Grammar News No 144 July 2023

What you might have missed

The 143rd edition of Grammar News, published in April 2023, was only in digital format.

To view this edition visit news.mgs.vic.edu.au

HIGHLIGHTS INCLUDE:

A reflection by the Headmaster, Mr Philip Grutzner

Focus on sustainability

• Every day Chester Cunningham (OM 1993) takes steps to make our world more sustainable

• Meet Chloe Wiesenfeld (OM 1999) as she explains how her work on water security will address one of our society’s biggest challenges

• Read how Melbourne Grammar students are making a difference to their environment

Success and achievement

• Hear from three-time Olympian Lachlan Dreher (OM 1984) as he reflects on his latest honour

• Find out about the results and destinations of the Class of 2022

Our stories

• The opportunities offered to students through Access Scholarships are making a real difference to their lives

• We farewell Barry Humphries AO CBE (OM 1951) who first stepped into the spotlight on a Melbourne Grammar School stage

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The next edition of Grammar News, to be published in October 2023, will be in a digital only format. We will need your email address to be able to send it to you. To update your contact details, contact:

Grammar News

On the cover

Ollie Will, Teddy Stewart, and Tom Wilson (shown from left) hold the distinction of being the only students whose membership of the exceptional First XI Hockey team spans the last three years. Find out more about what makes them and the team so special on page 25.

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

First Nations readers are advised that this magazine contains images and names of deceased persons.

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

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 View

In every aspect, Melbourne Grammar is a well-governed, carefully managed school. This includes our financial management. As an independent school funded in large part by school fees, we understand how vital it is to create a budget that protects families’ investments in education.

Our annual budget is created with the goals of Towards 2030 clearly in mind. Towards 2030 provides the vision, while our operating plans and budget set out the steps required to move toward that vision in the immediate, medium, and long term.

The decision-making process that goes into creating our budget includes not only members of the School Council, but also the executive team led by our Headmaster, including our Director of Business and Finance and our Finance and Audit Committee members. These layers of experience, expertise and credibility ensure our financial assumptions that underpin our forecasting and budget setting are sound, reasonable, and allow for challenges we may not foresee.

How long-term thinking secures our School’s financial future

By operating on a 10-year cashflow model, we are able to make strategic decisions about the timing of our expenditure. In our assumptions and decisions, we not only take our current educational offering and any new School programs we may decide to introduce into account, but also the lifespan of our physical and non-physical assets –everything from the stonework in our buildings to the software behind our IT systems.

Through the Melbourne Grammar School Foundation, we also have access to endowments and donations, and it is vital these investments are extremely well managed. Our Investment Committee brings together a group of highly experienced people who generously volunteer their time to ensure our investments are protected and able to sustain our School well into the future.

These collective actions mean that, when negative changes in our operating environment occur – such as changes to tax systems and government funding models – the School is well placed to respond and deal with the situation in a careful and conservative manner.

Our stance is not to necessarily place undue pressure on school fee levels as the first mitigation step. Rather, we assess all potential mitigants.

Our School’s ability to retain all staff members while simultaneously reducing school fees for periods of time during the COVID-19 pandemic is a strong example of how important this conservative longterm thinking is.

COUNCIL MEMBERSHIP CHANGES

As we move into the second half of 2023, I would like to take this opportunity to farewell a great contributor to the Melbourne Grammar School Foundation and School Council, Dr Amanda Day (OM 1994). Amanda joined the Foundation Board in 2017, and was then invited to join the School Council in 2019. She brought valuable experience to these roles, particularly drawing on her paediatric medical background, which meant she was able to provide expert advice during the COVID-19 pandemic. With two children currently at the School, Amanda has an ongoing connection to our community, and we thank her for her expert guidance and knowledge.

I would also like to welcome another Old Melburnian to the School Council. Geoff Russell (OM 1973) is part of a family that has been at the School for generations. A former Captain of Boats, Geoff brings his particular experience as a Melbourne Grammar boarder to his new role on the School Council. His connections with rural communities will be a great asset to the School, ensuring our decision-making accounts for the needs of those living outside metro areas. Geoff joined the School Council in February 2023.

Andrew Michelmore AO Chair of Council

Andrew Michelmore AO

Recognising the value and risk of new technologies

The introduction of any new technology to our society offers advantages and disadvantages. The challenge is to make sensible decisions about how to best harness the positive aspects, while mitigating the risks. And this requires us to be able to think critically, reason logically, and make informed judgments – all essential elements of a Melbourne Grammar School education.

One of the more recent applications of technology our society is grappling with are the developments in artificial intelligence (AI). AI systems utilise algorithms and statistical models to analyse large amounts of data and recognise patterns, enabling them to make decisions and take actions based on the information they process. Familiar examples include ‘self-driving’ vehicles, facial recognition and even online shopping recommendations based on past purchases.

There is no question that AI offers exciting possibilities for us all. There are several Old Melburnians working at the forefront of developing promising AI applications in the medical field which will transform diagnostics, treatment and prevention of certain diseases. Others are applying it with great effect in business settings and in the visual and performing arts.

One of the most recent AI applications to have a direct ramification for teaching and learning is Large Language Models (LLM) such as ChatGPT. These systems are fed massive amounts of humangenerated text, which they use to identify and analyse statistical patterns within the language. By doing so, these applications can generate natural sounding pieces of writing in response to a prompt with remarkable speed and accuracy.

There are some aspects of education for which ChatGPT may be very useful. For example, ChatGPT may produce questions, summaries and information that teachers and students hadn't considered before. Similarly, students might use it to gather ideas about how to structure their resultant essay. Like any tool, valuing creativity, acknowledging references and making ethical decisions about how and when to use ChatGPT are important.

However, ChatGPT has its limitations. Like online search engines, it is not a reliable source of academic information, and, more importantly, it cannot replace the capacity for informed, moral, and ethical human thinking which forms the crux of our teaching at Melbourne Grammar School. Nor will ChatGPT replace our approach to learning in the use of dialogue and discourse. Students and staff will also continue to focus on the ideas and arguments with positions needing to be defended with evidence and examples.

Philip Grutzner

After careful consideration, Melbourne Grammar School has determined that we will not prohibit the use of ChatGPT at the School. Rather, we will educate students about when it is appropriate to use it, and how to use it well. We will ask them to declare when they have used it and we will adapt our teaching and learning strategies, including assessment, to take advantage of what it offers.

Despite doomsday predictions with previous technical innovations, humans have adjusted and then embraced the printing press, electricity, railroads, automobiles, international transport and the internet. Throughout our 165-year history, Melbourne Grammar School has recognised the value and issues relating to new educational opportunities. For example, we adapted well to the introduction of computers in the 1990s, adjusting our teaching and assessment practices to leverage the possibilities they offered. Much of our content now lies in our online platform, and teachers and students use these tools in class every day.

Taking the human impact into account, as we do for all new initiatives, we will continue to monitor any arising opportunities and risks that AI presents and adjust our approach as needs be.

Philip Grutzner Headmaster

Courage and humility define a career in tech

When Simon Harari (OM 2001) was Captain of School at Melbourne Grammar, the technology that would define his career had not yet been invented. Now, as one of a handful of digital content policy experts who make decisions that govern online communities, Simon says his career has been shaped by a willingness to act before feeling certain.

“If you’re willing to be uncomfortable for a while, that’s how you learn,” Simon says. “There is often no single right answer to these questions. You’re trying to strike an elusive balance between freedom of expression and the safety of users.”

COURAGE IN THE FACE OF AMBIGUITY

With a resume that includes Head of Content Policy (APAC) at Facebook and Public Policy Manager (APAC) at WhatsApp, Simon says openness to alternative views and an ability to step up have been essential to his work.

“When you’re writing and enforcing digital content policies for companies like Facebook and WhatsApp, your decisions apply to billions of users across hundreds of languages and cultures,” Simon explains. “Even if we’re right 99% of the time, we’re still going to be making a lot of mistakes at that scale. At some point, a decision has to be made about the policy that will work best, and someone has to be accountable for it.

You can reduce the risk and consequences of mistakes if you spend a lot of time listening to diverse perspectives before you make a call.”

“I think this idea of taking on responsibility with humility is something Melbourne Grammar has embedded in its value system, and that tends to stand students in good stead in the long run,” Simon adds.

AN UNPREDICTABLE PATH TO SUCCESS

Having spent time after completing degrees in Arts and Law, backpacking around South America, travelling the Trans-Siberian Railway in the middle of a freezing January, and working on the Tiwi Islands for two years, Simon found himself in Washington studying for a Master of Science in Foreign Service in 2013.

After a few short-term policy positions, Simon began looking more broadly for a new role. “Job-hunting after a career pivot can be tough. I had 140 coffee chats before I landed a policy gig at micro-blogging platform Tumblr,” he explains. “I still have all the names on a spreadsheet.”

Just a year later, Simon was part of high-level White House discussions on how to counteract issues such as violent extremism online. “The key is not to be scared to take the jump into something, even if you don’t feel fully ready or understand every aspect,” he says.

“By staying humble and being willing to ask questions, I eventually felt confident enough with the issues to sit in the White House with President Obama and speak about them without embarrassing myself. At least, I think I didn’t embarrass myself. You’d have to ask him.”

With technological change only continuing to gather pace, Simon says he is more convinced than ever that his career will not be about following a predetermined path.

“In my experience, the opportunities that make the difference are the ones you get blindsided by,” he says. “It could be a chance encounter in a supermarket or on the sidelines of a school sports day that sets you off on the next adventure. I’ve recently shifted into doing my own tech policy consulting, and I’m speaking to people who have fantastic ideas about how to harness new technologies for the good of society. I wouldn’t have met them if I’d just been sitting at my laptop all day.”

“As we start thinking about the consequences of new technology like generative AI, we’ll need even more people who are willing to think through the trade-offs between technological advancement and societal disruption,” Simon adds. “There’s no settled curriculum for that, at Melbourne Grammar or anywhere else, but I believe knowing what to do in the face of uncertainty is a skill anyone can learn.”

The key is not to be scared to take the jump into something, even if you don’t feel fully ready or understand every aspect.

Simon Harari

New leadership in boarding

As our new Director of Boarding, Belinda Annan brings a wealth of experience, a strong understanding of our School’s culture, and a commitment to building relationships across the entire boarding community.

“Overseeing the welfare and academic progress of the 120 students in our care comes down to relationships,” says Belinda. “I understand the difference it makes to sit down and spend time speaking with students, staff and parents, rather than simply communicating from behind a keyboard. The responsibility of this role is varied, and shifts day to day, but my connections across the community are central to all my work.”

FOCUS ON CARE, STRATEGY AND VISION

Belinda sees her new role as requiring a balance of analytical thinking, a focus on student welfare, an ability to act as a voice for boarding at the School’s executive level, and an overall vision for Melbourne Grammar’s boarding community.

She commenced her new role in July 2023, following three years serving as Head of one of the School’s three Boarding Houses – Perry House –and 10 years teaching at Melbourne Grammar. Prior to joining our School, Belinda worked in a number of community-building roles overseas, culminating in the establishment of a not-for-profit organisation supporting communities in Ghana.

“It was the unanimous view of the selection panel that Belinda was ideally placed to take on the role, and build on the great legacy left by former Director, Geoff Guggenheimer. Like Geoff, Belinda will bring great respect, judgement, passion and compassion to the role,” says Headmaster Philip Grutzner. “Under her leadership, we are confident that our Boarding Houses will continue to provide a strong and caring community that contributes greatly to the diversity and vibrancy of our School.”

Having grown up on a Gippsland dairy farm, Belinda understands first-hand what it means for a young person to become a boarder. “I have a real sense of what it is to be part of a small rural community, and the big shift required to move away from what you know,” she says. “Whether parents live just a few hours away or on the other side of the world, my role is to be someone they can talk to, connect with, and trust.”

Under [Belinda's] leadership, we are confident that our Boarding Houses will continue to provide a strong and caring community that contributes greatly to the diversity and vibrancy of our School.

Philip Grutzner, Headmaster

STRONG UNDERSTANDING OF STUDENT NEEDS

Belinda says she is looking forward to both the strategic and operational aspects of the role, and the privilege of working with students going through a unique phase of life.

“Adolescent boys are building their identities, working on developing friendships, and deciding who they want to be,” she explains. “They’re also very creative and can be risk-takers. Our role is to decide how best to support them as they make sense of their world, to help them build a strong set of values and morals, and to ensure they leave our care with the academic results and the judgement and decision-making skills they will need to thrive.”

And what do the students say? For Year 12 boarder and current Captain of Perry House, Charlie Edwards, Belinda’s appointment is a natural evolution of her work at the School.

“Ms Annan has been my Head of House since I started at the School four years ago. I couldn’t have asked for anyone better,” says Charlie. “Ms Annan has a way of making things feel enjoyable, and of including everyone. She cares a lot about all the boys, and makes sure everyone participates and has a role to play in everything we do. I know she’ll be a fantastic Director of Boarding.”

Building confidence, empathy and resilience through Drama

While some students may have a natural inclination towards performance, for many others, standing up in front of an audience is an extremely challenging proposition. However, as I hope all Drama students eventually come to understand, the work we undertake in a Drama classroom is about much more than learning to stand out on stage.

There are, of course, the obvious benefits a Drama class offers: greater confidence, better public speaking skills, and the opportunity to work with others towards a common goal. Communication, collaboration and cooperation are all built into any drama practice, whether we are engaging in a simple improvisation exercise or working on a full-scale production.

Then there are the demands drama places on us to step into someone else’s shoes. When we take on a character, we are required to consider their history, their point of view, and the ways in which they would respond to a given situation. Through exercises that ask us to inhabit another person’s perspective, we cannot help but develop a greater sense of empathy for our fellow human beings.

There are also technical skills students learn in the Drama classroom – those related to voice, movement, gesture, focus, timing and awareness of space – that are as applicable in real-world situations as they are on stage.

DEFINING SUCCESS AND FAILURE IN THE DRAMA CLASSROOM

Vitally, in the Drama classroom, there is no such thing as ‘failure’. In fact, if we are using that word, it is always as a positive, in reference to a risk that was worth taking and will be learned from. Drama students come to understand that there is no such thing as a perfect performance, that mistakes are completely acceptable, and that fear can be embraced as a normal part of trying something new.

Celebrating success in the Drama classroom recognises that not every student will be confident, and some will need extra time, or a new approach, to come out of their shell. From my perspective, a student who takes two to three steps in the right direction is as worthy of recognition as the completely capable performer. Everyone has a different path to achieving their own performance milestones.

Parents often tell me how glad they are that their child is studying Drama. They see the impact it has on their overall ability to connect and communicate with others.

DEVELOPING UNDERSTANDING AND EMPATHY

Above all, Drama is about storytelling. When we perform, our goal is not simply to stand in the spotlight, but to honour another person’s experience and communicate it to others. Again, the people we play on stage may be very different from who we are, and this continues to deepen our understanding of the richness of human experience.

Naturally, not every student who spends time in the Drama classroom will go on to become an actor, or even to take on a role in the arts. But no matter where our life path leads us, we will always need to draw on our empathy, our ability to connect with others, and our willingness to take an imaginative approach to the next challenge.

Mark Brady Head of Drama

About Mark Brady

Mark Brady holds a Bachelor of Teaching from the University of Technology Sydney and a Bachelor of Performance with Honours from the University of Western Sydney. Before becoming Head of Drama at Melbourne Grammar in 2010, Mark taught Acting and Directing at NIDA, The Actors Centre, the University of Ballarat, the University of Western Sydney and The Australian Theatre for Young People.

As an actor, Mark has performed in shows with the Bell Shakespeare theatre company, Sydney Theatre Company, and Opera Australia, just to name a few. Mark also appeared in feature films and television series in Australia and internationally. Mark is also a professional director.

Two paths to a life in performance

Having forged a friendship during auditions for Melbourne Grammar School productions, Old Melburnians Kahlia Davis and Jack Martin ended up studying at the same New York conservatory to complete their performance training. Today, they’re both pursuing successful careers in a demanding industry, and making the most of every opportunity.

Kahlia Davis

A willingness to take on anything is the quality Kahlia Davis (OM 2013) says aspiring actors need most. “Train in every area and make yourself as hireable as possible,” she says. “The industry demands so much more of us as performers these days, so you need to be prepared to invite as many opportunities as you can.”

Kahlia is still remembered for her role as Dorothy in Grimwade House’s Year 6 production of The Wizard of Oz in 2007 “Grimwade had such great music and drama programs and such incredible opportunities in all the arts,” she says. “I didn’t necessarily know I was going to become a performer, but I’ve always loved it, and where I am today is a culmination of following that passion.”

STAYING OPEN WHEN THINGS CHANGE

After being accepted into the American Musical and Dramatic Academy, where she studied with fellow Old Melburnian Jack Martin (featured opposite), Kahlia’s first contract was with the US national tour of 42nd Street The Musical at just 19 years of age. Working as her own agent, each of her roles has led to the next, including undertaking a world tour as a vocalist on a cruise ship.

“On the cruise we started in Alaska, circumnavigated South America, went back up through the Caribbean and Mexico to San Francisco, Hawaii, French Polynesia, New Zealand then landed in Sydney on 1 March 2020,” Kahlia explains. “I had been planning to go back to the US, but I ended up staying here in Australia and enrolling in a Master of Business, which was my pandemic project.”

BRINGING JOY TO MELBOURNE AUDIENCES

Today, Kahlia performs in as many as eight shows a week in the touring production of Moulin Rouge! The Musical, working as a swing that covers 11 roles, including the lead.

“The beauty of this show is the opportunity to bring joy to people,” Kahlia says. “It was especially moving to perform in Melbourne after the lockdowns. I’m looking forward to the rest of our Melbourne run, which will be early next year. I’d also love to get to London one day to perform over there.”

“I think I’ll always be involved in musical theatre, either as a performer or on the production side,” Kahlia adds. “It’s a fastpaced, changeable industry. I love the opportunities to travel, and love pushing myself to try new things.”

You can see Kahlia on stage in Moulin Rouge! The Musical which is currently touring Australia.

The industry demands so much more of us as performers these days, so you need to invite as many opportunities as you can.

Kahlia Davis

Jack Martin

One of Jack Martin’s first reviews was in the 2013 Melburnian, where he was commended for his “spectacular poise and comic timing” playing Malvolio in Shakespeare’s Twelfth Night.

“I did every play I could at Melbourne Grammar,” says Jack, who goes by J.D. Martin on screen. (His friends still call him Jack.) “My first role was as Myra the Maid in a Wadhurst production, wearing a straggly black wig and a bonnet. That was when I found out that no matter how my day was going, I could always find joy on stage.”

HOW EARLY SUPPORT MADE THE DIFFERENCE

“Our Drama teacher, Mark Brady, was incredibly supportive and got us all thinking outside the box,” says Jack. “He saw that there were a few of us who were hungry for it, pushed for Drama to be included as a VCE subject, and gave us great real-world advice. To have a resource like that at that time was priceless. I can’t sing his praises enough.”

Having been part of the first Melbourne Grammar cohort to study Drama as a VCE subject, Jack was encouraged by his friend Kahlia Davis (featured opposite) to try out for the American Musical and Dramatic Academy. Almost 10 years, countless theatre productions and a growing number of screen roles later, Jack is still based in New York and making a good living through his craft.

LOOKING BACK TO APPRECIATE THE JOURNEY

“I was having coffee with a friend the other day and we were grumbling about how busy we were, feeling pulled in too many different directions or perhaps not connecting with a project our agents had been pitching us on,” Jack says.

“I stopped for a moment and said, ‘Can you believe the problems we have right now? Our 18-year-old unemployed selves would be stoked to hear this is what we’re complaining about!’

It was my dream to make a living as an actor, and I’m achieving that.”

Jack’s advice to aspiring actors is to focus on the journey, rather than the destination. “It’s a marathon, not a sprint,” he says. “When I started out, I did theatre shows in the basements of bars and abandoned furniture shops, with more people on stage than there were in the audience. I walked all the dogs of the Upper East Side to pay my rent. It’s a grind but it’s all working towards something, and today I love every moment I’m on set and feel incredibly grateful.”

You can see some of Jack’s recent performances in Manifest (Netflix) , FBI Most Wanted (Paramount+) and the upcoming season of Moonshine (Binge).

No matter how my day was going, I could always find joy on stage.

Jack Martin

Aladdin Jr : a magic carpet ride

Aladdin Jr, the 2023 Year 6 Grimwade House musical, was definitely a production to remember!

The audience was transported to the bustling streets of Agrabah by the Genie together with Aladdin, the penniless nobody who longs for a better life, and Jasmine, the Sultan’s daughter who wishes for freedom.

The stage was brought to life with colour, energy, and movement through stand-out performances. The shining stars were Orlando Lumicisi (Aladdin) and Matisse Ponting (Jasmine) who accentuated their characters' personality on stage to bring the audience along on their journey throughout the captivating show.

There was also the evil royal advisor Jafar (Leo Marchesani), his scheming partner Iago (Jake O’Keefe) and the wildly entertaining Genie of the Lamp (Harry Elmer). The harmonic vocal group, energetic dance group and the mesmerising magic group ensured everyone was given a time to shine.

The students and teachers worked collaboratively and creatively to produce the lifelike props that were set before us on stage. The impressive and vibrant costumes worn by the ensemble Agrabahns were realistic and the colourful lighting and special effects were astonishing and added focus, intrigue, and mood to the stage.

The energy, positivity and hours of rehearsing produced a professional-like performance worthy of a place on Broadway! Aladdin Jr was a magical, inclusive, and exciting musical built on teamwork and dedication of which all of Year 6 and their teachers should be proud.

This article was written by Year 6 students, Will Downing and Angelina Singh.

When Leo interviewed Annette…

Mrs Annette Curran is the Head of Drama at the Grimwade House campus of Melbourne Grammar School. Drama is studied by all students at Grimwade House. As well as teaching weekly lessons, Mrs Curran produces and directs various musicals and productions throughout the year.

Here she is interviewed by Year 6 student Leo Marchesani.

What do you love most about your job at Grimwade House?

The children, and all the opportunities that Drama brings to them. The fact that there is a weekly Drama lesson is such a special thing that not many schools provide so the fact that I get to mentor and work with students in this capacity is meaningful and exciting.

What do you think are the most important things a student gains from studying Drama in their primary school years?

For me, it's about developing their emotional intelligence. We're lucky at Grimwade House that we teach about zones of regulation through our CARE program. In Drama, it's about complementing that knowledge and skills that the students are already developing. If we can understand how a character is feeling and might manage a situation, we can apply that to ourselves. Hopefully this will lead to a cohort of students that, as adults, are good people doing good things in our world.

If we asked any of the students to describe you in three words, what words do you think they would use and why?

Definitely ‘loud’, because it is the only volume I have.

I would like to think the students would also say ‘fun’ because of our Drama games. And I think that's just who I am, fun and bubbly.

If it’s describing me as a teacher, it's about me having high expectations. To be able to produce a successful performance, high expectations need to be there not only for myself, but all our performers.

Drama is of vital importance in the primary school as it helps students regulate and evolve their emotional intelligence. Mrs Curran, you are the driving force of an engaging and vibrant Drama curriculum at Grimwade House. It has been an incredibly important aspect of my primary school education and I feel fortunate to have had the opportunities presented to me. Thank you!

Finding the meaning in medicine

For Dr Victor Lin (OM 2013), Victoria’s 2023 Young Achiever of the Year, the decision to go into medicine wasn’t necessarily a simple one.

“I found studying Philosophy so fascinating and meaningful at School, I considered pursuing it as a career,” says Victor. “But while I was in Year 8, a close family member fell ill with a brain tumour. As a family we saw the impact doctors were able to have first-hand, and that was a big motivator for me.”

SHARING KNOWLEDGE AND RECOGNITION

Now well on his way toward a career that couples research in haematology with clinical practice, Victor is working long days across the Royal Melbourne Hospital and Peter MacCallum Cancer Centre, as well as preparing for the next hurdle – his Physician exams. As if that weren’t enough, he is also continuing his involvement with the not-for-profit he established with friends during the pandemic: Teaching for Impact.

“Our idea was to provide the clinical context a lot of students were missing in their studies,” Victor explains. “We’re now developing an app that gives a simple overview of clinical guidelines and moving into other disciplines as well.”

This was not Victor’s first foray into creating social impact. As a second-year university student, Victor co-founded the Young Australians’ Cancer Initiative (YACI). This organisation aims to improve the understanding of cancer as a disease in secondary school students through formal education and internships.

Victor also co-founded the Australian Student Society of Haematology in 2019 which promotes the development of interest and knowledge in managing common haematological problems that arise in day-to-day medical practice.

Nominated in recognition of his drive to create meaningful impact, Victor describes the experience of winning the Young Achiever Award as “surreal”.

“It says less about what I’ve achieved and more about all the people I’ve worked with over the years,” Victor emphasises. “None of the things I’ve done are possible with just one person’s ambition.”

MAINTAINING A PHILOSOPHICAL PERSPECTIVE

When asked what stands out most from his Melbourne Grammar experience, Victor again emphasises the impact of his Philosophy classes.

“The in-class discussions were what I found most rewarding,” he says. “They gave me a perspective that life is not just about how much you earn, fame, or climbing a hierarchy, but that interacting with and supporting people is the most rewarding thing you can do. That message stayed with me.”

“There are very few jobs like mine where you’re seeing humans at the most vulnerable moment in their lives,” Victor adds. “Sometimes you meet people for the first time as they’re dying. It’s that human-to-human contact, and the ability to be present in those moments, that I enjoy most.”

2023 KING’S BIRTHDAY HONOURS

Melbourne Grammar School congratulates all members of our community recognised through the 2023 King’s Birthday Honours. These include:

COMPANION OF THE ORDER OF AUSTRALIA (AC)

The Late (John) Barry HUMPHRIES AC (OM 1951)

For eminent service to the arts as a comedian, actor, author, satirist and entertainer, to the promotion of Australian culture, and as a patron of organisations.

MEMBER OF THE ORDER OF AUSTRALIA (AM)

Professor (Paul) Merlin CROSSLEY AM (OM 1981)

For significant service to education, and to molecular biology.

Mr Noel GRAHAM AM (Past Parent)

For significant service to agriculture through the rice growing industry.

Dr David HILL AM (OM 1958)

For significant service to paediatric medicine in the fields of allergy and respiratory biology.

Ms Joanna HORGAN AM (Current Parent)

For significant service to retail business, and to women in executive roles.

Professor John Roberts AM (OM 1966)

For significant service to tertiary education, and to business and management.

His Honour Michael STRONG AM (Past Parent)

For significant service to the law, and to the community.

MEDAL OF THE ORDER OF AUSTRALIA (OAM)

Dr Margaret BEAVIS OAM (Past Parent)

For service to the community through a range of roles.

Mr (David) Ted GALLAGHER OAM (OM 1963)

For service to surf lifesaving.

Mr Donald HAMILTON OAM (OM 1953)

For service to the community of Melbourne.

Mr (William) Timothy KENDALL OAM (1952)

For service to the community of the Mornington Peninsula.

Mr Stephen MARKS OAM (OM 1967)

For service to the community through a range of roles.

Mr Donald McLARDY OAM (Past Parent)

For service to charitable organisations, and to Australian rules football.

Mr David STIDSTON OAM (OM 1962)

For service to youth through Scouts.

Mr Simon WARRENDER OAM (OM 1979)

For service to the arts, and to the community.

Mr Stephen WILMOTH OAM (OM 1969)

For service to the law, and to the church.

Mr David WINTER OAM (OM 1972)

For service to the community of Mont Albert, and Surrey Hills.

Learning to walk in two worlds

“Reconciliation is about all of us as Australians being able to be part of something,” says Tiwi man Patrick Heenan (OM 2009), who returned to Melbourne in June to speak at each of our campuses during the School’s 25th Reconciliation Week. “I want us all to be part of something, and to be able to share our cultures with each other.”

A COMMUNITY THAT SPANS THE CONTINENT

As one of the first students to come to our School on a First Nations Scholarship, Patrick says returning to Melbourne Grammar School brought back memories of the friendships he made while boarding here, particularly as his transition to the School came at a difficult time.

“I lost my dad and my grandmother within two or three months of each other, just before I came here,” says Patrick, who grew up on Melville Island, located around 60km north of Darwin in the Timor Sea. “It was quite hard for me at the start but, being here, I saw people who were studying hard and wanted to achieve something. That rubbed off on me.”

“Melbourne Grammar set me on a pathway where I can walk in both worlds,” Patrick adds. “I can go back home to my island and my people and fit in there, and I can come down here and meet with students and teachers, catch up for a coffee – as you do in Melbourne – and feel comfortable as well. Being able to walk in both worlds means anything can happen.”

PAVING THE WAY FOR FUTURE GENERATIONS

Following the initial culture shock of moving to Melbourne, Patrick became heavily involved in School life. He joined the School choir, played against Scotch College at the MCG to win the Sesquicentenary 2008 Cordner Eggleston Cup, and became the first student to perform a traditional First Nations dance at the School.

“My dad had said to me, ‘You need an education in life – you need a backup plan in case something doesn’t work out,’” Patrick explains. “I wanted the best education I could get. Coming to Melbourne Grammar, I was around people who wanted to succeed, and that’s a cycle that repeats.”

Now working as a liaison officer for the Member for Arafura (which includes Melville Island), Patrick says he feels proud to be able to advocate for his communities, and is considering a role in local politics himself.

Speaking to our students, he reflected on what has changed in our national conversation since his time as a boarder. “Being back here, I can see things have progressed in the way they should,” he says. “I’m hoping one day that everyone can be part of reconciliation, no matter what background they’re from.”

About our First Nations Scholarships

Our First Nations Scholarships are aimed at ensuring talented First Nations students are able to benefit from a Melbourne Grammar education. Often, as it did with Patrick, the experience at our School helps these students reframe what they think is possible.

In addition, all students benefit greatly from having more First Nations students with us, supporting the creation of genuine cross-cultural understanding across our student body.

If you are interested in supporting the First Nations Scholarship program, please contact:

Carl Junot

Head of Development + 61 3 9865 7683

cljunot@mgs.vic.edu.au

A new opportunity for everyday engagement with art

Pablo Picasso

The Sculpture Walk at Melbourne Grammar School positions art as a sophisticated means of communication that can transform the way we think about our lives. The Sculpture Walk also underscores the important tension between tradition and modernity that we celebrate as part of our School culture. It reminds us that art can comfortably exist outside the confines of a gallery, and that contemporary public sculpture which questions, provokes and entices our senses can comfortably fit within a landscape that is also home to the historic bluestone site.

The latest installation, Ape Right Hand, created by Melbourne-based artist, Lisa Roet, was recently unveiled to the School community in May 2023. It serves as a powerful form of expression, enabling students to foster creativity, explore and communicate their thoughts, emotions, and perspectives in a unique and personal way.

Central to Lisa Roet’s work is the exploration of the human-animal interconnection, specifically focusing on the inherent traits and shared evolutionary history between humans and primates. Lisa aims to foster empathy and awareness of our interconnectedness with the natural world, rather than being “kept separate to nature”.

By blurring the lines between species, she sparks reflection on not only our shared evolutionary history, but also the ethical considerations surrounding our treatment of animals.

Further, contemporary art possesses a distinctive ability to convey ideas in a manner that transcends traditional verbal communication. At a recent lecture given to students by Lisa at Motor Works, surrounded by her largescale charcoal drawings and bronze cast sculptures of primate hands, she quite aptly mentioned that ‘the brain is a muscle’, suggesting that just as muscles require regular exercise to develop, the brain also needs continuous engagement and exposure to new stimuli to expand its capacity for understanding and interpretation.

The brain-muscle analogy, in the context of contemporary sculptures, highlights that repeated exposure to artworks that convey ideas beyond words allows the brain to become more adept at interpreting and decoding visual symbolism.

Through the Sculpture Walk, art emerges as a powerful medium that transcends verbal boundaries, weaving a tapestry of ideas through strokes of colours, sculpted forms, and evocative imagery.

This article was written by Rudransh Kohli, Year 9.

About the Sculpture Walk

The Sculpture Walk comprises outdoor locations across the School’s South Yarra campus which house significant and diverse sculptures by contemporary artists.

Ultimately the Walk will comprise a series of artworks, each visible from another. The aim of the Sculpture Walk is to emphasise the importance of visual art and contemporary sculpture, and to encourage people to move on an artistic journey across the campus.

The first commission for the Sculpture Walk was Cover Up # 18 by Callum Morton (OM 1982). The second, Ape Right Hand, by Lisa Roet, was recently unveiled. It is located in the garden bed at the St Kilda Road end of the Steele Memorial Ground.

While not a contemporary artwork, Education, a sculpture by Lenton Parr, is also visible from the Sculpture Walk path.

If you are interested in supporting the acquisition of new artworks for the Sculpture Walk, please contact:

Chris Weaver Senior Philanthropy Manager +61

3 9865 7633

cdweaver@mgs.vic.edu.au

You can view a video of Lisa Roet talking about the creation of Ape Right Hand on the Melbourne Grammar School YouTube channel.

Art is the lie that enables us to realise the truth.

Connecting the classroom with real-world context

After spending two weeks undertaking professional development in Europe during the Easter school holidays, History and Global Politics teacher Jeremy Hamilton has bought a new, richer perspective on world events back to the classroom.

Jeremy’s trip included meetings with political experts and others in Paris and Barcelona. There, he discussed issues such as France’s role in the EU, the conflict in Ukraine, and the pressures facing the EU as a whole.

“There’s such value in being physically present,” Jeremy says. “The opinions of people on the ground, whether they’re perspectives on President Macron’s visit to China or different views on the Catalan independence movement, are so much richer than news reports. This experience has had a great impact on my teaching.”

GAINING EXPERT AND EVERYDAY PERSPECTIVES

Jeremy met with specialists at the French Institute of International Relations, the European Council on Foreign Relations, the Centre for European Research, the Autonomous University of Barcelona, and the Barcelona Institute of International Studies. He also attended a seminar on Ukraine’s relationship with Europe at the University of London in Paris.

“By being present in a culture, you can also soak up the everyday person’s point of view,” Jeremy says. “Back in the classroom, I am able to talk to the students about the people I met and their views on various political situations, and this opened up questions about their background and why they might hold a particular opinion.”

“For teachers whose syllabus focuses on the events of the last decade, it’s incumbent upon us to make sure we have a deep understanding of the current status of contemporary world affairs,” he says. “This enables us to better help young learners move away from the black-and-white view of world events and towards a more nuanced perspective.”

Jeremy emphasises that these kinds of real-world experiences are as important for students as they are for teachers. “I tell my students that, if you are considering studying politics beyond secondary school, you must take up the opportunity to study abroad,” he says.

“This trip is one of the most rewarding things I’ve done in my teaching career, and I’m incredibly grateful to the School and to Friends of Grammar for supporting me to undertake this professional development.”

The opinions of people on the ground... are so much richer than news reports. This experience has had a great impact on my teaching.

Jeremy Hamilton

Tackling programming challenges on the world stage

Year 11 student, Miles Conway, will put his exceptional talent for devising algorithms and writing ingenious code to the ultimate test on an international scale next month.

Miles is one of just four students nationwide selected to compete in the 35th International Olympiad in Informatics to be held in Hungary in August. “I feel nervous, but also excited, to be representing Australia,” he says.

One of the most prestigious competitive informatics events in the world, the International Olympiad in Informatics brings together exceptional secondary school students to tackle challenges in algorithm design, programming, data structure and problem analysis.

The Olympiad runs over two days, during which participants have five hours each day to respond to three complex challenges.

A BALANCE OF LOGIC AND CREATIVITY

Miles explains that the kinds of problems Olympiad participants need to solve can range from real-world examples to obscure math questions, but that all require a balance of logic and creativity to find the best solution.

“Rather than just using fundamental math, you’re using algorithmic logic to speed up the computational process,” he says. “It’s really satisfying when you’ve written a program and then it works. You give the computer an input which enables it to work through a problem that a human could never work out in a reasonable time – and then it just does it!”

Miles adds that while there are many ways to approach the problems he’ll need to solve in this year’s competition, it’s about finding the one that will get to the right answer within the time available.

“The main skill is thinking of an algorithm that will solve the problem by the deadline – generally, that’s the hardest part,” he says. “I’m looking forward to solving some really difficult problems in the competition.”

With university on the horizon, Miles is weighing up his options and deciding whether to study here in Australia or make the move overseas.

“I want to study either maths or computer science,” he says. “Wherever I end up studying, I want to keep working on my programming skills.”

Whatever choice he makes, the experiences he will have at the Olympiad will be sure to play a part.

I’m looking forward to solving some really difficult problems in the competition.

Miles Conway

Tourism and its impact on Phillip Island

Tourism is a huge part our lives without us even realising it. This semester Year 11 Geography students have been studying the importance of tourism, its changes over time as well as the impacts of tourism and how it is managed. We looked at three different case studies at different scales: the Great Barrier Reef, Thailand, and Phillip Island. This helped us to put into perspective the importance of tourism to local communities around the world.

THE IMPORTANCE OF FIELD WORK

Fieldwork is an essential part of learning in Geography as it allows us to see firsthand the concepts we have studied and test theories.

This is why our class spent two days on Phillip Island to observe and collect data that related to the hypothesis we devised before the trip. Our hypothesis was “The positive impacts of tourism outweigh the negative impacts of tourism on Phillip Island”.

We gathered primary data in many different ways, including photographs, traffic counts and field sketches.

What surprised me the most were the results of the traffic and pedestrian counts. The disparity between the numbers on Sunday and Monday were unexpected. This indicates a problem that we learnt about in class: the seasonal nature of tourism. The tourism industry on Phillip Island generates around 44 per cent of the region’s annual economy, and employment of approximately 5,900 people. If tourism in this region only thrives for a few months each year or on only certain days of the week, there is no stability for businesses and their employees, creating an imbalance within the local community.

BALANCING ECONOMIC, SOCIAL AND ENVIRONMENTAL BENEFITS

As part of our primary data collection, we learnt about Phillip Island Nature Parks’ efforts to improve other balances relating to tourism on the island.

For example, the money generated at the Penguin Parade goes back into new facilities, protecting wildlife and funding research, such as GPS tracking devices to monitor the impacts of climate change through the penguin’s patterns of behaviour. Housing near the Penguin Parade has also been reduced through a state government buy back scheme. Prior to this, the penguins were at risk due to the hazards of cars, pets, and loss of habitat, but after the buy back scheme, not only did the population stabilize but it started to increase. This signifies the importance of balancing the economic and social benefits of tourism with the needs of environment.

Although Phillip Island seems small compared to the vast world that we live in, I believe this trip opened our eyes to the significance of tourism, and how tourist destinations around the world need to search for sustainable ways to function while also providing tourists with unforgettable experiences.

This article was written by Leo Li, Year 11.

Hockey: on the verge of making history

With just three games remaining in the season, Melbourne Grammar School’s First XI Hockey team is poised to achieve the remarkable feat of winning three consecutive APS Premierships.

This accomplishment has not been seen since 1981 when the First VIII Rowing crew claimed victory at the Head of the River from 1979 to 1982, and before that, our First XVIII Football team’s Premiership wins from 1948 to 1951.*

The team’s dominance on the field is exemplified by their statistics. They remain undefeated since the start of the 2021 season. In 2022, the team scored a staggering total of 104 goals while keeping their opposing schools to a total of seven. During the shortened 2021 season, the outcome was 25 goals versus 10.

After seven of the 10 rounds this year, the total scores stand at 51 goals for the First XI Hockey team and only eight for their opponents.

Three Year 12 students – Teddy Stewart, Ollie Will and Tom Wilson – hold the distinction of being members of the First XI Hockey team since the start of their three-year winning streak.

In addition, Ollie and Tom, along with Duncan Jackson, are members of the U18 Victorian Squad. Ollie has also played in the U21 Victorian team in which Duncan has served as a reserve.

Teacher in Charge of Hockey, David Aitken, commends the exceptional qualities of this group of young men.

“Their abundance of natural talent has been finely honed under the guidance of First Hockey coach Dylan Coombs,” he says. “Moreover, their ability to remain composed under pressure and their genuine enjoyment of playing together as a team have also been key to their success.”

The final game of the 2023 Hockey season is scheduled for Saturday 5 August. The School’s social media accounts will announce the season’s outcome following the conclusion of this game.

*The First Water Polo team was top of their table in 2005, but it was not a ‘Premiership’ as less than eight APS schools participated in the competition that year. They shared the Premiership with another school in 2006 and 2007, then won outright in 2008 and 2009.

(1) Duncan Jackson, Year 11

(2) Hugh Beggs, Year 12

(3) Charlie Price, Year 12

(4) James Stratmann, Year 11

(5) Otto Smyth, Year 11

(6) Ollie Will (Captain), Year 12

(7) Jamie Webb, Year 11

(8) Tom Wilson (Vice-Captain) , Year 12

(9) Tadhg Syme, Year 12 (10) Alistair Holloway, Year 12 (11) Jack Wilson, Year 10 (12) Finley Gray, Year 12

(13) Charlie Legg, Year 12

(14) Edward Stack, Year 12

(15) Lucien Marcel, Year 12

(16) Teddy Stewart, Year 12

Public speaking success

AINGER PECK SPEAKING AWARD

Congratulations to Year 11 student, Hirunaka Ekanayake, for winning the prestigious 2023 Ainger Peck Speaking Award.

Among the ten secondary school students who made it to the final based on their performance in the preliminary rounds, Hirunaka emerged victorious with his outstanding composition and delivery of a wonderful speech on his experience as a ‘third culture kid’. An excerpt of his speech is provided opposite.

The Ainger Peck Speaking Award is an annual event run by Rotary (Richmond) to promote effective public speaking and to celebrate young people within the local community. It is supported by the family of the late Nigel Peck AM (OM 1945).

Hirunaka has also qualified for the state finals of the 2023 Plain English Speaking Award competition, run by the Victorian Curriculum and Assessment Authority.

VICTORIAN REPRESENTATIVE DEBATERS

Earlier this year Nicholas Bogdan, Year 10, and Ryan Mooney, Year 11, were selected to represent Victoria at the 2023 National Schools Debating Championships – an outstanding achievement which highlights their expertise and skill in the field.

After registering their interest with the Debating Association of Victoria (DAV), Nicholas and Ryan competed in a series of challenging debates to win their place in the team.

Considered the pinnacle of school debating in Australia, the championships bring together the finest high school debaters from every state and territory. Over the course of a week, these talented individuals engage in intense debates, setting the benchmark for excellence in the field.

A third culture kid

An excerpt from Hirunaka Ekanayake’s prize winning speech.

…Imagine a budding 6-year-old boy, with the chubbiest of cheeks, going to his first day of school in Australia. He knows very little English. He has no friends. He does not know anything about Australian culture. He gets up in front of the class. The teacher asks him. ‘What is your name.’ He replies timidly in a thick Sri-Lankan accent. ‘Hirunaka.’ …

…Eleven years later, here I am again, speaking in front of a group. But now, I can formulate eloquent phrases of English, I have made valuable friendships, and I’ve picked up the Australian culture and slang. And now, people call me just ‘Hiro’.

That’s the beauty about it. Identity is fluid. However sometimes when you try to mix two fluids together, instead of mixing to create a solution, they separate. That was my problem. My Sri-Lankan and Australian identity were having a never-ending tug of war with each other. The tension in the rope growing every day. About to snap...

… Because one of my feet was planted in the tropical jungle country of Sri-Lanka with its golden beaches and Sri-Lankan chicken curry. Every time I visit, it's home to me.

But at the same time my other foot was planted in the metropolis coffee loving city of Melbourne with its cold winter air and vibrant night life. Every day I wake up, it's home to me.

Having my feet in two separate places over 8000 kilometres away from each other created this conflict. I did not know where I belonged. And I am very inflexible. So doing the splits over 8000 kilometres is quite tough.

And that was when I made one realisation. All my life, I had been wondering whether I was Sri-Lankan or Australian. Australian or Sri-Lankan. But the reality is, I am neither. I am what is called a third culture kid. An amazing mix of both my Sri-Lankan roots and Australian identity. I understand, I accept, I embody, and I practise aspects of both cultures. And that is my superpower. The issue wasn’t that these two cultures were like a separated solution. It was the fact that I didn’t stir hard enough to mix them both.

And I also learnt that I am more flexible than once thought. For I can stride the world and call both Sri-Lanka and Australia my homes.

CommunityEvents

3 7

4 8

1. Friends of Grammar Grimwade House Annual Lunch

2. Friends of Grammar Wadhurst Annual Lunch

3. Friends of Grammar Senior School Annual Lunch

4. Unveiling of Ape Right Hand sculpture (read more on page 20)

5. ANZAC Service of Commemoration

6. ANZAC Service of Commemoration

7. Year 3 Mother Daughter breakfast

8. Year 4 Mother Daughter breakfast

Old Melburnian update

The Old Melburnians Society is a dynamic and evolving community. If you look closely, you will see it in action all around you.

You can see the values and traditions of our community through the ANZAC Service of Commemoration which honours Old Melburnians who served our country in WWI and other conflicts.

You can feel the enduring bonds between Old Melburnians through our Branch and Class Reunions and our Annual Dinner, which reunite our alumni around the world – whether they left School 70 years ago, or five years ago.

You can experience the camaraderie and support which the Old Melburnians Society offers its members through initiatives such as the Business Breakfast, our Career Masterclass, and OM Journeys Speaker series, to name just a few.

You can contribute to our community by becoming involved as a volunteer, or for those aged 30 and under, by applying to become a Dick Cotton Fellow.

The Old Melburnians

2023 ANNUAL DINNER

Date: 7.00pm – 11.00pm

Friday 27 October 2023

Location: Zinc at Federation Square

Speaker: Matt Preston Food critic, writer, television and radio presenter

Bookings: bit.ly/OMAnnualDinner2023

I know there is more we can do to deliver on our purpose of bringing together generations of Old Melburnians for the benefit of all, and I would like to invite all Old Melburnians to tell us what is important to them via an online Feedback Survey, using the QR code on this page or by visiting bit.ly/OMSurvey2023

Old Melburnians Survey

To help us strengthen your alumni experience, we are seeking feedback from all Old Melburnians.

Scan the QR code on this page or visit bit.ly/OMSurvey2023 to tell us about your experience while at Melbourne Grammar School and since leaving. Contact us with questions, or request a paper copy of the survey at om@mgs.vic.edu.au or +61 3 9865 7682.

In the meantime, I hope you will join us to experience the many benefits of being an Old Melburnian in 2023.

Thindika Amarasekara (OM 1991) President, The Old Melburnians

Get involved

The Old Melburnians Career Masterclass

Our sought-after one-to-one mentoring and career networking program for Old Melburnians is now open.

We are calling for:

• Volunteer OM mentors willing to help a younger OM develop career strategies.

• OMs in the first five years of their career seeking career guidance from a mentor.

APPLICATIONS OPEN

Tuesday 18 July – Tuesday 1 August

APPLY ONLINE

Scan the QR code on this page or visit bit.ly/OMsCareerMasterclass

Old Melburnian Clubs

Clubs are currently seeking new members. There are a wide range of clubs for OMs with different skills and interests, including Drama, Football, Soccer, Table Tennis, Bowls, The Lodge, Hockey, Athletics, Golf and Rowing.

The OM Drama Club will be returning to the stage at Melbourne Grammar School this year. Details to follow.

MORE INFORMATION

Scan the QR code on this page or visit bit.ly/OMClubs

The Old Melburnians Dick Cotton Fellowship

A cash grant of up to $5000 is available for Old Melburnians aged 30 and under to undertake community service or complete a project that benefits others.

APPLICATIONS OPEN

Friday 14 July – Sunday 17 September

APPLY ONLINE

Scan the QR code on this page or visit bit.ly/OMDickCottonFellowship

Upcoming events

2023 OLD MELBURNIAN EVENTS AND BRANCH REUNIONS

Sydney Branch Reunion

Saturday 26 August

7.00pm – 9.00pm

Australian Club, Sydney

Canberra Branch Reunion

Monday 27 November

Further details to follow

Annual Dinner

Friday 27 October 7.00pm – 11.00pm

Zinc, Federation Square

Annual Bluestone Lunch

Thursday 23 November

11.30am – 2.30pm

Royal South Yarra Lawn Tennis Club

2024 OLD MELBURNIAN CLASS REUNIONS

OM 1954 – 70 Year Reunion

Thursday 21 March

OM 1964 – 60 Year Reunion

Thursday 14 March

OM 1974 – 50 Year Reunion

Thursday 7 March

OM 1984 – 40 Year Reunion

Thursday 22 February

OM 1994 – 30 Year Reunion

Friday 23 February

OM 2004 – 20 Year Reunion

Friday 22 March

OM 2014 – 10 Year Reunion

Friday 15 March

OM 2009 – 5 Year Reunion

Friday 1 March

All reunions will be held at Melbourne Grammar School, Senior School campus. Invitations and more information will be sent before end 2023.

1. OM 2018 (5 year) Reunion

2. OM 2013 (10 Year) Reunion

3. OM 2003 (20 Year) Reunion

4. OM 1993 (30 Year) Reunion

5. OM 1983 (40 Year) Reunion

6. OM 1973 (50 Year) Reunion

7. OM 1963 (60 Year) Reunion

8. OM 1953 (70 Year) Reunion

Additional images from Old Melburnian events are available at omlink.org

9. Old Melburnians New York Branch Cocktail Party

10. Old Melburnians London Branch Dinner

Friends of Grammar: a story of enduring service and commitment

The establishment of a Grammar Mothers Committee in 1962 by Headmaster, Sir Brian Hone, was a pivotal moment in the history of Melbourne Grammar School. The group, albeit with a different name and in slightly a different form, continues to enrich our culture to this day.

What initially commenced as a modest assembly of mothers collaborating to support the School has since transformed into the vibrant and hardworking parent group we now recognise as Friends of Grammar (FOG).

Over the years, FOG has organised a generous mix of social events and fundraising activities including fairs, cocktail parties, film nights, art exhibitions, publication of cookbooks, jumble sales, golf days, wine auctions, twilight barbecues, family cricket matches, bush dances, film nights, garden tours, tennis tournaments, trivia nights, cinema outings, cooking demonstrations, fashion parades, lunches and more.

They ran the Uniform Shop from 1985 until 1991, and continue to run the Swap Shop to this day. Since they began, they have financially supported a vast array of initiatives across the School – everything from classroom equipment to engaging artworks and musical equipment.

Today FOG plays a crucial role in encouraging parents to become active members of the School community and fostering connections among parents themselves. Each campus branch orchestrates an array of lively social gatherings throughout the year, all with the aim of promoting inclusivity and facilitating new friendships.

c.1980

FOG extends functional support to parents through various initiatives such as a second-hand uniform shop and annual textbook exchanges. Committee members often provide a welcoming face for new parents and serve as an invaluable source of Melbourne Grammarspecific practical advice for them as well.

While the emphasis on fundraising has declined over the years, some philanthropic activity does occur each year with the resultant funds given to the School to further opportunities for students.

Our School would be markedly different without the unwavering devotion and unifying spirit provided by the dedicated members of FOG.

1962

School Council formally recognises four groups.

No School functions to be arranged without the sanction of the Grammar Mothers Committee (included Chair and Vice-Chair from each campus group).

The Scout Group

Friends of Wadhurst

Friends of Grimwade

Grammar Mothers (Senior School)

PRE-1962

Various short term mothers’ groups established in support of School initiatives, such as fundraising for the Chapel of St Peter and planning the Centenary Fair.

1977

Grammar Mothers Committee broadened to become Friends of Grammar (FOG). Separate sub-committees to operate at Senior School, Wadhurst and Grimwade House with overarching co-ordination led by the President of FOG, who also served as President of FOG (Senior School).

1995 Parent representatives appointed for each class for the first time.

1991 FOG becomes an incorporated association.

2022

New FOG Rules of Association established due to government legislative changes and the evolution of internal FOG practices.

Dedication and friendship spanning generations

The President of Friends of Grammar (FOG), our School’s parent organisation, is one of the busiest and most important service roles in the School. For mother and daughter Edith Nelson and Priscilla Feaver, both of whom have served as President of FOG, the role has deepened their connection with the entire School community.

EDITH’S STORY: BUILDING LIFELONG FRIENDSHIPS

Edith Nelson’s long and deep association with Melbourne Grammar School culminated with her serving as FOG’s fourth President in 1980.

Married to Theo Nelson (OM 1953), at least one of Edith’s four children attended the School from 1973 until 1989. Four grandchildren have graduated from the Melbourne Grammar and she still has family members, including four grandchildren, who are students today.

“The School has been a continuous presence in my life for the past 50 years, but FOG is where I made my true friendships,” Edith says. “I still regularly see the same women who were making tea and serving scones when I was President. It’s been extraordinary.”

Remembering her time as FOG President, Edith emphasises the contribution of volunteers who may not have had a formal role, but gave of their time and energy all the same.

“There are always those people who don’t get any gongs or recognition, but who were the real, true grit,” she says. “I always say to people, volunteering is just as valuable as donating financially.”

Organising the annual School Fair, hosting cocktail parties, and folding hundreds of letters for School mail-outs were all part of Edith’s role.

She also recalls a lamington drive that was almost too successful, with students coming back twice in one day to buy another round. “I’d never seen so much chocolate and coconut in all my life,” Edith says.

And why take on the role? “The moment that cemented my relationship with Melbourne Grammar came after one of my sons was hospitalised when he was in Year 4,” says Edith. “The School organised a bus to bring his whole class to visit him at home. How can you repay something like that?”

PRISCILLA’S STORY: INCLUSIVITY AND COMMUNICATION

When asked why she decided to accept the invitation to be FOG’s 40th President in 2016, Priscilla Feaver says: “My mother was a great role model and I thought if she could do it, so could I. While I knew it would be a very busy year, I took a deep breath and said, ‘let’s have a go.’”

For Priscilla, whose four children have all been Melbourne Grammar students, leading FOG was about building a sense of inclusivity among parents while acting as a point of connection with the School itself.

“The purpose of FOG as I saw it was to help communicate the School’s thinking back to the parents, and vice versa,” she explains. “I hope I’ve been able to make a difference.”

“I was also trying make sure everyone who wanted to be part of FOG events could attend,” Priscilla adds. “I was always thinking about those parents who might not know many people at the School, and how we could include them.”

Priscilla was a parent at Melbourne Grammar for 16 consecutive years and she contributed to the School during each one of them. “I don’t believe I was a helicopter parent and, even though I was a working mother, my aim was to try to be involved with my children as much as possible, so that meant volunteering at their school,” she says. “I tried to help out in any way that I could.”

“Being involved keeps you aware of what is happening within the School environment. By chatting with other parents, you can find out about opportunities which might be available to your child that you hadn’t thought of,” Priscilla explains. “And, as my children progressed through the School, I became an “experienced” parent and was able to give advice to other parents which, of course, I had received from other parents before me.”

OBITUARIES

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

Archer, J K (OM 1950)

Baldwin, R J (OM 1964)

Besley, R D (OM 1947)

Box, J C B (OM 1951)

Capp, G H (OM 1951)

Cockbill, J (OM 1958)

Corley, D C C (OM 1951)

Creswick, H P (OM 1956)

Cuming, B D (OM 1959)

Cuming, S C (OM 1973)

Curwen-Walker, I (OM 1948)

Davis, B B (OM 1958)

Davis OAM, K (OM 1960)

Dawson, R S (OM 1969)

Dobson, B W (OM 1972)

Gardiner, C J (OM 1953)

Garfield, M H (OM 1960)

Gill, M D (OM 1981)

Grimwade CBE, Sir A S (OM 1948)

Green, R J (OM 1951)

Hagerty AM, R E (OM 1952)

Hanlon, T J D (OM 1947)

Head, I R (OM 1963)

Humphries AC CBE, J B (OM 1951)*

Jobson, J L (OM 1944)

Lawrence, A J (OM 1983)

Lawrence, D R (OM 1953)

Leviny, J B C (OM 1952)

MacDermott, L (OM 1932)

Maclellan, J P H (OM 1947)

Manley, A H (OM 1954)

Mattiske, D J (OM 1963)

McArthur, R N (OM 1961)

McKenzie, A S (OM 1959)

Millis, A E (OM 1965)

Moran, A R (OM 1958)

Murray, N G L (OM 1952)

Newbury, R K (OM 1964)

Orr, A R G (OM 1959)

Peck, J D (OM 1940)

Phillips, B W (OM 1958)

Proctor, S L J (OM 1999)

Pyman, B C (OM 1961)

Read, P D (OM 1953)

Rendall, J W (OM 1939)

Russell, D D (OM 1947)

Rowlands AO, A R O (OM 1955)

Slee, D E (OM 1959)

Smith OAM, C (OM 1953)

Tabart, A G (OM 1952)

Tatham, S D (OM 1956)

Thompson, R C (OM 1961)

Tibbits OAM, D M (OM 1940)

Tokar, M M (OM 1951)

Wainwright, M J (OM 1979)

Weigall OAM, R G R (OM 1954)

Wilson, M H OM 1957)

Wyatt, A T (OM 1958)

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

Do you have an obituary to report?

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

Volunteering is just as valuable as donating financially.

Edith Nelson

Chiaroscuro Portrait

Toby Callaghan, Year 9 Digital Photography

This artwork was created as part of a photographic portrait task designed to enable students to explore the concept of ‘chiaroscuro’ – the treatment of light and shade. The task was inspired by and introduced to Year 9 students through the paintings of Baroque artist Caravaggio.