriad. Grimwade House, itself, of course – the gift of the four Grimwade brothers in 1917; or the generosity which permitted the Nigel Peck Centre for Learning and Leadership; and the Geoff Handbury Science and Technology Hub, each in this century. And it is not only buildings and grounds. The Scholarship Program Melbourne Grammar offers is central to its culture: its values and beliefs. What I find most inspiring is the opportunities that these scholarships create. That moment when a boy’s life changes, when he and his family are told that, by reason of his excellence: in scholarship, in music or otherwise as may be, that he will become a student of this School. For Melbourne Grammar is a wonderful place. It inculcates learning; and allows strong academic performances. It has an inclusive and successful sporting program. It has wonderful opportunities in music and in drama and in visual arts and in debating. It produces prospective leaders; it encourages community service; it applauds excellence, and it respects participation.

I have seen this in 12 years as a student; in 15 years as a parent; in my 12 years on the Foundation Board and my seven years on Council; and in other School committees on which I have been privileged to serve. I have – we all have – however, a great responsibility. We have a responsibility to stand on the shoulders of those who preceded us, and philanthropically take steps to ensure that this School can fulfil its vision. Its vision in its Indigenous Program; its vision in Scholarships – and the opportunities which they provide; its vision in its 21st century buildings; and its vision for independence through its Endowment Fund. The implementation of the vision is inspiring to countenance, but it is an enormous responsibility. The Melbourne Grammar School Foundation feels viscerally the responsibility. We look to the School community to permit its implementation. We look to each of you to give as you may. We do not all have Victoria Crosses to donate to the School, but we can all find our own way to contribute. The School is worthy and it very much appreciates the support from all who may offer. I hope you find the following pages interesting, and inspiring. Philip Solomon QC (OM 1986) President of the Melbourne Grammar School Foundation

hT anfor k you your generous support

PHILANTHROPIC IMPACT

Philanthropic highlights

Melbourne Grammar School Foundation Leadership

1 January 2019 to 30 September 2021

age of youngest Old Melburnian donor in 2021

age of oldest Old Melburnian donor in 2021

The members of the Melbourne Grammar School Foundation Board play a key role in promoting a positive culture of philanthropy in the wider School community. They provide leadership in respect of philanthropic endeavours and, in addition to giving of their time and expertise, these volunteers actively seek to encourage others to join them in providing financial support to the School. We thank all members of the Foundation Board and its committees for contributing to the School in this important manner.

Percentage of donors giving to our priorities

MEMBERSHIP

Celebrating

26 years

President Mr Philip Solomon QC

Members Mr Andrew Brookes

of the Witherby Tower Society in 2021

39%

25%

Mr Jim Cousins AO Dr Amanda Day Mr Jamie Gray

276

Witherby Tower Society members

Mr Philip Grutzner Mr Andrew Guy OAM

27%

Ms Fiona Hindmarsh Dr Shirley Hsieh Mr John Jesson

665

donors to the Annual Appeal

Scholarships and Bursaries

Mr Andrew Michelmore AO

Indigenous Bursary Program

Mr Jason Mifsud*

Buildings and Grounds

Mrs Alex Scanlon

Foundation Endowment Fund

This report lists donors to Melbourne Grammar School from 1 January 2019 to 30 September 2021. Every effort has been made to ensure accuracy. If an error has occurred, please accept our apologies and contact the Development Office on +61 3 9865 7683 or cljunot@mgs.vic.edu.au so that we can amend our records.

Prof Julian Smith Prof Geoffrey Taylor

* retired from Melbourne Grammar School Foundation Board in 2021 Grammar News No. 138 - December 2021

A new scholarship to pay it forward “I know I wouldn’t be in the position I am today if it weren’t for Melbourne Grammar.” Martin Hoe (OM 1987)

“As a student at another school I was a big fish in a small pond, but when I moved to Melbourne Grammar in Year 9, I was surrounded by classmates who were on another level, both academically and in terms of their work ethic. That was life changing for me,” he explains. “My parents wanted the best education they could get for me. Melbourne Grammar was at the top of their list,” Martin says. “They sacrificed a lot to educate me and my siblings.” Melbourne Grammar opened up a whole world of possibilities. “I didn’t grow up in a household where ‘management consultant’ or ‘investment banker’ were even mentioned as possible career paths,” Martin says. “It was only through my experiences at Melbourne Grammar that I started to understand the breadth of what I could actually do.” In addition to enjoying the “challenging” academic culture of the School, Martin pursued an impressive range of cocurricular opportunities including cross country, swimming, and the Duke of Edinburgh program. “I have always been a big game player,” he explains.

40 Melbourne Grammar School

“Even now my 14-year-old daughter and I regularly have super big Boggle competitions.” After Melbourne Grammar, Martin took a circuitous route to his current profession, pursuing degrees in actuarial science, commerce, law, and science. “My time at Melbourne Grammar taught me not to slow down just because there’s no one around you to compete with,” he explains. “Motivation has to come from within.” Martin puts his success down to a combination of determination and resourcefulness, along with a modicum of luck. Relatively early in his career, when working with the American consulting firm, Booz Allen Hamilton, Martin was sponsored to complete his MBA at Stanford University. He followed this with time working in a number of high-tech companies, as a trainee equity options trader on the stock exchange floor in San Francisco and as a portfolio manager for a large capital management firm. Then, in 2008, he made the jump with a colleague to establish his own hedge fund.

“I tell my kids that my career path has not just been of my own making,” Martin explains. “Someone with a similar educational and professional background might not get that ‘lottery ticket’ that makes the difference, but you have to put yourself in a position to get that ticket in the first place.”

The cascading effect of philanthropy Because Melbourne Grammar opened so many doors for Martin, and as the recipient of a scholarship throughout his time at the School, he feels compelled to pay it forward. Establishing a scholarship was the obvious next step. “I would want this scholarship to be transformative not just in terms of education, but in expanding the recipient’s scope of opportunity,” he adds. “I want to give that to someone who might be able to take advantage of all Melbourne Grammar has to give.” If you would like to support talented and driven students through Melbourne Grammar School's Scholarship program, please contact: Carl Junot, Head of Development +61 3 9865 7683 cljunot@mgs.vic.edu.au For more information visit: mgs.vic.edu.au/scholarships

PHILANTHROPIC IMPACT

Grammar News No. 138 - December 2021

Witherby Tower Society members The Witherby Tower Society (WTS) is a special group of individuals who have decided to include a gift to the School in their Will. Since its establishment in 1995, the Society has welcomed 276 members. We thank all WTS members – past and present – for their visionary support of generations of Melbourne Grammar School students.

Witherby Tower Society Leadership

Members as at 30 September 2021

Mr Jim Cousins AO, Chair

Mr D A Adams

Mrs Robyn Alder

Mr P F Aldred

Mr Marc Cuming Mr Richard King AM For a confidential conversation with a member of the Witherby Tower Society committee about including a gift to the School in your Will, please call +61 3 9865 7683.

Mr D G S Anderson Mr A M S Armstrong Mrs B Arnold Ms A E Badger Mr D F Barnett Mr M E Bartlett Mr R D Besley Dr J B Best AO Mr T E Blamey Mr J S M Bolton Mr P Bradley Mrs M C Brookes Mr A D Brookes Dr P B Brown AM Dr W G Brown Mr R M Bunn Mr J M Capp OAM Dr R P L Carey Dr J W Carre-Riddell Mr M J Chestney Mr C G Clark AO Mrs E A Cooper Mr C A Cooper Mr P J Cooper Dr C D Cordner Prof S M Cordner PSM Mrs L Cousins AM Mr J G Cousins AO Mr P Couzens Mr J R Cumpston

42 Melbourne Grammar School

Mr J M Dale Mr A C Darbyshire AM Mr A N Davie Dr B P Davie Mr W P Day Capt G W Dempster Mr S A M Derham Commodore J S Dickson Mr N C Dobbie Mrs E Downes Mr G R Embelton Mr J G Fairchild Ms S Felton Mr K McR Forge Mr P C Fowler Mrs L Freeman Mr D E Gallagher Mr R H Gardner Mr H G Gerrard Mr P S Goodman Mr D W Goss Mrs R Gough Mrs S Gray Mr P J Greer Mr K C Griffith OAM Mr F S Grimwade Mrs M J Grummet Mr A W Guest Mr A F Guy OAM Mr N D Guyatt

PHILANTHROPIC IMPACT

Assoc Prof R K Hall OAM

Mr A Mackay

Mr J E Scott-Mackenzie

The Hon Justice H R Hansen AM

Mr J A Macnaughtan RFD

Mr S Seward

Mr J R Harry OAM

Mr J G Marks

Mr A P Sheahan AM

Mr J Hasker AM

Mr A R Massina

Mrs D A H Sims

Mr J P Henderson

Mr I B McDonald

Mr R A Slater AM RFD

Mr H G Henshall

Mr E S Millear

Mr D J Smart

Mr S G Hiscock

Mr E J Miller

Mr A B Smith

Mrs J Hiscock

Mr P A Mishura

Mr A J Smith

Mr G W Hone

Mr S D H Morell

Mr P H Solomon QC

Mr F M Horne

Mr H M Morgan AC

Dr A L Speirs

Mrs J J Howard

Dr C W Morris

Mr J C Streeter Mr R M Stuart

Mr G R Howard Mr R J L Humphris Mr I H K Ingham

Mrs E E Nelson

Dr J G Stuckey

Mr T J Nelson JP

Dr R L C Sutcliffe

Mr D G Nicoll Mr D A H Temple

Dr A R Jackson AM

Mr A E Paine

Mrs D J Thomas

Ms L Joyce

Mr J B Parncutt AO

Mr L R Thomas

Mr M D Joyce

Mrs P J Peck Mr T W J Pepper

Mr J Velos

Mr B N Kerr

Mr B W Phillips

Mrs A Velos

Mr B J Kibby

Mr R T Potter

Mr J V Kimpton AM

Dr A J R Prentice

Mr J Mc I Walter

Mr G H Kimpton

Mr R J Prince

Mrs C M Walter AM Mr C R Ward-Ambler AM

Dr R W F King AM Mr W D King

Mr J G Ralph

Mrs B L Ward-Ambler

Mr P M Kudnig

Dr L J Reeve

Mr B M Watson

Mr M A Reid

Mr G N Webb

Emeritus Prof R G Larkins AC

Mr P W Richards

Mr B C J Wee

Mr A L Lazer AM

Mr A G Richards

Mr R Weir

Mr N C Lee OAM

Mr J B Richardson

Mr S K Wilson QC

Mr J B C Leviny

Mr F A Roberts OAM

Mr G D Z Woinarski

Mr R W Liddle

Dr R W Robinson

Dr P C Lugg

Mrs C Rosengarten Mr P F Russel Mr R McR Russell Mr I M Rutherford Mr G L J Ryan Grammar News No. 138 - December 2021

Witherby Tower Society members continued...

We honour the memory of all deceased WTS members Mr A H G Armstrong Mr M J Arnold Mr H C Barrett Mr G L Beaumont Dr E L G Beavis Dr J H W Birrell ISO Mrs J M Boothby Mr A D Brookes Mrs J Brumley Mr I K Christian Mr H E Clark JP Mr A G W Coleman Mr J V Connard Mr J P Cordner Dr D P Cordner Mr J A Court Mr G R Crawford Mr N A H Creese AM Mr G A Cunningham Mr R D Davidson AO OBE Mr A J Day Sir Peter Derham AC, KStJ Mr N S C Deschamps Mr G S Dixon Dr W A Dott Mr B S Dyson Dr B R Elliott Mr A Eustace OAM Mr D J Field Mr R W Fletcher Mr J R Franklin Mr B S W Freeman Mr B I Gandy Mr T J Gillespie Mr W H Goss Mr J B Gough AO Mr J W Gourlay Mr B A Graham Mr P R Gray Dr J C Grimwade Mr A D Grummet AM Mr A B Grutzner

44 Melbourne Grammar School

Mr G N Handbury AO

Dr D H F Scott AO

Dr I T Harper

Mr I T D Sheen

Mr A G Hilford

Mr P R Siminton

Mr A G Hiscock

Brig M B Simkin CBE KStJ

Mr D M Hocking

Dr J Smibert

Mr P H Houghton

Mr A A Smithers Mr P S Staughton

Dr P M Johansen

Mr A W Stewart Mr F R G Strickland AM, OBE KStJ

Dr R B King

Mr F G Stuart Mr R B Stuart

Dr C R Laing

Mr P C Stubbings

Mr J M Lamb Mr G E Limb

Mr H A Tartakover Mr T C Tucker

Mr F R H MacDonald Mr J N Marks

Mr J H Wall

Dr M M McKeown

Mr H L Wallace

Mr A B McMullin

Mr M Wallace-Mitchell

Dr D P Merfield

Mr A C Weber

Mrs J Minson

Mr G C Wenzel

Mrs A Mitchell

Capt J L White

Mr P R Mitchell AM

Mr P L Wilhelm

Mr K A Mitchell

Mr J E Wilkie JP

Mr W M Mitchell

Mr R C W Williams

Mr G F Mitchell

Dr P F Williams AO

Mr A W Moore

Rev D J Woodbridge

Prof C E Moorhouse AM Mr R Neville-Smith Mr S F Newman OBE Mr G M Niall AO Brig H R Officer Mr G S Peck Mr N H Peck AM Mr N H Peck Mr A B Perkins Mrs J Perry Mr H M Ponsford Mr J B Porter Mr H I Prince Mrs A E Relph Mr N E Renton AM Dr A T Rose OAM Dr D S Rosengarten Mr P B Rosenhain DFC

Realised Bequests from 1 January 2019 to 30 September 2021 Estate of Mr A C Trumble Estate of Mr C V Lansell Estate of Rev D J Woodbridge Estate of G F Miller Estate of Mr J R Franklin Estate of Mr P Fox Estate of Mr P R Mitchell AM Estate of Mr R Neville-Smith Estate of Mr R H Seed Estate of Mr R R C W Marsh

PHILANTHROPIC IMPACT

Grammar News No. 138 - December 2021

Commitment, enthusiasm, and the secret to rowing success Tony Smith with the 1982 First VIII crew

As a student, teacher, rowing coach, and supporter of our community, Tony Smith (OM 1949) has dedicated his life to Melbourne Grammar School. Whether demonstrating a classroom concept, or perfecting a rowing stroke, Tony says “it’s all teaching, in one way or another”. Tony’s connection to rowing began during his time as a student when he was part of the crew that won Head of the River in 1949. The next year, Tony left home to take the four-week journey by ship to England, where the next chapter of his life would begin. “A friend of the family encouraged me to go to Oxford,” Tony explains. “It was so different, and such a special place to be.” While at Oxford, Tony deepened his connection to rowing, joining the Merton College crew that went on to win Head of the River for the first time since the College’s founding in 1264. After returning to Australia, Tony found himself back at Melbourne Grammar— this time at the front of the classroom. “I taught anything from junior maths to Latin and general science,” he says. At the end of his first year, Headmaster Brian Hone asked Tony to stay on a while longer. “I came on staff to fill in, and left 41 years later,” Tony says.

46 Melbourne Grammar School

As a Melbourne Grammar teacher, Tony pioneered the study of Geology at our School, and became Head of Bromby House, a role he held for over 20 years. “As Housemaster, the most important aspect of my role was to look after the whole person,” Tony says.

“I wanted Bromby boys to be honest, to have integrity, and to grow up to be decent people.” Tony Smith (OM 1949)

Nurturing generations of rowers to be their best Over his many years in the classroom, Tony contributed to the education of hundreds of students. But it was in his role as a rowing coach where Tony left the most indelible mark of all. As coach of the First VIII, Tony led crews to claim five Heads of the River, four of which were won in successive years – in 1958, then 1979 – 1982. “Tony was absolutely committed— he knew the crew didn’t know their limitations, and near enough was not good enough,” says Tom Griffith (OM 1982), a member of the 1981 First crew, which had their 40-year reunion this year.

“He was our mentor and hero,” adds fellow 1981 First crew member Andrew Watson (OM 1981). “He means as much, if not more, to us all now as he did back then.” Today, the ‘Tony Smith’ boat named in his honour still takes to the water with our rowing crews on board. So, what is the coaching secret that brought Tony’s crews their historic successes? His answer is as enigmatic as it is direct: “Put the blade in the water and lever the boat past the blade.” Tony continued coaching Year 9 crews into retirement, and served as the editor of the Melburnia Club newsletter for over 20 years. As a member of the Witherby Tower Society, his support of Melbourne Grammar School continues to the present day.

For information about including a gift to the School in your Will, please contact: Carl Junot, Head of Development +61 3 9865 7683 cljunot@mgs.vic.edu.au

PHILANTHROPIC IMPACT

Melbourne Grammar School donors 1 January 2019 to 30 September 2021 Thank you to the many members of our School community who supported philanthropy at Melbourne Grammar School from 2019 – 2021. Every gift, no matter the size, is helping to continue the School’s history of excellence, and is providing educational opportunities to future generations of students. We are pleased to acknowledge the following donors and thank you for your commitment to the future of Melbourne Grammar School.

Individual donors Mr R F Abrahams Mr D A Adams The Late Mr C B Adey Mr J R Adler & Ms K Gada Mr N R Adler AC & Mrs F Adler Mrs J H Akhurst & Mr B J Akhurst Mr C J Allen Mrs J Amarasekara & Mr A R Amarasekara Mrs R J Anderson & Mr D J Anderson Mr S Anderson & Mrs K M Anderson Mr D G S Anderson Dr M F Andrzejewski & Mrs A L Illingworth Mr K B Annan Brig M H Annett & Mrs H F Annett Mr M L Archer Mr C M Archibald & Ms M Goode Mr J M Armstrong Mrs R Armstrong & Mr F Armstrong Mr M J O Armstrong Mr G W Arnold & Mrs A R Arnold Mr G R Arnold Mr J B M Arrowsmith AAPI

His Hon K J A Asche Mr R W Ashton Mr P C Ashworth & Mrs M J Ashworth

Mr A C Beggs & Mrs K A Beggs

Mr E J Brandt Prof P J Brockwell & Mrs P A Brockwell

Mr C F Beggs Mr M Belford & Mrs L Belford Mr H M M Bennett

Ms A E Badger Mr J C Ball Mrs M G Barclay Mrs M M Baring & Dr D T Baring

Mr A D Brookes & Mrs R M Brookes Dr J D L Brookes

Mr C D Bennett & Ms K A Buckley

Mr S Brougham & Mrs T Brougham

Mr D J Bessell & Ms S F Renkin OAM

Dr J B Brown

Prof J F O Bilson & Prof L A La Haye Bilson

Dr J G E Brown & Mrs R M Brown

Ms L Bin Hitam

The Late Mrs J Brumley

Ms K M Barnett

Ms S Birch

Mr D F Barnett & Mrs A Barnett

Ms K Birrell

Mrs M Buffon & Mr S L Cilauro

Dr D R E Barraclough

Mr D E Blackburn & Mrs M K Blackburn

Mr A R Burgess & Mrs J C Burgess

Mr C R Barrett & Mrs G Barrett

Mrs K A Blamey & Mr D J Blamey

The Late Brig D L H Buring AM

Mr M E Bartlett & Mrs M G Bartlett

Mr T E Blamey

Mr J A Butler

Mr J G Bartolo & Mrs O J Bartolo

Ms J Block

Ms H Cai & Mr W S Lam

Mr A Boake

Mr M T Caldwell

Mr D J Batt QC & Dr C A King

Mr L R Bodinnar JP

The Hon J M Batt AM & Mrs M Batt

Mr P A Bonnici & Mrs W A Bonnici

Mrs E J Calvert-Jones AM & Mr J Calvert-Jones AM

Mr M W Batten OAM & Mrs P M Batten

Mr H J Booth

Mr D W Barnes & Mrs C J Simon

Mr A J Baylis Ms C Beadle Mr J L Beaumont & Ms C E Beaumont Ms M Bedford Mr H M Beggs

Mr A J Burn & Mrs S J Burn

Mr G L Blashki

Mr M A R Cameron & Mrs D D Cameron

Dr M M Borten OAM Mrs A Bosnic & Mr C Bosnic Mr A K Bostock Mr A D Boyd & Mrs L Boyd Mrs J C Bradley & Dr W P L Bradley Mr P Bradley

Mr R R Cameron & Mrs K J Cameron Mr S Campbell & Mrs J V Campbell Mr H W Campbell Mr J C Campbell & Mrs R T Campbell

Grammar News No. 138 - December 2021

Melbourne Grammar School donors continued...

Dr I C Campbell Dr P D V Canty & Mrs K Canty Mrs A M Carlyon OAM & Mr N M Carlyon AM Dr J W Carre-Riddell Mr A Cartel & Ms M Cartel Mrs E Casabene & Mr G Casabene

Mrs M Cowie & Mr M H J Cowie

Mrs S Easwaran & Mr P Easwaran

Mr J H Goodall & Mrs M C Goodall

Mr A R Crawshay & Dr N Crawshay

Prof P H Eddey Mr C Edwards

Mr S F Gooley & Mrs M G Gooley

Mr A M Creswick & Mrs R E Creswick

Ms K M Elliott & Prof P J McMurrick

Mr J A W Gourlay & Mrs C Gourlay

Mr W A Cuming & Ms R Y Moloney

Mrs J L Enticott & Mr R A Enticott

Ms R J Gourlay

Mr S W Cumpston

Mr J K H Graham & Ms S Innes

MS A Graham

Mr S J Catchlove

Ms N Curtis

Dr R W Essex & Ms S M Essex

Mr J Z W Cha & Ms X Miao

Mr J M Dale & Mrs A M L Court

Mr J M Ewert & Mrs E A Ewert

Mr J W Gray & Mrs R M Gray

Mr X Fagan & Dr S Mooney

Mr D L J Greagg

Dr A Chalabi & Mrs Z Mutwally

Mr P J M Gray & Mrs P J Gray

Mr M Chang & Ms S J Hong

Dr R W Danby

Mr T Fan & Mrs D X Fan

Mr E J Chantrell

Mr T Davidson

Mr R A Feiner & Mrs L Feiner

Dr P B Greenberg OAM & Mrs Y Greenberg

Mr O X Chen

Mr A N Davie & Mrs G Davie

Ms S Felton

Mr P J Greer & Mrs C Greer

Mr H Chen & Ms J W Xu

Dr B P Davie & Mrs V A Davie

Mr X Feng & Ms A Zhou

Mr J N Chen & Mrs N H Srey

Mr G R Davis

Mr G H Fethers

Mr K C Griffith OAM & Mrs R Griffith

Mrs J Chen & Mr C R Zhou

The Late Mr A J Day & Mrs H Day

Mr P L Field & Mrs H Field

Mr A Grosso & Mrs E Grosso

Mr C M Finlay

Mrs A L Day & Major B J W Day

Mr J D Fisher

Prof J B Grutzner & Mrs J Grutzner

Mr G Chen & Mrs P Chen Mr J B Chen Dr P W Cheung & Ms L Ng Ms H Cheung & Mr K Lam Mr V Chiang Mr S L Cilauro & Mrs M Buffon Mr C G Clark AO & Ms M E McDonald Mr B L Cleland Mrs K J Clemenger & Mr R S Lie Mr I C Cochran PSM Mr E R Colson Mr S A Connelly & Ms S J Smith Mr P X Connor & Mrs F J Connor

Dr C R B Day & Ms E Everest

Mr G W Fisher & Ms H L Bird

Mr R P De Luca

Ms S M C Fitzgerald & Mr J W Legge

The Late Mr I L de Winter & Mrs S De Winter

Mr J A A J Flintoft & Ms S L McKenna

Mr S A M Derham & Mrs K E Derham

Ms R Fordyce

Prof H W Dick Mr A M Dinelli & Mrs L M Dinelli Mr T K Dixon & Ms E A Alexander AO

Dr S Fourlanos Mr P C Fowler The Late Mrs P Fraser Mr A J S Fraser Mr G N Frean

Mr J W Hall Dr A L Hamilton

Mr E Y Dong

& Mrs R Dowling

Mr B Gao & Ms J Yu

Commodore M H Dowsett AM

Mr A Garber & Mrs N Garber

Prof S J Duffy & Dr L H E Schierlitz

Ms C Gargano

Dr E Coventry & Mrs E Coventry Mr W D T Cowan AM

48 Melbourne Grammar School

Mrs T Ha & Mr C Nguyen

Mr C C Furphy OAM & Mrs C J Furphy

Mrs M L Cooper & Mr A M Cooper

Mr P Couzens

Mr N D Guyatt & Mrs C J Guyatt

Mr C A P Froomes

Mr J M Dowling

Mr J G Cousins AO & Mrs E A Cousins AM

Mr A F Guy OAM & Mrs J Guy

Mr R Dong

Mr R J B Coombes

Mrs A M L Court & Mr J M Dale

Mr D Y Guo & Mrs Y H Song

Prof E A Haan AO & Mrs B L Haan

Mr D E Gallagher & Mrs V Gallagher

Mr P A Coughlin & Dr S L Coughlin

Mr A W Guest & Mrs W Guest

Mr M H Friar

Mr H X S Connor

Mr D C C Corley

Mr B Gu & Ms G Geng

Flt Lt H P F Dolan & Mrs S J Dolan

Mrs E C Douglas & Mr A J Douglas

Mr C A Cooper & Mrs E G Cooper

Mr P M Grutzner & Dr Y Layher

Mrs S N Duggan & Mr A P Duggan

Ms S I C George & Assoc Prof G J E Brown

Mrs M Han & Mr J Xiong Mr B P Hanisch Mrs S Hannah & Mr P Hannah The Hon H R Hansen AM & Mrs R Hansen Mr P Hansen & Mrs N J Hansen

Mr A M George

Mr R D Harley & Mrs B Schellenberg-Harley

Mr M J Duke

Mr T G G Gibson

Mr P R Harmer

The Late Mr G W Duncan & Mrs P Duncan

Mr G O Gillard & Mrs D Gillard

Mrs G A Harper & Dr C A Harper

Mr M R Dunton & Mrs K L Dunton

Mr S M Gillon & Mrs D Gillon

Mr C E Harper & Mrs J L M Harper

Mrs S M Durham

Mrs K J Glenane & Mr M W Glenane The Late Mr B H Goddard Ms E M Goh & Mr K H Ng

The Hon D L Harper AM & Mrs M Harper Prof R W Harper & Mrs M Harper

PHILANTHROPIC IMPACT

Grammar News No. 138 - December 2021

Melbourne Grammar School donors continued...

Mrs E L Harrison & Mr M G Harrison

Mr S R L Howell

Dr R W King AM

Mr E L Machin

Ms J Hu & Mr Y Dong

Mr A Mackay

Mr R G G Harrison

Mr T R Hudson

Mr R E M Kirby & Mrs K G Kirby

Mr A W Hart & Ms E C Hart

Mr H G Hurley

Mr P C Hartl & Mrs M J Hartl

Mr A J Kirkham AM, RFD, QC & Mrs J A Kirkham

Mr J Hasker AM & Mrs J Hasker

Mr T M F Illingworth

Mr D A Klempfner & Mrs D P Klempfner

Dr R F Haskett Mr E J Hawkins Mr B S Hay Mr G F Hayes Ms D He & Mr K Wang Mr A R Hearder Mr W M Heath & Ms G M B Downer Mr N M Heath & Mrs E Heath Mrs J A Hector & Mr K R Hector Mr J P Henderson & Mrs K J Henderson Dr I J P Henderson & Mrs T Henderson Mr H G Henshall Mr P D Herzfeld Mr J S Hicks Mr P R Higgins & Mrs J L Higgins Mr S Hiladakis & Mrs S Hiladakis Mr P E Hilditch & Mrs J L Olding

Mr A Imam Mr B J C Ingleton Mr I M Jack Mr M Jack & Mrs C P Jack Mr N J James Mr A C James

Dr D A Kogler Mr S Konidaris

Miss S A Marriott

Mr N J W Langford

Mr P D Martyn & Mrs A E Martyn

Mrs S J Jang & Dr S J S Lee

Emeritus Prof R G Larkins AC & Mrs C Larkins

Ms A L Jeffery & Mr S A Bowring

Mr S S P Laurie & Mrs S A Laurie

Dr P J Jenkins & Mrs S G Jenkins

Miss D W Lee

Mr I McCall & Mrs P P McCall

Mr J H Jesson & Mrs J O Jesson

Mr G Y S Lee

Mr H S McCord

Mr D J C K Lee Mr C G Lee

Ms S J McDonald & Mr M F Robinson

Mr J H A Legg

Mr I B McDonald

Mrs A C Legg & Mr A P Legg

Mr N A McFarlane

Mr M Leigh-Smith

Mr R J McKaige

Mr I M Johnson & Mrs D S Johnson

Mr J B C Leviny & Mrs E Leviny

Ms M B McLaughlin & Mr R Hedding

Mr I T Johnson

Mr R A Levy

Mr P J C Jost & Mrs R V Jost

Mr R R Lewis

Mr M P McLennan & Mrs N L McLennan

Mr C L Junot

Mr C Y Li & Ms L W Shen

Mr F Jiang & Ms X Ran Mr O Jiang & Ms M Shen Mr M I Johnson & Mrs L A Johnson

Mrs F Li & Mr X Li Mr R W Liddle

Mr J E G Hilford

Dr E Karpathakis & Mrs C Karpathakis

Mr J Y Lin & Dr S C H Hsieh

Mr J A Kealy & Ms L D Doran

Mrs M L Lincoln & Mr J D Lincoln

Mr N W Hogan & Mrs N J Hogan

Mr K Mantzis & Mrs H Mantzis Mr L W Marcel

Ms C Kan & Mr Y Fu

Mr M D Hoe

Ms A Manado

Mr W S Lam & Ms H Cai

Mr Y C Liang & Ms Q L Qiu

Dr M G Hiscock & Prof S F Marasco

Dr J K Maddern-Wellington JP

Mr C Mao & Mrs X Lin

Mr R Kaluri & Mrs S Kaluri

Mr M A Hirsch & Ms A D Murkies

Mr L L B MacLennan

Mr A M Laing & Mrs I Laing

Mr E M H Hilditch & Mrs M Hilditch Ms F L Hindmarsh & Mr A N M McCrae

Mr R A Mackay & Mrs S J Mackay

Mr S T B Kellett

Ms M Lin & Mr L Dong

Mr I J Maskiell & Mrs K D Maskiell Mr I M McAlister

Mr I G McNally & Mrs J McNally Ms A C McNamara & Mr L C McNamara Dr S S Mehr & Dr S Mahady Prof W H Melbourne Dr R F E Menzies & Mr M J Harrison

Mr W T V Kendall & Mrs M Kendall

Mr L F Liu & Mrs Z Su

Mr M A Merunovich & Ms S F Palmieri

Ms I D Lloyde

Mr H Miao & Mrs C Xu

Mr M S Kennedy & Mrs V Kennedy

Dr B M Long & Mr G J Long

Mr A G Michelmore AO & Mrs J H Michelmore AO

Mr S Kennedy

Ms S A Lourey & Mr W J Randall

Mr J Mifsud & Mrs T Mifsud

Mr J P H Holdsworth

Mr E P Kennon & Mrs J A Kennon

Mr A G Lowe

Mr G E Millear & Mrs M Millear

Mr G W Hone & Mrs A A Hone

Mr J E Lowman

Mr P J Kennon QC & Mrs W Kennon

Mrs S J Millen & Mr D W Millen

Mrs K A Hooper & Mr S R Hooper

Mrs J A Lowthian & Dr P J Lowthian

Prof T J Kilpatrick & Dr K M Carroll

Ms J Lu

Mrs A E Miller & Mr S R Miller

Mr P J Hopkins

Mr G M M Kimm & Ms L Yi

Mr E J Miller & Mrs A Miller

Mr F M Horne

Mrs L Lupancu & Mr V Lupancu

Mr G H Kimpton & Mrs M Kimpton

Mr M J Horne Mr M Horsford Dr N D Houseman & Ms J R S Froomes

50 Melbourne Grammar School

Mr J V Kimpton AM & Mrs D Kimpton Assoc Prof R W F King AM & Mrs A J King

Mr A E Millis Mr P Mishura Mrs H Mitchell & Mr C N Mitchell Dr J A Mitchell & Mr J Bright

PHILANTHROPIC IMPACT

Mrs E A Mooney & Mr J W Mooney

Mr A E Paine & Mrs N Paine

Dr J D Rosenthal

Lady M Southey AC

Mr J B Parncutt AO

Dr J M Sparrow JP AM

Mr J G Mordes

Ms K M Payne & Mr M A Grant

The Rev Dr A J Ross & The Rev K L Ross Mr J D Ross-Soden Ms T Roth

Mrs S L Speller & Mr N T Speller

Dr S L Rowlands & Dr J M Negri

Mr T J Spencer & Mrs T T Spencer

Mrs T Rowley & Mr D E Rowley

Mr F Spillane

Mr J P Roxburgh & Mrs J E Roxburgh

Dr H G Standish & Mrs D I Standish

Mr J A S Roysmith & Ms L Roysmith

Mr R L Stanton

Mr J G Mordes & Ms L J Howard Mrs F B Morgan-Payler & Mr J B Morgan-Payler

Mr P A Perrett & Assoc Prof K P Perrett Ms J E Perrier

Ms L A Moscato

Mr V J Perton

Mr P S Moss AM & Mrs B Moss

Mr P J Pethebridge & Mrs B M Pethebridge

Mr G Musgrove & Ms P M Musgrove

Ms N M Phillips & Mr M W Waddell

Mr G J Mustow & Mrs R Mustow

Prof G N Phillips OAM & Mrs J J Phillips

Mr S B Myer AC & Mrs S Myer

Ms J Pinsonneault

Mr P F Russel

Dr M Pirpiris & Mrs M Pirpiris

Dr J H Russell & Mrs A Russell

Mr R H Myer AO & Mrs A Myer Mr J R Nankervis Dr M S Nayak & Mr S L Nayak Mr G P Nedovic & Mrs S M Nedovic Mr T J Nelson JP & Mrs E E Nelson Mr R B Nettlefold & Ms J G Roberts Mr L M L Nguyen Dr M D Nicholls & Ms A Wirtz Mr B S Nixon & Mrs A Nixon

The Late Mr R J M Plowwright & Mrs M Plowright Mr T Podiono Ms J C Poole & Mr T M Poole

Mr G L J Ryan

Mr M C Posner Dr H A Pourpouras & Mr J N Pourpouras Mr N D Power & Mrs A Power Dr A J R Prentice & Mrs V Prentice Mr S I W Proper & Ms E F Yeatman

Mrs M B O'Connor & Mr M C O'Connor

Mr S A Reith & Mrs K E Reith

Mr G E Ogilvy Mrs L P Olle & Mr A J Craig Mr T K T Ooi & Ms A W Y Shum Mr R Ozga & Dr A J Newbigin

Mr J D Steward Dr A J Stewart Mr D M Stewart & Mrs F F Stewart Mr E J B Stirling Mr P J Stirling & Ms K F Kane Mr J A Stokes Mr C A Stott & Mrs J M Stott

Ms S Porrino

Mr J G Ralph

Mr R D Officer & Mrs S M Officer

Mr M J Stack & Mrs L T Stack

Dr P B Rumpf

Mr I M Rutherford & Mrs M H Rutherford

Ms A O'Connell & Mr B O'Connell

Mrs A W O'Dea & Mr M G O'Dea

Dr A L Speirs & Mrs S Speirs

Mrs L F Rees & Dr K Rees Mr H Ren Dr W E P Renwick & Dr R J Renwick Mr A G Richards & Mrs S M Richards Mr J B Richardson & Mrs J Richardson Prof G A Rigby Mr A R Ristrom & Mrs J E Ristrom

Mrs P J Rogers Mr P T Rose & Mrs C M Rose Mr M C Rose Mr C A A Rose AM

Mr M A Syme

Mr J V Scotti & Mrs S K Scotti Dr M G Sedgley & Mrs H E Sedgley

Dr Z Tan & Dr B C V Campbell

Mr S Seward & Mrs W Seward

Mr S J Taveira & Ms Y Zou

Ms L Sewell & Ms M Wilkinson

Mr A J W Taylor

Dr K P Sharpin & Dr R D Sharpin

Dr V E Teasdale & Mrs G Teasdale

Prof G N Taylor & Ms M Eden Mr J M Taylor & Mrs S Taylor

Mr M G Shaw & Ms M Tsang

Mr P Temay & Mrs S Temay

Mr A P Sheahan AM Mrs K B Shelmerdine & Mr S R Shelmerdine AM Mrs K K Shen & Mr S S Liao Mrs E Sinclair & Mr R P Sinclair

Mrs L Roche & Mr P O Roche

Mr R Sun & Ms Y Li

Mr B P Scanlon & Mrs A D Scanlon

Assoc Prof W B Sherwin

Prof J H Roberts

Mr J F Styring & Mrs L J Styring

Dr C J Savage & Dr C A Kuntz

Mr G D Roberts

Mrs H Roberts

Dr J G Stuckey & Mrs S Stuckey

Mrs P Sargood & Mr G Sargood

Mr R D Robbins Dr M J Roberts & Dr L A Ayres

The Hon A A Street & Mrs V Street

Mrs T L Sanjana & Mr R F Sanjana

Mr D A H Temple & Mrs V F Temple Mr S N Temple Prof G W Thomas OAM & Prof D A Thomas AM Mr L R Thomas & Mrs D J Thomas

Mr J Smibert

Mr K B Thomas & Mrs J Thomas

Prof J A Smith & Mrs S A Smith

Mr R B Thomas AO & Mrs K Thomas

Mr C J Smith OAM & Mrs C Smith

Mr F B Thomas

Mr P H Solomon QC & Dr R Solomon Mrs E Sotiropoulos & Dr C Sotiropoulos

Dr J M Thompson & Mr C J Coombs Mr N C Thompson Mrs L H L P Tiong

Grammar News No. 138 - December 2021

Melbourne Grammar School donors continued...

Mr D A Todd & Mrs E Todd Dr B L Tramontana & Dr A R Tramontana

Ms J M Whiting AM & Mr P A Lukies Mr J P Wickham

Mrs J Trim

Mr G B Wicks & Ms M L Daly

Mr S T P Trumble & Mrs M A Trumble

Mr S G Will & Mrs L S Will

Ms D Tselios

Mr S Williams

Mr J G Tucker

Dr H D W Williams & Mrs K Williams

Mr E R Tudor OAM & Mrs E Tudor AM

Mr D T Williams

Mr G A Tulloch

Mr A C Wilson & Mrs S C Wilson

Mr K R Tully

Mrs J M Wilson & Mr S R Wilson

Mr C C Turnbull & Mrs A B Turnbull

Mr R J C Wilson & Mrs C A Wilson Mr R K Wilson & Mrs S Wilson Mr G C Wing

Dr N C Uren & Mrs M L Uren Mr I M Vaughan & Mrs S Vaughan

Mr J H Wion Mr G D Z Woinarski & Mrs M A Woinarski Mrs L J Wolfe & Mr B D Wolfe

Ms T T D Vu

Assoc Prof C Wong & Mrs M Wong

Dr I W T Wahlqvist & Ms L K Shirven

Mr B Wood

Mrs J L Walker & Mr C Walker

Mr A A Wright

Mrs C T Walker & Mr J E Walker

Ms R Wu & Mr Y H Huang

Mr S J S Walter Mr J M I Walter & Mrs C M Walter AM Mr N C M Walter & Ms L Teh

Mr B L Woods & Mrs V Woods

Mrs C Xu & Mr H Miao

Ms Y Wang

Mr I C C Young

Mrs J Wang & Mr B Lin

Mr A C C Yu

Ms A Wang & Mr J Shen

Mr G H C Yu & Mrs M Y P Yu

Mr N C Ward & Dr A J Lee

Ms J Yu & Mr B Gao

Mr C R Ward-Ambler AM & Mrs B L Ward-Ambler

Mr Y Zaparas & Mrs V Zaparas

Mr I R Ward-Ambler & Mrs P N Ward-Ambler

Mr J Zhang & Mrs C Hsu

Mr R J J Watson

Ms Z Zhang & Mr F Wu

Ms S E Wells & The Hon Justice M N Connock Mr J J Welsh & Mrs A R Welsh Mr P Wetenhall & Ms J Horgan Mr R E H Wettenhall The Hon Justice M F Wheelahan & Mrs C L Wheelahan

52 Melbourne Grammar School

Arthur Gordon Oldham Charitable Trust Australian Indigenous Education Foundation Australian Sports Foundation British Schools & Universities Foundation R L Curthoys Trust Fund Diversity Council The Marian and E H Flack Trust Friends of Grammar – Grimwade Friends of Grammar – Senior School Friends of Grammar – Wadhurst Gear Box Arts

The Melbourne Foundation

Ms Q Ying & Mr T Huang

Mr C C H Wee & Ms Y Y Liew

The Aranday Foundation

Mr J Xiong & Mrs M Han

Mr J Wang & Mrs B Su

Mr N G Webster & Mrs J Webster

Antipodean Family Foundation

Gourlay Charitable Trust

Ms X Yang & Mr S R Wright

Mr G N Webb

The School’s donor community is made up of a rich tapestry of supporters which includes Organisations & Trusts – who share a common vision to enhance the educational environment of our students. Thank you to the following Organisations and Trusts who support Melbourne Grammar.

Mr D C Wu & Mrs A Wu

Mrs P Wang & Mr A Wang

Mr R L Webb & Mrs G R Webb

Organisations and Trusts

Mrs N Zhang & Mr T Tao Mrs Y Zhang & Mr F Zhong Mrs X Zheng & Mr H Qin Mr F Zhong & Mrs Y Zhang Mr J Zhou & Ms M Sun Mr R Zu Miss I Zu Mr R J Zuzek Three Anonymous Donors

Macquarie Group Foundation The J T Morrow Memorial Education Trust The Old Melburnians The Provelson Trust Fund The Scanlon Foundation The Sir Wilfred Brookes Charitable Foundation Winter-Irving-Crawford Trust

PHILANTHROPIC IMPACT

Grammar News No. 138 - December 2021

Foundation Circle members We are a school built on a strong tradition of philanthropy. We gratefully celebrate the leadership and generosity of the following benefactors.

Geoff and Helen Handbury Foundation

These individuals, foundations and organisations have on one occasion or over time, since the establishment of the Melbourne Grammar School Foundation, made philanthropic contributions at an outstanding level.

Estate of Mr R R Hinds

Mr N R Adler AC & Mrs F Adler Estate of Mr R W A Alcorn Mr D G S Anderson The Aranday Foundation Mr A C Archibald QC & Mrs M Archibald Australian Indigenous Education Foundation Mr A C L Ballantyne & Mrs S Ballantyne The Late Mr R C H Brookes Estate of Mr A R W Butcher Estate of Mrs I M Callaway Mr M J Chestney & Mrs P Chestney HSL Clark Charitable Trust The Warren Clark Bequest Mr P G Clemenger AO & Mrs J Clemenger AO R L Curthoys Trust Fund The Late Mr R D Davidson AO OBE Mr C J Dowd AM & Mrs W Dowd AM The Late Mr B S Dyson The Alfred Felton Bequest Friends of Grammar – Senior School Estate of Mr I E Giles The Late Mr T J Gillespie The Late Dr G N Handbury AO & The Late H Handbury AO

54 Melbourne Grammar School

Estate of Mr J H Wall The Higgins Family

Mr J Y Lin & Dr S C H Hsieh Mr A Mackay Estate of Dr M W M McKeown Estate of Mr R E McQuie Mr A G Michelmore AO & Mrs J Michelmore AO The J T Morrow Memorial Education Trust Estate of Mr E Newton Mr J B Parncutt AO The Late Mr N H Peck AM & Mrs P J Peck Estate of Mrs A E Relph The Scanlon Foundation Mr C J Smith OAM & Mrs C Smith Lady M Southey AC The Old Melburnians Mr L R Thomas & Mrs D J Thomas Estate of Mr A C Trumble Estate of Mr J H Wall Mr C R Ward-Ambler AM & Mrs B L Ward-Ambler Mr B F Watson AO & Ms E B Le Maistre The Late Mr W M Williams John & Myriam Wylie Foundation The Yulgibar Foundation The Late Mr A S Zoller One Anonymous Donor

Looking ahead Philanthropy is at the heart of Melbourne Grammar School’s history, success and values. Our donors choose to give to Melbourne Grammar because they know their actions transform lives. Our students take the lessons and values learned at Melbourne Grammar School and go on to make meaningful contributions to society’s culture, knowledge, and wellbeing. Old Melburnians are contributing knowledge and support across all areas of society, using their talents for the betterment of others through business, law and politics, the arts, medicine, science and technology, sport and more.

We work with donors who have a wide range of philanthropic aspirations. No matter your goals, your gift will have a positive impact. Cultural gifts, such as notable artworks, are also welcome. Some people choose to make a gift to honour or in memory of a person dear to them, or who has had a significant impact on their lives. The preceding pages represent our effort to demonstrate gratitude to each of our donors, and to demonstrate the impact their generosity has on our students and school. Please contact us if you wish to have a confidential discussion about options on how your gift can have the greatest impact.

Kate Barnett Director of Community Relations + 61 3 9865 7680 kmbarnett@mgs.vic.edu.au

Carl Junot Head of Development + 61 3 9865 7683 cljunot@mgs.vic.edu.au

Our philanthropic priorities are:

Buildings and Grounds

Scholarships and Bursaries

Indigenous Bursary Program

The Endowment Fund

Providing inspiring spaces and maintaining our facilities and technology to the highest standard.

Offering financial support for students who need and deserve it – young people from all walks of life who share our values and contribute to our diverse learning environment.

Helping more young Indigenous men access a high-quality education in a welcoming, nurturing and warm community that aims to encourage strong cultural understanding.

Allowing the School to direct distributions from the Endowment Fund to the most important priorities, maximising opportunities for educational excellence.

Grammar News No. 138 – December 2021

FEATURED ARTWORK

Big Red by Hugo Martin (Year 11) Acrylic on canvas The Art Gallery showcases student artwork from across the School. Hosting miniexhibitions, The Art Gallery highlights the steps students take while at Melbourne Grammar School towards a unique student portfolio, as well as building a deeper connection with art in all its forms. news.mgs.vic.edu.au/the-art-gallery

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

CRICOS No 00977J

Grammar News No 138 December 2021

Articles inside

Featured artwork

Friends of Grammar

A two-way exchange of experience and knowledge

A history of our Boat Houses

Conversations with elders encourage empathy

What we gain through service

From the Headmaster

Where 'little l' leadership begins

From the School Council

A new opportunity for connection and care

Sorry. We are OPEN

Bringing a fresh perspective to philanthropy

Good debaters argue, great debaters collaborate