Grammar News No 149 October 2024

Do you have news to share?

Do you have any news you’d like to share with the Melbourne Grammar School community or a story idea for an upcoming edition of Grammar News? If so, we’d like to hear from you. newsletter@mgs.vic.edu.au

To report an obituary, please contact School Reception: +61 3 9865 7555 | mgs@mgs.vic.edu.au

Update your contact details

To update your contact details and to change the format in which you receive your edition of Grammar News contact School Reception: +61 3 9865 7555 | mgs@mgs.vic.edu.au or visit mgs.vic.edu.au/update-details

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.

On the cover

Year 6 student Isabel works with creativity and focus as she carves the design of her colour reduction lino artwork. Using a printing press and hand-printing methods, she is making an edition of multi-layered and coloured lino print artworks. Read more about print making at Grimwade House on page 22.

Grammar News Contents

04 From the Chair of Council

05 From the Headmaster

38 The Old Melburnians

46 Obituaries

68 Featured artwork

ARTICLES

12 Reclaiming thoughtfulness in a distracted age

30 Building connections on and off the field

31 Raising Rarity at Grimwade House

32 New options transform Wadhurst House activities

33 Your invitation: 2024 Symphony Orchestra Australian Tour

34 Students gain insights into our Parliamentary process

35 A lifetime contribution to Melbourne Grammar’s history

36 A quiet achiever farewells his “second home”

37 A Grimwade House leader takes on her next challenge

39 Melbourne Grammar receives a unique gift

40 Year 12s return to Grimwade House

41 Upcoming community events

41 2025 Class Reunion dates

Edition 149, October 2024

Success and achievement

A celebration of academic excellence

A high achiever sees the rewards of consistent effort

Celebrating our Paris Olympians

Meet our state and national representatives

A ‘Da Vinci’ experience to remember 11 First XI clinches APS Touch Premiership

20

Focus on art and design

14

On our book shelves

Writing in collaboration opens up new worlds

Making the most of every opportunity

A lifelong passion shapes Australian art history

The lasting legacy of Arthur Barrett

20 A technological transformation in the art classroom

22 An ancient technology sparks curiosity at Grimwade

24 Taking Design Technology beyond the workshop

26 Artist-in-residence shares new perspectives on success

27 Extending visual arts at Wadhurst

28 Shades of success across the Centre for Humanities

47

Philanthropic impact

Philanthropic Impact provides an overview of the generosity of our School community from 1 October 2023 to 31 August 2024.

50 Driven by family, powered by opportunity

52 Championing life-changing adventures

60 Fifty years of philanthropic leadership

62 Gray / Bolton: Securing the School for generations

Viewing external standards as opportunities

Andrew Michelmore AO

Aschools operate in a governmental regulatory environment that requires certain educational standards to be met. Indeed, our educational licence to operate as a school comes through the Victorian Registration and Qualifications Authority (VRQA) – a government body which manages the registration and review of independent schools in Victoria. This involves, in part, regular five-yearly audits of each school.

Melbourne Grammar School is currently undergoing our VRQA five-yearly audit to ensure we continue to meet all its regulations. These regulations encompass areas such as enrolment procedures, curriculum, safety and welfare of students, staff employment, and infrastructure. This audit also involves a separate process to assess our provision of education and care for boarders.

In parallel, we are undergoing an audit to continue our accreditation with the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS), which allows us to enrol and educate international students.

Along with examining all the elements outlined above, these audits evaluate those who serve on our School governance bodies. This means each member of our School Council must certify that they are a “fit and proper person” to serve on a school board. Council members, in turn, take on the responsibility of ensuring the proper management of the School across all areas, from financial health through to infrastructure decisions and ultimately sign off on our audit submission.

While these audits necessarily represent increased workloads for a period of time, I am pleased to say that our regular practices, including ongoing review of policies, procedures and practices, ensure that we are well prepared to meet these regulatory demands as they arise.

There are clear benefits to undergoing audits of this nature. The certification they provide confirms that Melbourne Grammar has the right controls, checks and balances in place. We also learn from the audits of other schools and adopt positive lessons from the results of their practices. Finally, we see regular audits as opportunities to foster confidence across the Melbourne Grammar community, as the results show that we are meeting the standards we aim to uphold.

We are expecting the final report from VRQA later this year.

CHANGES TO COUNCIL MEMBERSHIP

Deputy Chair of Council Geoff Cohen (OM 1982) has served on our Investment Management Committee, and more recently, as a member and then Chair of our Finance and Audit Committee. Geoff has been a key contributor to the financial management of our School since October 2015, bringing enormous experience in asking the right questions at the right time to help us to make sound investment and resourcing decisions. He will retire from the Council and School committees at the end of the year after 11 years of outstanding voluntary service.

Current member of the Finance and Audit Committee, Don Grant (OM 1995) will become its Chair. Recently joining the School Council, Don brings experience in auditing and finance evaluations, along with knowledge of and commitment to the School as a current parent.

Our second new Council member, Jane Poole, brings a similar commitment to the School, having served as President of Friends of Grammar (FOG) during the review of its constitution. Jane offers extensive knowledge of the School as a recent past parent, and member of the Risk Management committee, as well as an invaluable perspective informed by her legal background.

As the Chair of School Council, I find particular satisfaction in bringing together the right mix of experience and knowledge across our committees and School Council to ensure we are consistently meeting external standards, and reaching those we continue to set for ourselves.

Andrew Michelmore AO Chair of Council

The value of competitive sport

One of Melbourne Grammar School’s key priorities outlined in our strategic plan, Towards 2030 states:

We will educate and nurture the whole person, fostering each student’s intellectual, spiritual, physical, psychological and emotional growth.

At the heart of this approach is a commitment to providing each student with an educational experience that is considered, wide-ranging and extends beyond academic achievement.

One of the many programs we offer in support of this intent is our competitive sport programs at House, School and inter-School levels. In today’s increasingly screen-driven world, competitive sport plays a critical role in promoting physical health and well-being and, while physical activity is at its core, the program delivers lessons that extend much further.

Irrespective of which sport it is, or if the team is the Firsts or the Fourths, or the A’s or the D’s, the balance between striving for success and learning from defeat is one of the most powerful aspects of competitive sport. Winning emphasises the value of effort, preparation and perseverance. It shows students the importance of humility, kindness and respect.

On the other hand, losing can encourage reflection and growth, building an understanding that failure is not necessarily a setback, but it is an opportunity for learning and selfimprovement.

Competitive sport also promotes teamwork and camaraderie. Students learn to collaborate, communicate, and support one another.

Furthermore, the shared pursuit of a common goal reinforces the worthiness of collective effort, trust and mutual respect while building a sense of belonging.

Beyond this, competitive sport bridges diverse backgrounds and cultures, encouraging inclusivity while upholding values such as fairness, integrity, and respect for the team, opposition, rules and umpires.

Philip Grutzner

These lessons carry into all aspects of our students’ lives and, ultimately, we hope that, as a consequence of participating in competitive sport, they will become better prepared to handle life's complexities with composure and resolve.

THE INTER-SCHOOL APS PROGRAM

As part of our educational offering, students in Years 5 to 12 participate in the Associated Public Schools of Victoria (APS) Sporting program on a weekly basis over three seasons.

A review of the APS program is currently underway. The review is seeking to ensure that we continue to celebrate the unique heritage of the program while taking into account the needs, wants and capabilities of our diverse student body.

Those sports which form an important part of our tradition, such as rowing, football, cricket and athletics, will certainly continue. However, we want to offer a range of sports so that all students can compete in a sport they are interested in and at a level that suits their capacity and growth. This means providing opportunities for students from those picking up a ball or bat for the first time to aspiring professional athletes.

Some people equate competitive sport with contact sport which, of course, is incorrect. There are plenty of non-contact competitive sports available in our APS program. These include rowing, cricket, tennis, swimming and diving, volleyball, softball, table tennis, badminton and snow sports, to name a few.

Our students lead full and active lives pursuing a wide range of activities from performing arts to outdoor education, debating, academic competitions and much more. The school week can be long and needs to be carefully structured. To support this holistic approach to education, Saturday sport will stay mandatory for Years 7 to 12, while Years 5 and 6 will continue participating in APS Sport during school hours.

Whether through competitive sports or one of the myriad of other programs offered at Melbourne Grammar School, our goal is to foster resilience, collaboration, and a deep sense of community. As we move forward, our expanded physical activity offerings will continue to promote inclusivity, support personal growth, and uphold the values that lie at the heart of our School.

Philip Grutzner Headmaster

A celebration of academic excellence

Seven current and former Melbourne Grammar School students have received a Premier’s VCE Award for their exceptional performance in VCE Unit 3|4 studies in 2023.

Teddy Stewart (OM 2023) earned the distinction of Top All-Round VCE High Achiever, an award reserved for those who achieve study scores of 46 or higher (out of 50) in at least five VCE subjects. Out of around 58,000 students who completed the Victorian Certificate of Education (VCE) in 2023, only 23 were honoured with this title.

A total of 300 Victorian students received Study Awards, based on their individual graded assessment scores in the respective subject.

Congratulations to the six individuals who received individual Study Awards, highlighting their exceptional performance in a specific subject:

“I want to combine my interest in science with my passion for service and social welfare in a career in Medicine.”

Sanjeet Sampath* # – Biology

“I enjoy the culture of excellence fostered at Melbourne Grammar which pushed me to succeed in Mathematical Methods and academically overall.”

Albert Chen* # – Mathematical Methods

“I have always found profound joy not only in using music as an expressive outlet but also in sharing it with others.”

Aaron Chuah* – Music Repertoire Performance

“Philosophy means the 'love of wisdom'. From Year 9 Philosophy and Religious Studies classes, Year 12 exams, to my current tertiary study as a Philosophy major, nothing else makes me feel so fulfilled.”

Shakhram Rakhmatullaev (OM 2023) # – Philosophy

“I'm currently studying a double degree in Law and Commerce. I hope my future career enables me to help those in need.”

William George (OM 2023) # – Philosophy

“I plan to one day integrate my love for sports and biology into a career in physiotherapy and rehabilitation.”

Henry Walters* #– Physical Education

*currently in Year 12, # achieved the maximum study score of 50

Headmaster Philip Grutzner praised the students for their dedication and hard work. “These students deserve our admiration,” he said. “While talent plays a role in academic success, it is their commitment and perseverance that truly set them apart. Their achievements reflect the culture of excellence we nurture at Melbourne Grammar School.”

Mr Grutzner also noted the variety of subjects in which the students excelled, showcasing the diverse interests of the student body and the strong academic support across all disciplines at the School. “It’s gratifying to see success in such a wide range of areas,” he added.

He further highlighted the achievements of Albert Chen and William George, who both started their education at Melbourne Grammar School in Prep. “Their success demonstrates the solid educational foundation provided throughout their journey at our School,” Mr Grutzner said.

These awards underscore the dedication of Melbourne Grammar School students and the high-quality education they receive, setting them up for future success.

A high achiever sees the rewards of consistent effort

Recently home from a five-week internship with a New York investment fund, and one of only 23 students who received the Premier’s Top All-Rounder VCE High Achiever award this year, Teddy Stewart (OM 2023) emphasises that his success is due to consistency and structure.

“When I entered Melbourne Grammar School as a boarder in Year 9, I felt I was behind academically but that changed due to the teachers and the support they gave me,” Teddy says. “Being at this School developed my work ethic and gave me opportunities to find what I truly enjoy. I now feel like someone who can go out and explore the world. Without that holistic education, that wouldn’t be possible.”

LOOKING BEYOND THE HIGH SCORE

Teddy received an ATAR of 99.80, placing him in the top 1% of students in the State. He also received a perfect score of 50 for Legal Studies. Despite these significant achievements, Teddy says his time at the School taught him more than how to excel academically.

“Melbourne Grammar helped me develop as a person, not just as someone who could get a good ATAR,” he says. “The School encourages integrity and respect, in your relationships and in your studies.”

Teddy also attributes his academic success to the strong routines embedded in life in the boarding house. “Boarders seem to do very well academically, because of the routine, the collaborative environment, and the personal support from the boarding tutors,” he explains. “I loved having people to bounce ideas off, and to be able to get help from tutors when I was struggling.”

As a member of our School’s triple premiership winning First XI Hockey team across all three years, Teddy says the demands of training were another factor in helping him focus. “I had to think about how I was going to structure my week to fit everything in,” he says. “It was special to be part of such a successful team.”

GRATITUDE FOR LONG-TERM SUPPORT

Now working part-time at the Australian Foundation Investment Company, Teddy’s week involves talking to the CEOs of some of the largest companies on the ASX. He is also studying Commerce at the University of Melbourne, with guaranteed entry into Law when he completes his undergraduate degree.

which was the reason he was able to attend Melbourne Grammar.

“It’s amazing for someone to be so generous as to support someone they’ve never met,” he says. “I hope that I’ve contributed to the School as he would’ve wished.”

Celebrating our Paris Olympians

Once you do see success, you might attract a lot of attention, but never forget the people who were there for you at the beginning – your family, friends, coaches, teachers, classmates and mentors. Jess Morrison OAM (OM 2010)

This year we saw Melbourne Grammar’s largest-ever Old Melburnian contingent competing in the 2024 Paris Olympic Games. For these elite athletes, representing Australia at this level is the result of years of physical and mental preparation. As a community, we celebrate their success, talent and commitment.

ADDING TO OUR OLYMPIC HISTORY

Bringing home a bronze medal from the Women’s Coxless Pair rowing final, triple Olympian Jess Morrison OAM (OM 2010) and gold medallist at the 2021 Tokyo Olympic Games, is now one of our School’s most decorated competitors. The final itself held a nail-biting conclusion, with the Australian team only overtaken by Romania at the finish line to come in third by 0.57 seconds.

Reflecting on her experience, Jess said it was seeing family and friends in the crowd as she and crewmate Annabelle McIntyre stepped onto the podium that meant the most. “There was something really special about that moment,” said Jess. “I felt proud to represent my country and all the people who have supported me, right from the beginning.”

Jess’ advice for aspiring Olympians is to maintain both patience and gratitude on the long road to success. “This takes time, dedication and persistence, and the path isn’t linear,” she says. “Once you do see success, you might attract a lot of attention, but never forget the people who were there for you at the beginning – your family, friends, coaches, teachers, classmates and mentors.”

STEPPING UP AT THE LAST MINUTE

This year’s Olympics also saw strong performances from rowers Fergus Hamilton (OM 2017), Tim Masters (OM 2009) and Jack Robertson (OM 2016). Rowing together in the Men’s Coxless Four, these Old Melburnians placed second in their heat with the fifth best time across all boats, and sixth in the final.

“Our Coxless Four team were great to row with,” Tim added. “I’m sure Jack and Fergus will go on to make both the School and the country proud in the future.”

In the hours before the Men’s Eight final, dual Olympian Tim Masters was also asked to step in to replace an ill team member, rowing with a crew he’d never trained with before. “I really didn’t have much time to think about it,” Tim said. “I just had to try to blend into the crew as best I could during the 36 hours I had before the race.” This crew also placed sixth in the final.

Despite his best efforts, high jumper Joel Baden (OM 2014) did not progress beyond the qualifying round in his event.

Writing in collaboration opens up new worlds

With a winding career path that includes stock broking, a role with an oil company, comedy writing, and children’s literature, David Lawrence (OM 1981) has always found joy in collaboration. “There’s been a lot of luck in my career, as well as persistence,” he says. “Through it all, I’ve consistently found that working with other people makes your own work better.”

FROM FINANCIAL ANALYSIS TO CHILDREN’S LITERATURE

Having started out working as a financial analyst in an oil company, David knew his job wasn’t aligned with his passion. When the company entered a sketch comedy competition for employees, he saw an opportunity for change.

“I thought I could write a funnier script than the one we’d entered in the competition, so I sat down that night, wrote my version, and sent it off our advisor – TV comedy legend Mike McColl-Jones,” David explains. “Mike wrote back and told me: ‘You should be writing for TV.’ On the strength of that, I resigned from my job at the oil company and started working in comedy.”

Corporate hoaxes, stand-up comedy, comedy festival shows and multiple roles writing for television all followed. Then, a chance meeting with Australian netballer and sports commentator Eloise Southby-Halbish led to David’s next collaboration, writing the children’s book Anna Flowers. It tells the story of a young girl adapting to a new environment through the lens of netball.

“No one had told me how to write a book, but I really enjoyed the process of working with Eloise,” David explains. “The publisher came back and suggested I write another book focusing on AFL. When asked about which AFL star I would like to work with on it, I immediately thought of Hawthorn legend Cyril Rioli so he became my collaborator in the writing of the Fox Swift series.”

Working with Rioli turned out to be transformative for David, who was invited to visit Rioli’s home in the Tiwi Islands to talk to school children about literacy.

“That whole week really did change my life,” David says. “I realised how little I knew about First Nations Australians and their culture.”

A LIFE-CHANGING COLLABORATION

From that point, David began working with the Indigenous Literacy Foundation to involve students from the Tiwi Islands in a unique literacy project. David served as a mentor for a small group of girls who, in a week-long workshop, wrote, illustrated, published and launched their own book.

“They came up with a story about a young Tiwi girl who wanted to make it in the AFLW, and the book, ended up becoming a series that’s being sold around the world, each written by a different group of students,” David says. “The kids get to see themselves in the book characters. The look of pride on their faces when they unbox the books is one of the most special things I’ve ever seen.”

David has also created the series in partnership with Basketball Australia, and remembers writing his first stories about sport as a Melbourne Grammar School student. “There are a lot of reluctant readers out there who are very sporty, and want to read about their heroes,” he says. Writing about that with humour, and talking about themes like sharing your problems and relying on others – it’s a great way to get a reluctant reader interested.”

Through it all, I’ve consistently found that working with other people makes your own work better.

David Lawrence (OM 1981)

Alongside his writing work, David is now also a member of Melbourne Grammar’s First Nations Program Steering Committee. “Working on the Committee has been a joy,” he says. “Seeing how the School has changed in this area and the success of the First Nations students at the School is really inspiring.”

The latest book in David’s most recent children’s book series, Finn and the Pen, will be published in March next year. “The message of this series: Do the hard work, but also, rely on your friends – you don’t have to do it all on your own.”

Making the most of every opportunity

As an award-winning author who balances writing with a career in law, Steph Vizard (OM 2007) has mastered the art of working with whatever time she has available. “My advice to aspiring writers is not to get overwhelmed by trying to find the perfect time to write,” she says. “You can build a lot of momentum by just sitting down regularly, for a short time, every day.”

THE PATH TO THE FIRST NOVEL

Having won the sought-after HarperCollins Banjo Award for her first book, The Love Contract, in 2022, Steph traces her path to publication back to a key moment in her pre-teen years.

“I can remember exactly when I fell in love with writing,” Steph says. “I’d borrowed one of my mum’s books – a book that might have been referred to at the time as ‘chick lit’. It opened my eyes to the fact that it’s possible to spend 600 pages writing about a woman’s life, and to do it in a funny, clever way. From that point on, I was hooked.”

With a Bachelor of Arts in literature from the University of Oxford and experience working at Hardie Grant’s London office, Steph enrolled in a three-month novel writing course to hone her craft. “Two nights a week we would meet and workshop each other’s writing and on another we would hear from an established author,” she explains. “It was at that point I realised how much there was to learn about what makes a good book.”

The Love Contract came together after Steph completed a second writing course during her first period of maternity leave. “I had a creative burn to tell a particular story,” she explains. “The Love Contract looks at themes of single parenthood and community support. It’s the story of a woman determined to do everything on her own who eventually realises how difficult that is.”

“I don’t think it was until I had my daughter that I became truly committed to writing my first novel,” Steph adds. “I started thinking about what I wanted to show her, and I realised I wanted my daughter to know it was possible to follow a creative passion and see it through.”

LINKS BETWEEN CAREERS

Steph’s qualifications also include a Juris Doctor degree from the University of Melbourne. Steph says that while her legal work as a solicitor doesn’t involve the same creativity with language as writing fiction, there is a strong overlap between her professions.

“I love that there are no limits with fiction, but at the same time, many of the same principles of good writing apply to both writing a novel and putting together legal advice,” she explains. “So much of being a lawyer is about communicating well. If you can communicate your ideas succinctly, you’re much more likely to succeed.”

Steph says her time at Grimwade House is a part of her present beyond the many close friends from that time still in her life today. “I learned to have a go at things,” she explains. “Even if I wasn’t great at what I was doing, there was that culture of taking every opportunity to try something new and I think I have taken that with me throughout my life.”

Steph Vizard’s top five tips for aspiring authors

Story comes first. Everything else follows from a great story.

Write whenever you can. Don’t wait for the perfect time.

Find ways to keep learning your craft. This will keep you motivated.

Seek out a community who will support you and give you honest feedback.

Find a genre you love and embrace it.

A lifelong passion shapes Australian art history

Dr Mark Cabouret (OM 1971) has had what could be described as a dual career. Having read Zoology, Psychology and Medicine at the University of Melbourne and Royal Melbourne Hospital, he commenced training in psychiatry at Prince Henry’s Hospital in 1983.

Mark is also a passionate ornithological art historian and collector and coincidently embarked on an almost uninterrupted program of research, becoming the world expert on the lives and work of four of Australia’s most important early ornithological artists – Neville Henry Cayley (1854 – 1903), Neville William Cayley (1886 – 1950), Alice Rochfort Cayley (1889 – 1960) and John Mitchell Cantle (1849 – 1919).

PROTECTING AN AUSTRALIAN ARTISTIC LEGACY

Mark developed his passion for the natural world as a child growing up at Mount Macedon, where he spent much of his time exploring the bush. “The forest was where I learned to observe, listen, and understand,” he says. “My mother taught me to look for patterns without a prejudicial view. That attitude has informed my life, not only in my research into the art and literature of Australian ornithology but also in my work in medicine.”

Acquiring examples of the meticulous watercolours of Australian birds by Neville Henry Cayley, he experienced a sense of recognition. “There was such a sense of resonance with what I knew as a child,” says Mark. “Cayley had been dismissed by art historians and in turn the public as an ‘itinerant alcoholic’ who dashed off paintings of variable quality. Intuitively, I sensed there was much more to his story and myth had eclipsed reality.”

Undaunted by lack of training in fine art, Mark felt confident that scientific integrity guiding research based on primary source material rather than speculation and retailing other authors’ opinions would speak most eloquently in revealing the artist and his work.

“I believe in undertaking intensive research into my subject and collecting everything that is relevant to promoting the aims of that research,” he explains.

Mark’s research has been entirely selffunded, and he remains as inspired by discovery today as at the outset 40 years ago. His work has been published by the State Library of Victoria, international journals and by the Australiana Society Inc in Sydney and in December 2014, he established his own publishing house of NATURALISTES ET CHASSEURS which produced his monograph on the virtually unknown history of Neville Henry Cayley in Victoria.

In October 2023, the Australiana Society Inc published their inaugural monograph being Mark’s deeply researched account of John Mitchell Cantle, Australia’s first native-born ornithological draughtsman. The work includes nearly 700 illustrations, the vast majority derived from Mark’s own reference collection. He also designed every aspect of the production demonstrating remarkable innovation in rendering both text and images accessible and inspiring.

The energy and determination needed to locate, identify, validate and where possible acquire each artwork was only possible through Mark’s steadfast focus referred to in the Foreword written by Christine E. Jackson FLS, internationally acclaimed doyenne in the history of ornithological art and literature.

Dr Mark Cabouret has re-instated four Australian artist-naturalists: Neville Cayley, both father and son, Alice Cayley and now John Cantle. He has achieved this by his enthusiasm, deep and long research and total commitment over many years to his ambition to see these people given their proper place in Australian natural history. Dr Cabouret’s achievement stands alongside theirs, so that this detailed account of Cantle stands as a testimony to both men.…

Mark has six major publications well towards completion, those dealing with Neville Henry and Neville William Cayley, author and artist of the best-selling reference book What Bird Is That? A guide to the birds of Australia published in November 1931 as well as other important handbooks, currently amounting to 4,500 pages each in draft and calling on nearly 5,000 references. Mark has enjoyed the unqualified support of the Cayley family from the inception of his research.

Mark sees his research and work in psychological medicine as entirely complementary, each informing the other and both guided by openminded enquiry towards the shared benefit of greater understanding or insight. In November 2017, Mark combined these two areas of expertise in a substantially autobiographical account, Considerations on the psychology of collectors and collecting

The following excerpt offers insight into Mark’s own motivation within his ornithological work and desire for his collection to remain intact into the future:

...Ultimately the distinction between the 'unhealthy' and 'healthy' collector is based on whether the activities of the collector are selfishly for themselves or altruistically for the benefit of all...

The ‘healthy’ collector ... celebrates the creative achievements of others and their selfless attachment to their collections takes the form of sharing and ultimately passing on their collection to others or a public institution for its safeguard into the future...

“It’s taken a lifetime to create a seriously significant collection of art, the largest and most comprehensive ever assembled by these four artists,” says Mark. “As a collector, I see myself in a curatorial capacity, taking care of these physical objects. I collect for a purpose which is to create a vast reference collection which generates questions and helps to find the answers and in turn to create and promulgate new knowledge. I have done it to demonstrate the value of what the artists have contributed to Australia’s cultural heritage.”

How does this interest influence Mark’s day to day life? “Wherever I am, birds add a very welcome sense of continuum,” he says. “My patients in my waiting room in Collins Street see Rainbow Lorikeets come to my balcony along with six other endemic species while Peregrine and Little Falcons, Sulphur-crested Cockatoos and Yellowtailed Black Cockatoos and corellas as well as kookaburras, magpies and Grey Currawongs, Wood Ducks and Black Ducks are also visible there in the city. No matter where I am, I am never far away from nature.”

A technological transformation in the art classroom

Senior School Head of Creative & Performing Arts Dr Matthew Perkins examines the relationship between artistic practice and emerging technologies.

To talk about the intersection of art and technology, we must define what “technology” means in an artistic context. We could perhaps argue that even the humble paintbrush is a kind of artistic technology, but I tend to view technology in art as encompassing tools that have transformed artistic practices more recently such the camera, video and, of course, the computer.

For young people today, escaping the influence of technology is nearly impossible. Whether it's through communication, capturing moments through photography, or engaging with digital platforms, technology permeates nearly every aspect of their daily lives. It is a natural evolution for students to consider the creative potential of these tools in the art classroom.

Today, nearly every art student has daily access to a laptop and a smartphone, and artificial intelligence (AI) which is no longer just a buzzword but a powerful force reshaping how we do things in the world, is starting to influence art practices.

THE INTERSECTION OF TRADITION AND CHANGE

When we look back over the history of art, we can see how each new technology has shaped the creative traditions. In the 1970s, for example, artists began using video as a way to challenge the status of art as an elite, exclusive practice. Today, in a world where digital tools are part of our everyday lives, attempting to keep them out of the art classroom is counterproductive because electronic visual language is part of student’s everyday experience.

Also, new technologies can assist our creative practice without diminishing traditional forms. Those students who find that painting is their passion must of course be supported to pursue excellence in that medium. But when we open our artistic toolbox, we need not ignore all the additional tools that are now available to us, down to the astoundingly powerful computers we carry around in our pockets, our mobile phones.

I believe students need to experience creating works of art using traditional tools, as well as to experience how new technologies can enhance traditional methods or be utilised in their own right. The question for a student then becomes: Where can I draw on the tradition, and where can I use new tools to create thought-provoking contemporary works of art?

HOW EMERGING TECHNOLOGIES ARE CHANGING THE ART LANDSCAPE

Over the past few years, we have witnessed a significant acceleration in emerging technologies, and this requires us to consider their place in artistic practice. In my classroom, we are already using tools such as 3D printers, ChatGPT and Adobe’s generative AI tool Firefly to ask questions and discover new ideas. These tools can both enhance productivity and be used as idea generators that can offer new perspectives for artists to respond to. That is not to ignore the challenges of AI, which are at the forefront of our discussions.

Again, none of these technologies should diminish the value of traditional skills such as drawing, painting, and printmaking in any way. Students with a particular aptitude or interest will always be encouraged to pursue the aspect of art they love, whether they wish to be a digital artist, a sculptor, or a ceramicist. All these media are simply additions to our artistic toolbox that invite new creative opportunities.

In everything we create, the meaning we convey – what we aim to communicate to the world – is what truly matters. The student's unique voice is at the heart of their artwork.

For the student-artist, it is crucial that any new tool is used to encourage complexity in thinking, so that the resulting artwork offers multiple readings and messages.

Above all, whether art is something a student decides to pursue long-term, or something they engage with only during their education at school, each classroom experience should reinforce the fact that engagement with art has lifelong value for us all.

About Dr Matthew Perkins

Dr Matthew Perkins is the Senior School Head of Creative & Performing Arts at Melbourne Grammar School. He has been an educator and researcher in screen and digital media for over 25 years. His previous roles include Photomedia Studio Coordinator and Fine Art and Visual Arts Course Coordinator at Monash University.

More recently, he has worked as Learning Technologist, Instructional Designer, Head of Art (Middle Years) and Head of Technologies at Melbourne Girls Grammar School.

Matthew completed his PhD in 2018, specialising in curatorial practices and digital media, and was awarded Best PhD by the Art Association of Australia and New Zealand.

An ancient technology sparks curiosity at Grimwade

At Grimwade House, our Upper Primary art classes extended their printmaking practice to include age-old printing press techniques, resulting in new discoveries and more opportunities for self-directed learning.

“Alongside building digital literacy through using ICT in the Studio, it’s important for students to understand where our artistic practices have come from,” says Grimwade House Art Teacher Loz Verde. “By using traditional Art-making methods such as our new printing press, and trying out hand printing techniques, students become kinaesthetically engaged in their learning. We’re seeing how this promotes both curiosity and a deeper investment in what they create.”

THE POWER OF STUDENT-LED DISCOVERY

Across Years 4 to 6, Grimwade House students are learning various types of printmaking practices: relief printing and intaglio. While relief printing involves carving away at a material, such as lino or wood, to create an image that can be transferred onto a surface, the intaglio process creates an image by etching or scoring, allowing ink to penetrate those impressions, then transferring that ink onto another surface.

“These are powerful tools for our young artists,” says Loz. “They can now not only envision an outcome, but compare the effects of different materials, then extend on what they’ve learned. It’s been wonderful to see the amazement on their faces as an image starts to emerge.”

“Seeing our Upper Primary students lead their own learning through this curiosity has been a highlight for me,” Loz adds. “The students are now running demonstrations for their peers and sharing their discoveries with each other, which becomes another extension of their learning.”

HOW MISTAKES CREATE LEARNING POSSIBILITIES

Loz explains that today, pedagogical research suggests that there are times when it is appropriate to omit explicit modelling and outcome-directed tasks in favour of allowing time for experimentation.

“Printmaking builds gross and fine motor skills, as well as holistic thinking skills. In bringing artworks to fruition, students further develop critical, divergent, and sequential thinking –essentially thinking like an engineer,” Loz explains. “At the same time, the nature of printmaking means it’s necessary to make mistakes in order to learn. As in any learning journey, the mistakes are as important as the successes.”

“When the children are engaging in creative practices, I don’t touch their work,” Ms Verde adds. “My role is to facilitate their growth, development, and expression of thoughts and understandings. This is about their discoveries in everything from learning how much pressure to use when printing, to how they will communicate their ideas artistically.”

Collaborative pieces are next on the agenda for our Grimwade House artists, with our Year 6 students working towards a large-scale printed work to be displayed at their graduation.

“This is an opportunity for students to celebrate what they’ve learned and their time in the Art Studio,” Loz says. “I think it’s very special that, within a primary school, we have the resources to create these kinds of artworks, and I want to share that with our community.”

In sharing and navigating the use of the printing press, children are continuing to build their capacity to work positively and productively in groups as well as expanding their problem-solving and interpersonal skills.

Taking Design Technology beyond the workshop

As early as Year 10, Steph Porrino knew she wanted to be a teacher. “I was sure I wanted to teach Design Technology in particular,” says Steph, Head of Design Technology in the Senior School. “The teachers I had were so inspiring to me. I saw what they were doing and thought: ‘I want to do that.’”

STUDENTS FINDING NEW OPPORTUNITIES

Now teaching students across Years 8 to 12, Steph says she enjoys seeing students discover a new area where they can excel. “For some students, the workshop is the place where they thrive,” she says. “Like me, they like working with their hands and here they can learn to design and create an object that’s truly impressive. This gives them a career path they might not have previously considered.”

“I get so much enjoyment out of seeing how each student tackles a design challenge,” Steph adds. “I always make my own demo or mock-up when I create a new project for students, but it means a lot to me to see how different one student’s solution will be from mine and each another’s.”

CONNECTING THE WORKSHOP TO THE BOARDING HOUSE

Having worked in boarding houses while teaching overseas, taking on a role as a boarding tutor at Melbourne Grammar School alongside her teaching role was a natural fit, and Steph is finding ways to introduce more boarding students to design technology.

“I’ve started running weekend workshops for boarders who want to improve their skills, and we’ve also set up a 3D printer in the boarding house for students to try out,” she explains.

“With my Year 10 Tutor Group, we’re planning to make a coffee table for our House room,” she says. “I’ve also worked with boarding students to create a world map, laser cut from cork, which lives in the boarding house. The boarders are using it to pin up a picture of themselves and show which part of the world they’re from.

“It’s been wonderful getting to know the students in a different way than I would as a classroom teacher. The boarding community is like a big extended family.”

A GREAT PLACE TO WORK

Alongside her teaching and boarding tutor roles, Steph is also involved in basketball and volleyball coaching, and offers Design Technology workshops which are available to all Senior School students. “Every Friday lunchtime, I make sure I’m in the workshop so students can come in and work on their own projects under my guidance, even if they are not formally studying Design Technology at the time,” she says. “I live and breathe teaching, so I want to take on every opportunity I can.”

“What I love most about Melbourne Grammar is how interested the students are in learning,” Steph adds. “We have a culture here that allows us to get the best out of everyone. Of course, the facilities we have here are also amazing. We get to use industrial-grade equipment, so if a student comes in with a really grand idea, we can probably make it happen. But it’s the sense of community that’s really special.”

About Steph Porrino

Steph Porrino holds a Bachelor of Technology Education from Griffith University. She has worked in government and independent schools in Australia and overseas since 2008 and came to Melbourne Grammar in 2018. She was appointed Head of Design Technology in 2023.

About Design Technology

Design Technology applies design thinking to address problems and transform ideas into solutions, often using “resistant materials” such as timber, metal, and plastic.

At Grimwade House, students learn the foundations of the design process design brief: research > design > test > produce > review, which might involve using cardboard to create prototypes, or using coding to design a digital solution to a problem.

At Wadhurst, students learn how to navigate a workshop, including core safety principles, and move towards their own product design projects. At the Senior School, students have the opportunity to refine their skills and take on large-scale projects with a greater level of independence.

Artist-inresidence shares new perspectives on success

As Melbourne Grammar’s latest Artist-in-Residence, painter and sculptor Nadine Christensen says she has been struck by the openness, curiosity, and enthusiasm of our Senior School students.

“I’ve been impressed by their willingness to try, even when they’re uncertain about the results,” says Nadine, who has been working with students two days per week over a six week period. “I’ve found them to be extremely astute in their questions –they’ve really led our conversations.”

ENCOURAGING OPENNESS IN THE CLASSROOM

Nadine has led classes with Year 9 and 10 students, and has had her own work area within the Year 11 and 12 studio space so interacts with these students in a less formal manner. Throughout her residency, she says she has been able to progress her own practice as well as share knowledge and experience with our student-artists.

“Melbourne Grammar already has active artists working as teachers, and I see myself as being able to offer one more perspective,” Nadine says. “I’ve been delighted to have individual chats with the Year 11 and 12 students, discussing their creative progress, talking about how to manage deadlines, and sharing what I know about the work of curation.”

“In my own practice, I try to stay open and porous,” Nadine adds. “I want to expose new ideas and explore new possibilities, and that’s led me to uncover aspects of my work I didn’t know were there. That’s the approach I want to share with these young artists.”

MULTIPLE MOMENTS OF ARTISTIC SUCCESS

Nadine emphasises that the process of art-making is often non-linear, and that sharing this with students has been particularly satisfying.

“What I’ve relished has been unravelling the step-by-step approach to show that an artwork can have many moments of potential completion,” she explains. “For example, in some classes, we’ve been starting a project with collage, then moving through other techniques, and ending with painting. For some students, the best result might be the final painting, but for others the most successful work may have been the collage we began with.

Melbourne Grammar already has active artists working as teachers, and I see myself as being able to offer one more perspective.”

Nadine Christensen

I hope I can open up the possibility of finding success at different stages, not just at the very end.”

“I have really benefited from being here at Melbourne Grammar,” Nadine says. “The time to work on new drawings and the conversations I've had with staff and students will continue to inform my work.”

With the introduction of an additional visual arts subject – Design – at Wadhurst, our Year 7 students are gaining skills that will support future study and encourage more conscious interactions with the digital world.

“We’ve created this subject to formalise the study of digital art within our creative arts curriculum,” explains Wadhurst Visual Arts Coordinator Sam Sharpe.

“It’s a hybrid of visual communication design – also referred to as graphic design – and media, and it recognises that while traditional art making skills are still a vital part of what we teach in our other visual arts subjects, our students are now learning in a digital-first world.”

FROM FIRST-TIME DESIGNERS TO DOCUMENTARY MAKERS

With a new Mac lab to support their studies, our Year 7 students are examining how brand identities are created, analysing digital imagery, using tools such as Adobe Illustrator and Photoshop to create products based on client briefs, and taking on their first video projects.

Extending visual arts at Wadhurst

“By creating very short videos, students learn the basics of lighting, sound, editing, and special effects,” Sam explains. “This leads up to their end-ofyear project, where they’ll create their own short documentary film.”

Along with building new technical skills, Sam says working on design projects such as these also enhances students’ ability to work in a group, and to consider whether their creations meet the needs of others.

“Because our design projects are based on a client brief, our students learn how to factor in other people’s requirements,” Sam says. “We extend all these skills in our Year 8 design elective, which is focused on environmental design. And, if students choose to study design and media subjects at Senior School level, they’ll already have the basic technical knowledge they need.”

BECOMING ACTIVE, AWARE CONSUMERS

By studying all these aspects of visual design, young students have the opportunity to learn how they might be influenced to take action based on advertising and other digital content.

“They come to see how images can be manipulated, and how the way a piece of information is presented might be aimed at getting them to take an action,” Sam says. “By learning how this content is actually created, they’re going from passive consumers to people who are aware of how the media influences them.”

“As with all our visual art subjects, design teaches students that creativity involves various stages,” Sam adds. “They understand that there’s a process, from getting that first idea, to trying out different methods, and eventually creating a final product.”

Shades of success across the Centre for Humanities

How much does colour impact your life? Your ability to focus? Maybe. Your mood?

Almost definitely. But what about how your brain holds and makes sense of information… or even, your capacity to learn?

From the very beginning of a student’s journey at Melbourne Grammar School, their learning environment is tailored to bring out their best.

Hidden in plain sight, the School’s use of colour is engineered to signal and cue responses that can focus a student’s attention when it matters most.

A CONSIDERED PALETTE

Colour becomes a subtle way of ramping up and ramping down stimulus as you move through the School, and if implemented correctly, can become an important tool for how students begin to categorise things in their environment.

Students at Grimwade House are treated to classrooms bursting with primary colours.

As students get older, they become more sensitive to subtleties; as they get to Wadhurst and then Senior School, they’re immersed in blends and lighter pastels.

Humans are emotional animals, and different colours engender different emotions.

The sculptural simplicity of the Geoff Handbury Science and Technology Hub makes use of stark yellows amidst a sea of grey – holding a mirror to the sense of discovery and breakthrough we can experience when exploring and understanding the natural world through observation, experimentation, and theory.

Later this year, the School will break ground on the new Centre for Humanities, planned to open in late 2026.

Concept design for the Centre for Humanities uses colour to illustrate the flow of disciplines throughout the building.

Students’ ability to grasp subjects like Philosophy and English underpins much of how they make sense of the world around them.

The Centre for Humanities needs to do more than just hold students’ attention – it needs to light their imagination.

With new facilities for the teaching of English, Philosophy, History, and Media Studies, the Centre has been designed from top to bottom with students and teachers in mind, including its colour palette.

Level 3

Expansive, sky blues for open thinking and creativity

Level 2

Natural and joyful colours celebrating the living world

Level 1

Vibrant green canopies that capture the spirit of our natural environment

Ground

A warm landscape built for community

Lower ground

Deep tones, embedded in the earth, to promote focus and calm

Working closely with current students, the architects are using the power of storytelling to nurture students’ creativity. And the story, quite fittingly, is one of history.

In contrast to the crisp and immutable palette of the Hub, the Centre will utilise tones and light pastels evocative of classic, native, Australian bush colours.

From the lower ground of the building, up through the earth and ultimately looking up towards the sky, the Centre’s colours are rooted in natural imagery – notably Australia’s national flower, the golden wattle ( Acacia pycnantha).

Philosophy will occupy the rooms around the Caldera, the lively heart of the building and a place for students to come together, wrapped in warm timber.

History, Geography, Classical Studies and Politics are underscored by vibrant green canopies that celebrate the natural environment.

English is explored across the uppermost levels: joyful blues and yellows framing uninhibited outdoor views to encourage open thinking and creativity.

Ultimately, the Centre for Humanities will do more than educate – it will ignite the imagination of every student who

Building connections on and off the field

Melbourne Grammar School Sport Administrator, boarding tutor and former professional AFL boundary umpire Shane Thiele says his connections with students have been central to all his roles at the School.

“I’m very proud of the relationships I’ve developed with students, and the fact that many of them keep in touch even after they leave the School,” Shane says. “I think it’s these connections between staff, students, and others that set our boarding houses and our School apart.”

ENCOURAGING BALANCE WITH BOARDERS

Shane began at Melbourne Grammar in 2014 and is currently responsible for the APS Sport arrangements across all our campuses. He became a boarding tutor in 2016, beginning with students in Years 9 and 10. He is currently a Year 12 tutor in Perry House.

“I’ve always cared about the students I work with, but I’ve found the older students really rely on us as they start to take on adult responsibilities,” Shane says. “I try to make sure they balance their academic commitments with all the other opportunities that are available to them. Getting to know them over the years, I have a good sense of what each student needs. It’s very satisfying to see where they’ve come from, and where they are now.”

Shane’s young family live with him on campus as part of the boarding community, and he says this only adds to his enjoyment of the role.

“My kids have grown up with the boarders, and my wife Claire has made 61 birthday cakes for students during our time at Melbourne Grammar,” Shane says. “We all feel part of it, and I think that extended sense of family benefits the boarders, too.”

ONGOING CONNECTIONS THROUGH AFL

Shane, who recently retired from AFL boundary umpiring after 309 games over a 16-year career, says this role has provided yet another way to connect with the boarders at the School.

“For many students, AFL or sport in general, is their thing or, if not, it’s often still part of their life,” he says. “It’s been great to have a talking point through which we can strengthen our relationship and build trust.”

Over the years Shane has umpired many games involving former boarders. Just this year he shared the field with Toby Bedford (OM 2018), GWS Giants; Sam Berry (OM 2020), Adelaide Crows; Campbell Chesser (OM 2021), West Coast Eagles; Tom Hawkins (OM 2006), Geelong Cats; Alex Keath (OM 2010), Western Bulldogs; Ben Long (OM 2016), Gold Coast Suns; Zach Merrett (OM 2013), Essendon; Steven May (OM 2010), Melbourne; Ryley Sanders (OM 2023), Western Bulldogs and Charlie Spargo (OM 2017), Melbourne, along with other former day students at the School.

“In my last game, Ben Long gave me a thumbs up and congratulated me on my retirement from AFL umpiring,” Shane says. “There were lots of boarders watching in the crowd, too, and being able to share that moment with them was fantastic.”

“Even though I won’t be umpiring AFL games any longer, I’ll still be involved in the AFL and AFLW industries, so I’ll be continuing to share my inside knowledge with the boarding students who are interested in that.”

Raising Rarity at Grimwade House

WHAT

This year, the Grimwade House Science Service Team is working with the Royal Botanic Gardens (RBG) to take part in the Raising Rarity program. This program intends to help conserve endangered plant species in Victoria.

WHY

The Swamp Everlasting is also known as the paper daisy because of its large yellow flower. Sadly, it has become endangered in Victoria because the land being used for agriculture has resulted in the reduction of wetlands in Victoria where it thrives, as well as climate change and invasive plant species.

HOW

We met with the staff at the RBG and learnt about how to care for the Swamp Everlasting. We have planted seedlings provided by the RBG outside the Digitech room. The Science Team is helping these plants grow at Grimwade by using the tools given by the RBG. We carry out regular soil testing, check for weeds and make sure the plants have enough water.

Our plan is that once the plants have grown, we will be collecting seeds and returning them to the RBG so they can grow the Swamp Everlasting as well and place them in the Seedbank.

REFLECTION

My involvement in the Science Team has enabled me to get involved in programs like Raising Rarity. The opportunity is a great way for collaboration with other people both at school and outside the classroom. It is enjoyable to know I have been able to help make a difference in the conservation of endangered plants.

Ethan Fok, Year 6

Member of the Grimwade House Science Service Team

Step 01

Travel to the Royal Botanic Gardens. Meet and learn from Raising Rarity staff.

Step 03

Care for the seedlings, and monitor the soil condition, water levels and more.

Step 02

Plant seedlings at Grimwade House under the guidance of Royal Botanic Gardens staff.

Step 04

Harvest the seeds from the grown plants and give them to the Royal Botanic Gardens.

New options transform Wadhurst House activities

The House system is a core aspect of the Wadhurst pastoral care program, providing structure and belonging for our Year 7 and 8 students. Recently, the Wadhurst House activities program has been expanded to offer an even greater emphasis on connection and respect for others through a wider range of activities.

“Inter-House sport is still very much part of our schedule, but we’ve also introduced other options to widen the opportunities for students to connect with others, discover strengths, and support their own wellbeing,” explains Deputy Head of Wadhurst Rob Mann.

CHANGES TO CREATE STRONGER CONNECTIONS

Thursday afternoons each fortnight are dedicated to the Wadhurst House activities program.

Traditionally the focus was on a range of competitive sport including tennis, football, cricket and basketball which all students still regularly participate in. These activities are now complemented by options such as art, chess, boxercise, and cultural dance classes at other times.

House-based activities at Wadhurst go beyond the fortnightly program to include camps, service learning, and inter-House competitions in the arts and at sports carnivals.

Inter-House singing and lunchtime debating competitions also occur, along with social and emotional development workshops, leadership workshops, and bespoke sessions run by our Heads of House.

“The Year 7 cohort is drawn from around 75 different primary schools and brings together 200 students, many of whom are new to Melbourne Grammar School; this means we must intentionally foster their connections with one another,” says Rob. “We find that there are benefits for parents, too, who will often create opportunities to connect with other House families through aspects of our program.”

BUILDING A STRONGER STUDENT VOICE

Weekly assemblies are another important component of the pastoral care program, with each House taking turns to lead the Friday assembly, focused on a theme of their choice.

“Assemblies have been a really rich way to increase the role of the student voice in what we do at Wadhurst,” says Rob. “Students are responsible for everything, from writing the script to finding an MC. The Year 7s ran a great assembly recently on personal care and respect for each other. It’s amazing to see them step up and find their confidence.”

“Early adolescence is a time when peer approval is critical,” Rob adds. “Across all these activities, the House system gives students a community where they can find their people, address any concerns they might have, and build the skills and confidence they need to take their next steps.”

Your in v i ta t ion : 2024 Symphony Orchestra Australian Tour

You are invited to a special event.

The Melbourne Grammar School Symphony Orchestra is touring Australia from north to south in December 2024 and everyone is welcome to attend.

Travelling from far north Queensland and down through outback New South Wales, the Orchestra will perform for audiences in seven regional locations.

Members of the School community as well as their extended families and friends are invited to attend a concert not to be missed.

Our talented musicians will showcase their skills in concertos by Berlioz, Brahms, Dvorak, Mozart and Rachmaninov. These entertaining programs will include Australian works written for the orchestra, music from films including How to Train your Dragon and plenty of other classical favourites along the way.

TOUR SCHEDULE

Innisfail 9 December, evening

Townsville 10 December, evening

Bowen 12 December, evening

Sunshine Coast 14 December, evening

Armidale 16 December, evening

Dubbo 17 December, evening

Morundah 19 December, evening

Even if you are unable to attend a performance yourself, please support our students and pass this invitation on to anyone you know living in or near the concert locations.

Bookings are now open.

Visit bit.ly/symphony-orchestra-tour-2024

Students gain insights into our Parliamentary process

Matthew McComb, Year 11, reflects on the key elements that contribute to the successful development of parliamentary legislation.

The Victorian Schools Parliamentary Program (VSPP) brings together students from various schools to discuss a central topic relevant to modern education.

The topic for Melbourne Grammar School’s 2024 VSPP event was whether the Australian government should regulate social media use for young people and, if so, how?

Students from the Star of the Sea College and Mac.Robertson Girls’ High School joined us as we explored the comparative importance of freedom of online expression and the protection of youths from harmful content.

At the beginning of the day, we heard from three current members of Victorian parliament, who represented both major political parties – Tim Richardson, Parliamentary Secretary for Mental Health and Suicide Prevention, James Newbury (OM 1995), Shadow Minister for Equality, and Jess Wilson, Shadow Minister for Education. Each panellist, through their involvement in the education sector, acknowledged the significant role social media plays in our lives today.

A common theme expressed by the politicians was the difficulty of separating one’s personal opinions from those of their associated party – a struggle many of us faced in the second section of the day in which each student was randomly assigned to a small hypothetical party group (ranging from far-right libertarian to left-leaning progressive) to develop and later debate their party stance on the topic.

WHAT DID I LEARN?

The founding pillar of discussion-based learning is diversity. Grounded in students’ array of upbringings and life experiences, sharing unique reflections at events like the VSPP, foster an invaluable sense of collaboration, community, and inclusivity.

I saw first-hand that the value of having a wide range of perspectives being brought to the student parties could not be overstated, confirming the importance of having a parliament in which people from all walks of life and cultures are represented.

This is the case because it can shed light on otherwise neglected facets of the issue, and it enables the perspectives of more people to be considered when making decisions and party policy.

The student parties proposed carefully crafted legislation on social media regulation, in some cases forming coalitions with ideologically aligned groups. Importantly, each party had to consider the needs of their key constituencies, prompting internal debates.

Additionally, the legislation had to be voted on by all parties, some of whom held fundamentally opposing views on the same topic, so a level of compromise had to be reached. Hence, to take a bipartisan approach and reach an agreed legislative position on the day, it helped if the parties had considered a range of views in their internal discussions, rather than just those that suited the party.

The day was full of excitement, cooperation, and learning, reinforcing the power of building strong relationships inclusivity and sound public speaking skills as pillars of interdisciplinary success.

A lifetime contribution to Melbourne Grammar’s history

Over 37 years, Tim Morris (OM 1981) has made an extraordinary contribution to the life of Melbourne Grammar School, from his first role as a boarding tutor in his early twenties to his time as a sporting coach, Head of three Houses, and a valued member of the Senior School Executive.

He will retire at the end of this year.

FINDING JOY IN PARTICIPATION

Tim says he still remembers his first lesson as a Melbourne Grammar teacher: a double Year 11 Politics class. “Those 75 minutes felt like a long time, but I loved teaching right from the start,” he says. “My ambition was never to be a Headmaster, but trying to do the best I can for the students in my care has always been important to me.”

“I learned enthusiasm from my teachers when I was a student at Melbourne Grammar,” Tim adds. “From the moment I commenced in Year 7, I was advised to be as involved as possible – to be part of it all.”

Having clearly taken this advice to heart in his professional life, Tim’s roles have included Head of Bruce, Perry, and Morris Houses, Morris being his own House during his student days. He has also served as Head of Staff Development and been part of the Old Melburnians Council. All this alongside his work as Teacher in Charge of Athletics and Football, and Manager of 1st XI Cricket, where Tim has made some of his most significant contributions.

“I cannot stress how important his support for coaches and students has been,” said Deputy Headmaster & Head of Senior School Ben Hanisch when announcing Tim’s retirement. “Members of any team Tim was involved in respected his organisation, knowledge, and interest in their wellbeing.”

A GUARDIAN OF MELBOURNE GRAMMAR HISTORY

Having missed only one APS athletics final since 1978 and kept meticulous records of every result since 1991, Tim’s passion for our School’s sporting history is clear. “Some of the most exciting moments were the sporting wins, especially when we won our first athletics premiership in 48 years in 2010,” Tim says. “In football, my stand-out moment were the three premierships: in 1995, and especially when I was Teacherin-Charge in 2008 and 2013.

The 1st XI Cricket team’s undefeated run in 2022 was also a clear highlight.”

Tim plans to transfer his meticulous sporting records to the School Archives during the next few months, before beginning a new chapter. “I’m looking forward to spending time with my grandchildren, and playing golf, but seeing students and colleagues every day is something I’ll really miss,” he says. “As a teacher, I’ve had the opportunity to see what good people our students are, and it’s the relationships I’ve built with them that I’m most proud of.”

A quiet achiever farewells his “second home”

“Melbourne Grammar School has offered me many opportunities. I wanted to honour those I seized but also provide opportunities for others when I could,” says Mark Coleman, who will soon retire from Melbourne Grammar School. Mark joined the staff in 2001 and in the 24 years since he says that he has “tried to be useful and find ways to serve the School where I can.”

CREATING A COLLECTIVE VISION

Mark’s roles at Wadhurst have included Science Coordinator, Head of Cuming House, and Head of Teaching and Learning. “One of the most important things I’ve learned in these roles is that I don’t know everything, and that it’s important to actually listen,” he says.

He found his seven years as Head of Cuming House most rewarding, implementing practices that have, so far, stood the test of time. “I wanted to encourage a greater sense of House identity, beyond sporting competitions, so that’s why I introduced House assemblies and other activities,” Mark explains. “Having students run the assemblies became an important opportunity for them to experience leadership and become recognisable role models for other students.”

Less public but an example of his eye to do things better, he suggested that the Heads of House all worked in the same office. “For a start it was easier for students to find one of us, and when students came with a question it was easier for them to find someone who could answer it.” This seems a simple enough change, but it was an indication of his capacity to recognise and implement incremental improvements.

As Wadhurst’s Head of Teaching and Learning, Mark also helped introduce changes that have transformed assessment. “We built reflective learning into our reporting systems,” he explains. “We recognised that students don’t learn from grades at the end of semester – they learn from timely feedback, giving them time to adjust their learning behaviours.”

MOVING ON FROM “A SECOND HOME”

Alongside these changes to Wadhurst’s House system and assessment, Mark was also instrumental in establishing the interdisciplinary Argo program, which introduced Year 7 students to themes such as identity, conflict, and change. “Argo gave students a broader perspective and built their sense of themselves as part of a community,” Mark says. “That program was something I’ve been particularly proud of.”

Having spent over two decades at our School, Mark describes his office as “a second home” and it has been a rare privilege to share most of that time with the same people – “my immediate school family”.

“I have had a lot of satisfaction out of teaching students how to research, think, and argue,” he says. “Schools are places where everyone should learn. I’m going to miss working with young people and with colleagues who have made me a better teacher.”

After two decades at Melbourne Grammar School, our Deputy Head of Grimwade House, Jane Thomas, is embarking on a new professional journey as the Head of Primary at the Australian International School in Hong Kong. Reflecting on her time at Grimwade House, Jane describes her tenure since 2005 as both an honor and a privilege.

A Grimwade House leader takes on her next challenge

“I know that students, staff, and parents will miss her,” Royce said. “Jane has excelled in every role she has taken on, and on a personal level, I will miss her professionalism, generosity, and unwavering support.”

“I arrived at Grimwade House as a young adult with just six years of teaching experience, unaware of what Grimwade House or Melbourne Grammar School would come to mean to me,” Jane shares. “Little did I know, it would quickly become one of the most significant influences in my life. Over the years, I've had the opportunity to teach and lead across all year levels, and the school has provided me with many exciting challenges. What I cherish most about Grimwade House is the people – both the big and the small.”

LEAVING WITH LIFE-LONG FRIENDSHIPS

Reflecting on Jane Thomas’s time at Melbourne Grammar, Head of Grimwade House, Royce Helm, highlighted the deep affection the Grimwade community holds for her.

Although Jane is moving on from Grimwade House, she is confident that the friendships she has built with colleagues and families will endure. “Grimwade is a very special place that fosters strong relationships,” she says. “I’m leaving with many lifelong friendships that I’ve made here over the years.”

A LEGACY IN PASTORAL CARE

Jane Thomas’s achievements at Grimwade House are numerous, including the successful implementation of an explicit phonics program and the clear communication and embedding of pastoral care themes and child safety measures across the school.

She also played a key role in streamlining communication and organisation, ensuring that the entire Grimwade community remains well-informed.

“Most recently, we’ve focused on the social development changes our students experience and how these can impact friendships,” Jane explains.

Reflecting on her time at Grimwade House, Jane expresses her gratitude for the joy and connection she’s found in her work. “I know how fortunate I am to have worked in a place I truly love” she says, recalling some of the fun and memorable moments, such as dressing up as ‘Mr and Mrs Twit’ with Royce, and the many dancing and singing opportunities in assemblies – some of which were broadcast into homes across Melbourne during COVID!”

“As I move forward to my next challenge, I can only say that the dedication and support from my colleagues, students, and their families have been integral to this wonderful journey. I am deeply grateful for the time I’ve spent at Grimwade House.”

Our purpose and legacy

Next year, we will celebrate the 130th anniversary of the Old Melburnians Society.

Old Melburnians had gathered at reunion dinners since at least the 1870s but by the 1890s they and the School recognised a permanent Society was essential to secure the growth of both the Old Melburnians and the School itself. The 1890s were of course the hardest of times in Melbourne.

The first President of the Old Melburnians, H E A Hodges (OM 1864) identified our purpose as the promotion of fellowship between us and of interest in and affection for the School. The idea was to forge “the isolated links which bind the Past and Present into a consolidated chain”. That remains true today.

ONE COMMUNITY, MANY WAYS TO PARTICIPATE

Perhaps the most visible way the Old Melburnians Council makes this happen is through our extensive program of events. These include Branch and Year reunions, the Annual Dinner (now approaching its 145th), the highly successful Business Breakfasts, Old Melburnian Clubs and Societies and our mentoring program.

This is not new. The Sydney Branch was established in 1911. The London Branch in 1913. The football club, 1920. And so on. Wherever there are Old Melburnians, there is a purpose to our gathering together.

We also encourage Old Melburnians to share their diverse experience and expertise with current students through the School’s Career programs for students and our OM Exchange mentoring program.

And through the Dick Cotton Fellowship, we assist young OMs to undertake work with a beneficial social purpose, often in remote places helping people in great need.

As individuals, Old Melburnians have also long supported the School in a myriad of ways. The list is long and the generosity of spirit it reflects takes many forms. Philanthropy, sports coaching, tutoring, participating in careers nights, as guest speakers, and contributing to the School Archives and School Library come readily to mind.

Each and every Old Melburnian can make their own contribution in their own way. That contribution is to ourselves as much as it is to the School and follows a proud legacy we have inherited from long ago. Participation in the community of Old Melburnians is itself a valuable contribution because it brings us together and renews our bond.

The plain fact is the Melbourne Grammar would not be the School it is without it, just as we would not be who we are without the School. I encourage you to reflect on this. And I encourage you to take action.

LOOKING FORWARD

Although we have inherited a proud and long tradition, in truth our purpose is forward looking. At any Branch gathering, for example, you will see an age range of decades and a sense of camaraderie that fortifies the spirit. The further you are from Melbourne, the more obvious and important that is.

That is not about the past. It is about the present moment and what is to come. When a student leaves the School, they join a global community of Old Melburnians, who, in all walks of life share a common bond, a common loyalty –to the School, past, present and future, and to each other. In every sense, the School gates are always open to Old Melburnians, no matter where their journey has taken them or how long it has been.

That is why The Old Melburnians are here.

Martin Scott KC (OM 1980) President, The Old Melburnians

Martin Scott

Melbourne Grammar receives a unique gift

Melbourne Grammar School is honoured to have been gifted a signed rowing suit by triple Olympian Jess Morrison OAM (OM 2010) which was worn during her races at the 2024 Paris Olympic Games.

Jess, who took home a bronze medal

“When I was eight years old, I was lucky to go to the Sydney Olympic Games and see Cathy Freeman win a gold medal for Australia. That

that I wanted to do that myself,” said Jess. “As a proud Old Melburnian, I hope that this suit will inspire all the

The suit is currently being framed

House, serving as a lasting source of inspiration for generations to come.

Merchandise

Merchandise is available exclusively for Old Melburnians to purchase online, via QR code.

The new range includes an Old Melburnian blazer, beanie, scarf, cap, and a choice of two Prices include GST

Tie $20–$30 Cap $25 Blazer $375

Year 12s return to Grimwade House

Each year, as graduation approaches, we invite Year 12 students who began their educational journey at Grimwade House to return to the campus.

This special tradition gives students the chance to reconnect with old friends and some of their former teachers, as they reflect on the role Grimwade House played in shaping their formative years. It also provides a moment to celebrate the lasting bond they all share with Melbourne Grammar School as they prepare to join the Old Melburnian community.

The same group of Year 12 students will enjoy their first Old Melburnian reunion next year, and will also begin to receive invitations to a wide range of Old Melburnian events and programs.

Impressively, more than 80% of the girls who attended Grimwade House came to the event, along with 100% of the boys, highlighting the strength of the relationships that Grimwade House fosters.

We look forward to welcoming the Class of 2024 into the Old Melburnians community upon their graduation later this year.

My favourite memory of Grimwade House

UPCOMING EVENTS

Grimwade House Twilight Tour

Tuesday 8 October 2024

Sydney Branch Business Lunch

Thursday 14 November 2024

Community Speaker Series

Tuesday 19 November 2024

Annual Bluestone Lunch

Friday 22 November 2024

Class of 2023 – 1 Year Reunion

Friday 15 November 2024

New York Branch Cocktail Party

Saturday 1 February 2025

Playing four square at recess.

The Lion King and learning to play the flute.

Visit bit.ly/mgs-events for more information.

Contact om@mgs.vic.edu.au or +61 3 9865 7681 to update your contact details to ensure you receive your invitation.

2025 CLASS REUNION DATES

Class of 2020 – 5 Year Reunion

Friday 28 February 2025

Class of 2015 – 10 Year Reunion

Friday 28 February 2025

Class of 2005 – 20 Year Reunion

Friday 14 March 2025

Class of 1995 – 30 Year Reunion

Friday 14 March 2025

Class of 1985 – 40 Year Reunion

Friday 21 February 2025

OM 1975 – 50 Year Reunion

Friday 21 February 2025

Class of 1965 – 60 Year Reunion

Thursday 6 March 2025

Class of 1955 – 70 Year Reunion

Thursday 13 March 2025

Invitations will be sent by end 2024.

For more information, visit mgs.vic.edu.au/2025reunions

The blue tongued lizard in science.

Charlotte

The lasting legacy of Arthur Barrett

Florence and Arthur Barrett and their seven sons (rear, from left) Geoff, Lance, Gib, Harvey, Alf, Bob, Rod [c1938].

Credit: Stonnington History Centre (Photo id PH12185)

The lasting legacy of Arthur Barrett

Arthur Octavius Barrett (OM 1887) was a remarkable man. He may be best known to the Melbourne Grammar School community as the name on the Barrett Gates which has served as the main entrance to the School on St Kilda Road since 1928, but there is much more to his story.

A LIFELONG ASSOCIATION WITH THE SCHOOL

Arthur Barrett’s association with Melbourne Grammar School began in 1886, when he entered Senior School as a student. His three younger brothers Alfred Barrett (OM 1887), Harold Edwin Barrett (OM 1889) and Norman Rupert Barrett (OM 1892) joined him in later years.

Involvement in the School continued throughout his life. Arthur was a member of School Council from 1931 to 1932. He also served on the Old Melburnians Council from 1909 to 1914, and was its President from 1931 to 1932.

An outstanding athletic walker who held the 3 Mile Walk Australasian title in 1893, Barrett contributed his expertise in the sport to the School through coaching and judging at Athletics sport carnivals over the years.

Along with his seven sons, all of whom attended the School, Barrett gifted the wrought iron gates on St Kilda Road to Melbourne Grammar in 1928.

Their gift also included the realignment of the driveway from the gate which travelled around the newly created Steele Memorial Ground, past The Old Melburnians War Memorial Hall, and into Bromby Street. The path essentially remains the same today.

The Gates, the Steele Oval, and The Old Melburnians War Memorial Hall were all formally dedicated on 11 November 1928.

REVITALISING THE STEELE OVAL

However, in 1932, Barrett had an extraordinary impact on the lives of Melbourne Grammar students for generations to come.

Although the surface of the Steele Oval had been regraded when it was established in 1928, it soon became apparent that grass would not grow on it and consequently students could not play on it. This is where one of Barrett’s great strengths came to the forefront.

Alongside his professional roles, Barrett was an outstanding amateur naturalist and an early Australian environmentalist.

The Barrett Gates on St Kilda Road

Through experimentation, observation and other research, Barrett built an extraordinary level of botanical expertise. His particular interest was safeguarding the quality of soil and water in Australia and built an impressive level of knowledge about both of these environmental elements.

In 1932, on the basis of his proficiency, he volunteered to address the Steele Oval situation and, as result of his careful and considered replacing of the soil and subsoil of the oval, a grassed playing field grew within the same year.

Barrett took further steps over the next four years to fully liberate the soil from the clay rock which had been dumped there in c1896 during the construction of the cable tramway along St Kilda Road.

At age 67, Barrett documented his knowledge and understanding in his 205-page book Australia’s Entails Published in 1937, it was dedicated to “the man in the street” and, along with a large section simply titled ‘Soil’, it included chapters titled ‘Why Australian trees are best for Australia’ and ‘Why the rivers used to run copiously’.

The book also documented the steps he took to remedy the Steele Oval soil issue, and the reasoning behind them, in some detail.

Barrett presented a copy to the School Library in the same year it was published and that book is still held in our Rare Books collection.

His other published works include The necessity for mature and over-mature Australian eucalypts on Australian watershed (1935), The effect of the eucalypts on the soil of Australia (1945), and Water conservation and Australia's eventual population (1945).

A SUCCESSFUL FAMILY BUSINESS

Barrett’s parents and his siblings emigrated from England to Melbourne in 1885. Generations of the Barrett family had been masters in the making of malt –or maltsters, and Arthur Barrett, together with his two brothers, William and Alfred, continued that tradition in Melbourne. In 1894, they launched Barrett Brothers, Maltsters, and established a malthouse in Richmond, producing malt for beer, whisky and food products.

The family business evolved and significantly expanded over the years, with some of Barrett’s sons becoming heavily involved in the business. Various mergers and acquisitions occurred over time, including a notable one with Burston and Co in 1912. The final elements of the original business were sold and family involvement in the company ceased around 1960.

Australia’s Entails by Arthur Barrett (OM 1887). Published in 1937 and presented to the School by Barrett himself. The book is currently held in the School's Rare Books collection.

Arthur Barrett’s seven sons

Sir (Bob) Arthur George Barrett

Manager, Barrett Bros Ltd (South Australia)

Served in Australian Flying Corps in WWI (1916 – 1919)

Lord Mayor of Adelaide (1937 – 1940)

Chairman of the South Australian branch of the Old Melburnians (1930 – 1931)

Knighted in 1942 ‘in recognition of service to the community’

(Geoff) Geoffrey Charles Barrett

Managing Director, Barrett's Food Co Pty Ltd (Melbourne)

Served in Australian Flying Corps in WWI (1918)

Member of Old Melburnians Council (1927 – 1930)

(Lance) Edgar Lancelot Barrett (OM 1920)

Director, Union Maltings Pty Ltd

Served in the Royal Australian Naval Volunteer Reserve in WWII (1941 – 45)

Honorary Secretary of the Western Australian branch of the Old Melburnians (1933 – 39)

(Harvey) Edward Harvey Barrett (OM 1924)

• Medical practitioner

(Alf) Alfred Ironside Barrett (OM 1925)

• Director, Barrett's Food Co Pty Ltd (Melbourne)

• Racing car driver known as ‘the maestro’

• Served as Air Force Squadron Leader in WWII (1940 – 1941)

• Received King’s Commendation for ‘valuable service in the air’

(Rod) Roderick Corris Barrett (OM 1930)

• Director, Barrett's Food Co Pty Ltd (Melbourne)

• Served in Australian Imperial Force in WWII (1941 – 1945)

(Gib) Julian St. Quentin Barrett (OM 1935)

• Engineer

• Racing car driver

• Served in RAAF in WWII (1941 – 1945)

The occupations included here are excerpts of those provided by the individuals and published in Liber Melburniensis Centenary Edition (1965).

OBITUARIES

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

Adams, D A (OM 1947)

Adkins, C (Current Parent)

Archer, D T (OM 1963)

Barnett, I H (OM 1946)

Best AO, J B (OM 1957)

Chail, S S (OM 2005)

Clark AM, A C L (OM 1945)

Edquist, N J G (OM 1962)

Esufali, S (OM 2016)

Evans JP OAM, E D (OM 1959)

Hay, J W (OM 1957)

Hicks, J S (OM 1958)

Lawrence, J F (OM 1950)

Leahey, D I (OM 1979)

Lloyd, M F (OM 1976)

Obituaries 2010 to present

Long, G P (OM 1979)

Macfarlan, H R (OM 1950)

Morrison, I G D (OM 1981)

Newell, G P (OM 1970)

Pyman, K A (OM 1967)

Redd, L C (Current Staff)

Reed, G S (OM 1981)

Richards, J B (OM 1956)

Sloan, P D (OM 1978)

Stone, P N (OM 1979)

Van Straten OAM, F S V (OM 1953)

Vine, J M (OM 1953)

Wilson, J G (OM 1955)

Yewers, R L (OM 1963)

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

Philanthropic impact

Melbourne Grammar School Foundation

1 October 2023 to 31 August 2024

Thank you for your support

No gift to the School exists in isolation – we are a community.

Melbourne Grammar School believes education can create extraordinary possibilities in the lives of young people, and through them, the communities in which they live.

All of you who have chosen to give to the School, regardless of when, are part of a community that share this belief. I welcome our new donors in 2024 and acknowledge the ongoing generosity of those who continue to support us.

School Foundation

Building our future

As Chair of the Witherby Tower Society (WTS) Committee, I am proud to represent the hundreds of Old Melburnians and members of our School community who have left a bequest to Melbourne Grammar School in their Will.

Spanning multiple generations, all WTS members – past and present – share a unique commonality. They are the members of our community who, at a specific moment in their lifetime, have promised to remember Melbourne Grammar. In return, the School continues to find new ways to remember them.

Not everyone has the capacity to offer a gift to the School in their lifetime. But our philanthropic community has made clear to me how much we all want to secure the future for the next generation of students.

A bequest to Melbourne Grammar is an incredible way of making that possible.

From scholarships that open doors for talented students, to bold initiatives that enrich our learning environments, your philanthropic support ensures that the education we offer remains as impactful and meaningful as ever.

Jim Cousins AO (OM 1961)

Chair, Witherby

Tower Society Committee

Julian Smith

Jim Cousins

Driven by family, powered by opportunity: Haidar ’s scholarship story

From left: Alex Scanlon, Haidar Bashir, Sophie Duggan

Not a lot of people have the foresight to change their circumstances. Fewer have the audacity to try. Even less are motivated enough to succeed.

But not a lot of people are Haidar Bashir, the 2021 recipient of a Boarding Scholarship at Melbourne Grammar School.

In September 2020, in the peak of COVID-19 lockdowns and widespread restrictions across the country, while a lot of young Australians were looking for ways to stave off boredom, 13-year-old Haidar was looking for a way to change his life.

Living in a bustling house with seven sisters and four brothers, Haidar had spent hours searching online for boarding opportunities that would allow him to make the most of his education, and eventually found his way to an application for Melbourne Grammar.

“I feel humbled and grateful to be born in Australia,” he wrote in his application letter. “It would be a point of humiliation for me if I wasted this opportunity.”

Haidar, then a Year 8 student at a local community college, had been motivated his whole life by his father, who had emigrated from Afghanistan to secure a more peaceful life for his family.

“I wanted to help my Dad,” he says.

“He’d come to Australia as a refugee and really wanted the best for me… when the opportunity [to apply for a scholarship at Melbourne Grammar School] came up, I was like ‘I have to go for it.’”

Haidar’s dedication, hard work, and determination to make his family proud was undeniable to Headmaster Philip Grutzner, and to his supporters, Alex Scanlon and Sophie Duggan, Deputy Chair and Chair of the Scanlon Foundation respectively.

Alex and her husband Brady Scanlon, alongside Sophie and her husband, Anthony Duggan, had been longstanding donors to Melbourne Grammar.

Their desire to support deserving students through their family Foundation aligned with the Headmaster’s vision and made Haidar’s enrolment possible.

“I've had four children go through the school who all had very different experiences, but wonderful opportunities,” Alex says.

“Haidar's story was incredible, and we were thrilled to be a part of providing the opportunities to him that our own children have had.”

“For me,” Sophie says, “I’d already recognised Melbourne Grammar’s values of inclusion, respect and diversity, and they aligned very well with our own values and with the values at the Scanlon Foundation.”

“We knew that Haidar would bring something to Melbourne Grammar, just as Melbourne Grammar would bring something to Haidar.”

Haidar has become an integral part of the boarding house throughout his time at the School – now Vice-Captain of Perry House – and says the sense of community will be one of the most important things he will carry with him after school.

“It’s probably been one of the biggest parts of my school experience, the constant support I’ve had from everyone around me,” Haidar says.

When Haidar first wrote his application four years ago, his aspiration to become a cardiothoracic surgeon was impressive.

Now, it’s not only still impressive, but closer to reality as he approaches the end of Year 12.

“I've been presented with so many opportunities, and I’ve tried to take as many as possible,” he says.

“I never would have been able to come to a school like this if it hadn’t been for the scholarship. I just hope I can go on to build my career and hopefully one day, be able to give back in the same way.”

If you would like to support talented and driven students through scholarships at Melbourne Grammar School, please contact:

Roni Baird Senior Philanthropy Manager +61 3 9865 7632

vgbaird@mgs.vic.edu.au

Championing lifechanging adventures

When we take learning outdoors, the lessons can become as limitless as the landscape.

Director of Outdoor Education Nic Bishop says the School’s Outdoor Education program is about much more than just getting students outside.

“It’s grounding,” he says, “We’re challenging the outdated notion that strength and endurance are the most important definitions of success –getting away from ‘who’s the strongest, who’s the tallest, who’s the fastest, who’s the fittest.’

“We focus on developing a deeper connection to oneself; what’s your connection to your identity, to spirituality, and to the people in your community.”

The various programs on offer, for our youngest students at Grimwade House through to Senior School, are uniquely tailored to suit development and learning at specific ages.

Beyond the Gates (BTG), one of the School’s most challenging outdoor education programs, is a milestone activity for Year 10 students as they make their way off campus on a 20-day expedition through remote venues across Australia.

Year 11 boarding student Harry Austin, recipient of the 2023 Winter Irving Crawford Scholarship, said BTG was a life-changing experience.

“Coming from the country and moving to such a diverse place like Melbourne Grammar, it’s a completely different life,” he says.

“But then to move into an environment with no phones and none of what we’re used to, just 15 of us working together to find something in the distance – it changes your perspective even more.

“You learn how to stay calm in different situations, and I’ve got mates now that I probably never would have hung out with. Great relationships that I would never have found without going on BTG.”

LEADING TOGETHER

Melbourne Grammar is incredibly fortunate that so many in our community not only recognise the value of outdoor education but also contribute philanthropically to ensure it continues to be impactful.

Leslie Gladstone Robertson (OM 1889) included a gift to the School in his Will which was used to establish the LGR Society, a unique leadership experience for older students to design and lead their own bushwalking journeys.

Year 11 student Oscar Sorell, the 2024/25 captain of LGR, said the program allows students to find strengths they didn’t know they had.

“I try to bring out the best in everyone and find out their skills so everyone can lead in some way,” he says.

“In my role as captain, I try to learn what people’s strengths are, and then get everyone to work together to balance out the team. Everyone really learns how to lead together.”

GROWTH & DISCOVERY

In 2024, the Outdoor Education program received significant funding from the J T Morrow Education Trust, a gift established through the Will of Jack Morrow (OM 1925).

Nic says the new funds will greatly impact the school’s ability to deliver life-changing experiences to students.

“This significant gift from the [J T Morrow Education] Trust will improve the delivery of outdoor education for the next decade,” he says.

The funds were used to purchase new mountain bikes, helmets, vests and gloves; a specialised bike trailer to transport the fleet between programs; and a new Toyota Hilux SR5 ute with a custom canopy to transport the trailer and bikes.

“Mountain biking is a fantastic lifelong activity that we use to facilitate learning around risk taking, community and team building, personal skill growth, and persistence,” Nic says.

Ultimately, outdoor experiences don’t just enrich student’s life at school –they lay the foundation for a lifetime of growth and discovery.

This significant gift from the [J T Morrow Education] Trust will improve the delivery of outdoor education for the next decade.

Nic Bishop

Witherby Tower Society Committee members

Chair

Mr Jim Cousins AO

Members

Mrs Robyn Alder

Mr Marc Cuming

Mr Richard King AM

Dr Mark Roberts

For a confidential conversation with a member of the Witherby Tower Society committee about including a gift to the School in your Will please contact:

Roni Baird

Senior Philanthropy Manager +61 3 9865 7632 vgbaird@mgs.vic.edu.au

This report lists donors to Melbourne Grammar School from 1 October 2023 to 31 August 2024. 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 7633 or foundation@mgs.vic.edu.au so that we can amend our records.

Witherby Tower Society members

The Witherby Tower Society, founded in 1995, brings together the valued members of our community who have remembered the school in their Will.

We thank all Witherby Tower Society members –past and present – for their visionary support of generations of Melbourne Grammar students.

14 anonymous members

Adams, David (OM 1947) †

Aldred, Paul (OM 1960)

Amarasekara, Jan & Anil

Anderson, Des †

Armstrong, Alistair (OM 1968) & Susie

Armstrong, Andrew (OM 1967) †

Arnold, Bett

Arnold, Michael (OM 1945) †

Badger, Ann

Barnett, Dave (OM 1969) & Anne

Barrett, Howard (OM 1929) †

Bartlett, Michael (OM 1973) & Mim

Beaumont, Glynne (OM 1935) †

Beavis, Edward (OM 1938) †

Besley, Richard (OM 1947) †

Best, John AO (OM 1957) † & Sargeant, Janine AM

Birrell, John ISO (OM 1941) †

Blamey, Ted (OM 1963)

Bolton, John (OM 1946)

Boothby, Joyce †

Bradley, Paul (OM 1960)

Brookes, Alfred (OM 1937) †

Brookes, Andrew (OM 1974) & Robina

Brookes, John (OM 2009)

Brookes, Margaret †

Brown, Peter AM (OM 1951) & Pamela

Brown, Wilson (OM 1959)

Brumley, Janet †

Bunn, Richard (OM 1962) & Joannie

Burrows, Tony (OM 1974)

Capp, John OAM (OM 1947) † & Maureen

Carey, Roy (OM 1967)

Carre-Riddell, John (OM 1944) †

Chestney, Malcolm (OM 1949) & Pat

Christian, Ian (OM 1949) †

Clark, Lynn JP (OM 1942) †

Clark, Sandy AO (OM 1962) & McDonald, Marie

Coleman, Ron †

Connard, John (OM 1935) † Cooper, Chris (OM 1969) & Elizabeth

Cooper, Peter (OM 1961) & Liz

Cordner, Christopher (OM 1967) & Merrin

Cordner, Donald (OM 1939) †

Cordner, John (OM 1946) †

Cordner, Stephen PSM (OM 1970) & Loff, Beatrice

Court, Jim (OM 1948) †

Cousins, Jim AO (OM 1961) & Libby AM

Couzens, Peter (OM 1963) Crawford, Gavin (OM 1956) †

Creese, Nigel AM †

Cumpston, Richard (OM 1958) & Patricia

Cunningham, Geoffrey (OM 1940) †

Witherby Tower Society members continued...

Dale, John (OM 1947) & Court, Anne AM

Darbyshire, Andrew AM (OM 1977)

Davidson, Rodney AO OBE (OM 1950) †

Davie, Arthur (OM 1946) †

Davie, Brian (OM 1952) & Valerie Day, Arthur (OM 1951) †

Day, Peter & Angela

Dempster, Geoffrey (OM 1970) & Anne

Derham, Peter AC, KStJ (OM 1943) †

Derham, Simon (OM 1973) & Kim

Deschamps, Noel (OM 1926) †

Dickson, Jim AM MBE RAN Rtd (OM 1953) & Anthea

Dixon, Grahme (OM 1956) †

Dobbie, Norman (OM 1942) † & Gai

Dorevitch, Abe (OM 1946) †

Dott, William (OM 1934) †

Downes, Elizabeth †

Dyson, Bruce (OM 1948) †

Elliott, Betty †

Embelton, George (OM 1957)

Eustace, Alan OAM †

Fairchild, Jim (OM 1954) & Lorrayne

Felton, Sue

Field, Darragh (OM 1932) †

Fletcher, Richard (OM 1960) † Forge, Ken (OM 1960) Fowler, Philip †

Franklin, John (OM 1941) † Freeman, Brett (OM 1948) † & Lois

Gallagher, Ted OAM (OM 1963) & Vicki

Gandy, Bruce (OM 1942) † Gardner, Richard (OM 1945) †

Gerrard, Gerry (OM 1981) & Dimy Gillespie, Tom (OM 1941) †

Goodman, Peter (OM 1944) & Elizabeth

Goss, Bill (OM 1936) †

Goss, David (OM 1962)

Gough, John AO (OM 1946) †

Gough, Rosemary †

Gourlay, John (OM 1951) † & Louise AM

Graham, Boyd (OM 1927) †

Gray, Peter (OM 1957) †

Gray, Suzanne

Greer, Peter (OM 1966) & Celeste

Griffith, Kelvin (OM 1948) † & Rosemary

Grimwade, Fred (OM 1975) & Alexandra

Grimwade, James (OM 1954) †

Grummet, Andrew AM (OM 1944) †

Grummet, Margaret †

Grutzner, Abe (OM 1928) †

Guest, Alan (OM 1943) †

Guy, Andrew OAM (OM 1965) & Jane

Guyatt, Nicholas (OM 1965) & Jo

Hall, Roger OAM (OM 1951) & Vera

Handbury, Geoff AO (OM 1942) † & Helen AO †

Hansen, Hartley AM (OM 1960) & Rosalind

Harper, Ian (OM 1940) †

Harry, John OAM (OM 1965) & Donna

Hasker, John AM (OM 1956) & Jenny

Henderson, Deborah OAM

Henderson, John (OM 1967) & Kirstie

Henshall, Geoff (OM 1953)

Hilford, Adrian (OM 1945) †

Hiscock, Anthony (OM 1954) †

Hiscock, Stephen (OM 1981) & Jane

Hocking, Douglas (OM 1937) †

Hone, Geoff (OM 1962) & Anthea Horne, Mac (OM 1964)

Houghton, Peter (OM 1953) †

Howard, Rob (OM 1959) & Julie

Humphris, Bob (OM 1956) & Helen

Hurley, Peter AO (OM 1973) & Barbara

Ingham, Ian (OM 1954) & Prue

Jackson, Alastair AM (OM 1966)

Jenkins, Peter (OM 1964) & Gail

Johansen, Peter (OM 1946) †

Joyce, Lana

Joyce, Michael

Kendall, Tim OAM (OM 1952) & Margaret OAM

Kennison, Ian CBE (OM 1938) †

Kerr, Barrie (OM 1956) & Diana

Kibby, Brandon (OM 1972) & Unsworth, Kerri

Kimpton, Geoffrey (OM 1966)

Kimpton, James AM (OM 1963) & Diana

King, Barry (OM 1952) †

King, David (OM 1963) & Diana

King, Richard AM (OM 1964) & Andrea

Kudnig, Martin (OM 1981) & Marie-Louise

Laing, Colin (OM 1933) †

Lamb, John (OM 1941) †

Larkins, Richard AC (OM 1960) & Caroline

Lazer, Alf AM (OM 1942)

Lee, Neville OAM (OM 1944) †

Leviny, John (OM 1952) †

Liddle, Rob (OM 1959)

Limb, George (OM 1953) †

Lugg, Peter (OM 1970) & Amanda

MacDonald, Ron (OM 1933) †

Mackay, Angus (OM 1952)

Macnaughtan, Alex RFD (OM 1963) & Frances

Marks, James (OM 1967) & Maureen

Marks, Jim (OM 1946) †

Massina, Sandy (OM 1972) & Shelley

McDonald, Ian (OM 1953)

McKeown, Malcolm (OM 1935) †

McMullin, Bruce (OM 1938) †

Merfield, Derek (OM 1948) †

Michelmore, Andrew AO (OM 1970) & Nooky AO

Michelmore, Margaret †

Millear, Ted (OM 1951) & Jana

Miller, Edward (OM 1954) & Anne

Minson, Joan †

Mishura, Paul

Mitchell, Angela †

Mitchell, George (OM 1933) †

Mitchell, Ken (OM 1950) †

Mitchell, Murray (OM 1949) †

Mitchell, Peter AM (OM 1952) †

Moore, Alan (OM 1939) †

Moorhouse, Charles AM (OM 1928) †

Morell, Stephen (OM 1965) & Colleen Morgan, Hugh AC & Elizabeth Morris, Clive (OM 1950)

Nelson, Theo JP (OM 1953) & Edith Nerreman Family Trust of Eltham

Neville-Smith, Richard (OM 1955) †

Newman, Frank OBE (OM 1933) †

Niall, Gerry AO (OM 1933) †

Nicoll, David (OM 1965)

Officer, Hugh (OM 1916) †

Paine, Angus (OM 1952)

Parncutt, Bruce AO (OM 1968)

Peck, Graham (OM 1949) †

Peck, Nicholas (OM 1972) †

Peck, Nigel AM (OM 1945) † & Patricia †

Pepper, Tim (OM 1969) & Shaunagh

Perkins, Tony (OM 1940) †

Perry, Jocelyn †

Phillips, Bruce (OM 1958) †

Ponsford, Murn (OM 1942) †

Porter, Ossie (OM 1951) †

Potter, Dick (OM 1944) †

Prentice, Andrew (OM 1961) & Victoria

Prince, Harry (OM 1947) †

Prince, Rick (OM 1973)

Ralph, Jonathan (OM 1978)

Reeve, John (OM 1973)

Reid, Mervyll (OM 1963) & Sue

Relph, Audrey †

Renton, Nick AM (OM 1948) †

Richards, Alan (OM 1960) & Sylvia

Richards, Peter (OM 1951) †

Richardson, John (OM 1951) & Jane

Roberts, Frank OAM (OM 1948) & Dwyer, Joan

Robinson, Rodney & Jane

Rose, Alan OAM (OM 1948) †

Rosengarten, Candice

Rosengarten, Sam (OM 1955) †

Rosenhain, Peter DFC (OM 1940) †

Russel, Patrick & Fitt, Karen

Russell, Rowan (OM 1972) & Susie

Rutherford, Ian (OM 1950) & Margaret

Ryan, Gee

Scott, David AO (OM 1941) †

Scott-Mackenzie, John (OM 1969) & Barbara

Sheahan, Paul AM

Sheen, Ian (OM 1951) †

Siminton, Peter (OM 1945) †

Simkin, Max CBE KStJ (OM 1940) †

Slater, Bob AM RFD & Ruth

Smart, David (OM 1957) & Liz

Smibert, James (OM 1929) †

Smith, Alex (OM 1962) & Jutta

Smith, Tony (OM 1949) †

Smithers, Adrian (OM 1952) †

Solomon, Philip KC (OM 1986) & Rachel

Speirs, Andrew (OM 1963) & Sue

Staughton, Peter (OM 1948) †

Stewart, Bill (OM 1930) †

Streeter, John (OM 1951)

Strickland, Free AM, OBE KStJ (OM 1937) †

Stuart, Barry (OM 1948) †

Stuart, Forster (OM 1948) †

Stuart, Ross (OM 1952) †

Stubbings, Claude (OM 1945) †

Stuckey, John (OM 1962) & Susan

Sutcliffe, Dick (OM 1956) & Sandy

Tartakover, Bert (OM 1927) †

Temple, David & Viv

Thomas, Lloyd & Debbie

Tucker, Kenneth (OM 1936) †

Tucker, Mark (OM 1973)

Tucker, Tom (OM 1945) †

Velos, John & Angela

Wall, John (OM 1947) †

Wallace, Hugh (OM 1954) †

Wallace-Mitchell, Malcolm (OM 1943) †

Walter, John & Catherine AM

Wang, Chris OAM (OM 1962) & Janet

Ward-Ambler, Ralph AM (OM 1952) & Barbara

Watson, Bruce (OM 1969)

Webb, Geoffrey (OM 1955)

Weber, Tony (OM 1951) †

Wee, Bryan (OM 1992)

Wee, Cavan (OM 1997) & Liew, Jessica

Weir, Robert (OM 1947) †

Wenzel, Geoffrey (OM 1944) †

White, Joseph (OM 1924) †

Wilhelm, Paul † & Ann

Wilkie, James JP (OM 1925) †

Williams, Peter AO (OM 1940) †

Williams, Robin (OM 1947) †

Wilson, Simon KC (OM 1968) & Estelle

Woinarski, Gavan (OM 1970) & Meredith

Woodbridge, Denis (OM 1951) †

† Deceased

Melbourne Grammar School Foundation Board

Our Foundation Board comprises members of the School community who promote philanthropy and advocate for Melbourne Grammar School’s future.

They work with the Head of Development to foster relationships with benefactors, host fundraising events, and demonstrate leadership by making the School their philanthropic priority, while actively recognizing and thanking donors.

Membership

Chair

Prof Julian Smith

Members

Mr Andrew Brookes

Mr Michael Cotton

Mr Don Grant

Mr Jamie Gray

Ms Fiona Hindmarsh

Dr Shirley Hsieh

Mr Andrew Michelmore AO

Mrs Alex Scanlon

Prof Geoffrey Taylor

Ms Georgia Widdup

Foundation Circle members

Our School is built on a strong tradition of philanthropy. We celebrate the leadership and generosity of the following philanthropists.

These individuals, foundations and organisations have, since the establishment of the Melbourne Grammar School Foundation, made philanthropic contributions at an outstanding level.

Adler, Ross AC (OM 1962) & Fiona

Alcorn, Robert W †

Anderson, Des †

Archibald, Alan KC (OM 1963) & Mary-Lou

Australian Indigenous Education Foundation

Ballantyne, Andrew (OM 1978) & Samantha

Bartlett, Michael (OM 1973) & Mim

Brookes, Andrew (OM 1974) & Robina Brookes, Roger (OM 1947) †

Bruce Parncutt Family Foundation

Callaway, Ivy May †

Carter, Paul & Wendy

Chestney, Malcolm (OM 1949) & Pat

Clemenger, Peter AO (OM 1944)

Davidson, Rodney AO OBE (OM 1950) †

Dowd, Carl AM (OM 1955) & Wendy AM

Doyle, David & Nicole

Dyson, Bruce (OM 1948) †

Friends of Grammar – Senior School

Geoff and Helen Handbury Foundation

Gillespie, Tom (OM 1941) †

Handbury, Geoff AO (OM 1942) † & Helen AO †

Higgins, John AO & Maunder, Jodie

Hinds, Richard R †

Horgan, Jo AM & Wetenhall, Peter

Hsieh, Shirley & Lin, John (OM 1995)

John & Myriam Wylie Foundation

JT Morrow Education Trust

Littledale Wiltshire, Jennie †

Mackay, Angus (OM 1952)

Mantzis, Kon & Helen

McNee, William

McKeown, Maurice W (OM 1935) †

McQuie, Ronald E (OM 1911) †

Michelmore, Andrew AO (OM 1970) & Nooky AO

Michelmore, Margaret †

Parncutt, Bruce AO (OM 1968)

Peck, Nigel AM (OM 1945) † & Patricia †

Relph, Audrey †

Siminton, Peter R (OM 1945) †

Smith, Clive OAM (OM 1953) †

Southey, Marigold AC

Szabo, Tamas & Joanna

The Alfred Felton Bequest

The Marian & EH Flack Trust

The Old Melburnians

The Scanlon Foundation

Thomas, Lloyd & Debbie

Trumble, Alexander Campbell (OM 1954) †

Wall, John (OM 1974) †

Ward-Ambler, Ralph AM (OM 1952) & Barbara

Watson, Brian AO & Le Maistre, Edwina Woomera Education Trust

Zaparas, Yianni & Vicky

Zoller, A S †

† Deceased

Fifty years of philanthropic leadership

MELBOURNE GRAMMAR SCHOOL FOUNDATION PRESIDENTS

1983 – 1985

J S M Bolton (OM 1946)

C J Smith OAM (OM 1953) †

1974 – 1976

F R G Strickland AM, OBE KStJ (OM 1937) † 1976 – 1977

1977 – 1979

A B Macdougall (OM 1947) †

1979 – 1983

A G Hiscock (OM 1954) †

1985 – 1988

B R Scott (OM 1951) †

1988 – 1992

P R Bunn (OM 1967)

1992 – 1998

J B Parncutt AO (OM 1968)

1970 1975 1985 1980 1995 1990

† Deceased

In its first 6 months the Grammar Foundation raised funds from nine trustees, 22 fellows, 135 members and 71 contributors for the Grammar Building Appeal. Free Strickland AM, OBE KStJ (OM 1937) was the first president. (Pictured)

There is no doubt that it is worthwhile for MGS not only to continue to provide the services it now provides, but to continue to improve those services. In fifty years' time the value of MGS [should] be no less than it is now.

The

Melburnian, 1974

In the 1980s, the Grammar Foundation organised a campaign to fund what would become known as the Strickland Physical Education Centre.

This year Melbourne Grammar School is celebrating the 50year anniversary of the Grammar Foundation, which for the past five decades has provided strategic feedback, advocacy, and support for School fundraising.

Philanthropy has always been a part of the School. For example, between 1958 and 1968, School Council undertook a significant capital campaign, the Centenary Building Campaign.

Its outstanding success – raising $500,000 (equivalent today to more than $11m) – made it clear that the School community had an extraordinary resolve and faith in the mission of Melbourne Grammar.

The Foundation was codified six years later to further support new building initiatives, and to ensure the School would remain an impactful education experience with first-class standards.

1998 – 2002

G W Hone AM (OM 1962)

2002 – 2008

N R Adler AC (OM 1962)

2008 – 2017

L

R Thomas

The Grammar Foundation was instrumental in helping support the School's Tomorrow’s Leaders Today campaign. The campaign helped fund the $22m Nigel Peck Centre for Learning and Leadership, opened in 2008.

Any member of our school community who has donated more than $5000 (cumulatively) is a Grammar Foundation member.

The Foundation is led by a board of volunteers who provide strategic support for School fundraising.

A PROMISE MADE

2017 – 2021

P H Solomon KC (OM 1986)

2022 – PRESENT

J A Smith (OM 1975)

In 2014 the Grammar Foundation, alongside Council, embarked on the most ambitious fundraising campaign in its recent history – The New World of Teaching and Learning Campaign –to help fund a new $34m Science and Technology Hub.

By formalising the School’s philanthropic community, the Foundation promised ongoing support towards financial independence – that Melbourne Grammar could continue to provide transformative education to talented and deserving students, regardless of their financial means or social circumstances.

A year later in 1975, inaugural president of the Grammar Foundation, Free Strickland AM, OBE KStJ (OM 1937) reiterated and confirmed this promise.

“[The Foundation is] ready to stand behind the School Council and to marshal the goodwill of all members of the School family,” Strickland said.

“If [the School] is to maintain its independence, if it is not to become a place only for the financially privileged, then we must – all of us, old boys, parents, staff, friends – become actively involved.”

At the time, the School held a high rate of 1 in 8 boys who received financial assistance.

Today, around 160 students are supported financially at any given time: 1 in 6 at Senior School, 1 in 12 at Wadhurst, and 1 in 3 boarders (inclusive of campus totals).

Only through the generosity and commitment of the School’s donors has this been possible.

Having welcomed more than 2600 members since its inception, the Foundation’s enduring legacy ensures that Melbourne Grammar’s commitment to excellence and accessibility will thrive for generations to come.

Gray / Bolton: Securing the School for generations

Over the past 50 years, the Melbourne Grammar Foundation has been witness to five Headmasters, ten Council Chairs, and 13 Foundation Board Presidents.

Two esteemed members of the Foundation Board – one founding member, John Bolton (OM 1946) and one current member, Jamie Gray (OM 1976), sat down to discuss philanthropy at Melbourne Grammar School.

Jamie Gray (OM 1976):

John, prior to 1974, philanthropy was already a big part of the School’s DNA. What was the trigger to establish the Foundation and the Board?

John Bolton (OM 1946): There was a lot of uncertainty at the time. Really, it was the quest for financial independence that was the driving force for School Council to establish the Foundation in 1974. It was clear that a coordinated, long-term philanthropic strategy was essential for the ongoing development of the School.

Jamie:

It’s funny you mention uncertainty. Working for the Board in 2024, it feels as though we’re facing just as much uncertainty now as we respond to constant changes in the way the School is funded by the government.

John:

It doesn’t surprise me. The constant possibility of a change in government, and how much we could rely on external funding, was something we always knew we’d be up against. The purpose of the Foundation from the outset was to provide stable financial support for the School’s future, and I think that’s why the Foundation has had such longevity, and why so many have worked to ensure its success. It’s extremely gratifying to have our vision be shared across generations.

Jamie:

What is it that you think has kept this community such a special place over the last 50 years?

John:

I think, really, it all comes back to the School. I think all members of the Foundation believe so strongly in the power of the education the School provides – not just academically, but everything else Melbourne Grammar gives to students.

The School has always strived to offer a holistic education that produces well-educated citizens of good character. Generation after generation of increasingly diverse students have gone on to become dedicated, committed, and visionary leaders of industry and country or even their local neighbourhoods. The sense of community we share is a product of the School and its values.

Jamie:

What is it that I can do, as a current Board member, to ensure this community continues to thrive?

John:

I think the greatest achievement of our early years was that, under our watch, the infant Foundation matured into something sustainable. From my armchair at the age of 96, I don’t claim to have the same intimate knowledge that I used to have of the School – but I don’t believe the Foundation’s role should change.

As it was set up to do, the Foundation Board should continue to support the School’s ability to be financially independent.

It's only through financial security that the School can be allowed to focus on excellence in the education of our children, and our children’s children.

Financial independence is as important today as it was then. The School must be allowed to focus on student education and be buffered from financial uncertainty. This was the raison d’etre of the Foundation.

Jamie:

I wholeheartedly agree, and it’s comforting to know that we’ve stayed the course after all these years. As a last question for you, we know the School will be embarking on a new build for our Centre for Humanities and with it a new philanthropic campaign. What part do you believe education plays – and a Melbourne Grammar School education specifically – in setting students up to be independent and critical thinkers of their own?

John:

The education of young people is not only an investment in their future but also the future of our country. Beyond academic prowess, a Melbourne Grammar educational experience has also always focused on individual development. I couldn’t be prouder to have been a small part of supporting this world-class school.

My most satisfying memory from my 12 years with the Foundation was the joy of working with the outstanding group of people who made up our community over those years. The selflessness, intelligence, commitment, and vision of these people was truly inspiring.

John Bolton (OM 1946)

Melbourne Grammar School donors

1 October 2023 to 31 August 2024

Thank you to the many members of our School community who supported Melbourne Grammar School over the last year.

Every gift, no matter the size, is helping to continue the School’s culture 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

Acton, John (OM 1957)

Adams, Daniel (OM 2005)

Adler, Jon (OM 1992) & Gada, Kosha Allen, Toby (OM 2003)

Anderson, Julian (OM 1999)

Angus, James AO & Helen

Archibald, Christopher KC (OM 1991) & Goode, Melissa

Arden, David RFD (OM 1971) Arnold, Gordon (OM 1962) Arrowsmith, John (OM 1952)

Badger, Ann

Baird, Roni

Barnett, Kate & Tim

Barraclough, David (OM 1961)

Barrett, Chris (OM 1958)

Bartlett, Michael (OM 1973) & Mim Belford, Matthew & Lisa

Blashki, Graham (OM 1962)

Block, Justine

Boake, Alastair (OM 1973) & Nancy Vrabec Bonnici, Paul & Wendy

Booth, Howard

Bostock, Andrew (OM 1964)

Bradley, Paul (OM 1960)

Broadfoot, Andrew KC (OM 1993)

Brookes, Andrew (OM 1974) & Robina

Brookes, John (OM 1962)

Brookes, John (OM 2009)

Cai, Jimmy & Chong, Vivien

Cai, Joyce & Huang, Jesse

Callaghan, Pennie

Cameron, Simon (OM 1981)

Carter, Anna

Carter, Paul & Wendy

Chen, David

Chen, Gang

Chen, Jason

Chen, Stella

Chestney, Malcolm (OM 1949) & Pat

Clark, Sandy AO (OM 1962) & McDonald, Marie

Clarke, Dave (OM 1985) & Gordon, Alis

Clifton-Jones, David (OM 1971)

Cochran, Ian PSM (OM 1952)

Colson, Ewan (OM 1950)

Connor, Fiona

Court, Anne AM

Couzens, Peter (OM 1963)

Cuming, William (OM 1995) & Maloney, Roslyn

Cumpston, Bill (OM 1966)

Custeau, Charles (OM 2008)

Daish, Charlie (OM 2002)

Danby, Rob (OM 1967)

Davie, Brian (OM 1952)

Day, Charles (OM 1988)

De Silva, Isuru & Dilini

Derham, Charles

Douglas, Emma & Andrew

Dowling, Michael AM (OM 1961)

Dowsett, Michael AM (OM 1955)

Doyle, David & Nicole

Eddey, Peter (OM 1965)

Essex, Rohan (OM 1987) & Sarah

Fagan, Xavier (OM 1997)

Ferguson, Damian

Fernandes, Beuford

Fethers, Geof (OM 1974)

Field, Peter (OM 1959) & Heather-Anne

Finlay, Chester (OM 1950)

Fong, David (OM 1988)

Fry, Brad (OM 1979)

Furphy, Clem OAM (OM 1961)

Gallagher, Ted OAM (OM 1963) & Vicki George, Sarah

Gillard, Graeme (OM 1954)

Gooley, Stuart (OM 1962) & Marion

Gray, Jamie (OM 1976) & Rebecca Grant, Don (OM 1995) & Chan Grant, Rowena

Grutzner, David (OM 1962)

Grutzner, Philip (OM 1981) & Layher, Yasmine

Gu, Biao

Guy, Andrew OAM (OM 1965) & Jane

Guyatt, Nicholas (OM 1965) & Jo

Hamer, Chris (OM 1962)

Hamilton, Anne

Hanisch, Ben

Hannah, Sally

Harmer, Philip (OM 1969)

Harper, David AM (OM 1961)

Haskett, Roger (OM 1962)

Hatty, Fran

Hayes, Geoffrey (OM 1959)

He, Hattie

Hearder, Robin (OM 1957)

Helm, Royce & Rhona

Herzfeld, Perry (OM 1999)

Hewett, Joseph (OM 1993)

Hiladakis, Sofia

Hilditch, Patrick (OM 1978)

Hoe, Martin (OM 1987)

Hone, Geoff AM (OM 1962)

Hopkins, Philip (OM 1970)

Hopkins, Richard (OM 1963)

Horgan, Jo AM & Wetenhall, Peter

Horne, Mac (OM 1964)

Horne, Max (OM 1952)

Hsieh, Shirley & Lin, John (OM 1995)

Hugh-Jones, Christopher (OM 1982)

Humphris, Bob (OM 1956) & Helen

Hurley, Hamish (OM 2008)

Ingleton, Benjamin (OM 1989)

Jack, Ian (OM 2002)

Jackson, David

Jang, Su Jung

Jenkins, Peter (OM 1964) & Gail

Jesson, John & Janene

Jing, Chunliang & Lee, Stepeno

Junot, Carl & Bridgid

Karpathakis, Emmanouele & Chrissy

Kayakesen, Ferdi

Keeble, Jol (OM 1984)

Kemp, Warren RFD (OM 1951)

Kendall, Tim OAM (OM 1952) & Margaret OAM

Kennon, Philip KC (OM 1964)

Kennon, Wendy

Kenny, Andrew (OM 1961)

Kiellerup, Jim (OM 1980)

Kimpton, Geoffrey (OM 1966)

Kimpton, James AM (OM 1963) & Diana

King, Richard AM (OM 1964) & Andrea

Klempfner, David (OM 1985) & Daniella

Koczkar, Rob (OM 1988)

Kogler, Daniel (OM 1990) & Thea

Lansell, Jeremy (OM 1979)

Lawrence, John (OM 1950)

Lawrence, Peter (OM 1968) & Judith

Lee, Charles (OM 1988) & Amy Lee, Claritta

Lee, David (OM 1997)

Lee, Gregory (OM 2008)

Leviny, Tim (OM 1990) & Vanessa

Liddle, Rob (OM 1959)

Liu, Jenny

Liu, Lily

Lovett, Peter (OM 1962)

Lowe, Andrew (OM 1983)

Lowthian, Judy & Peter

Macindoe, Alistair (OM 1972) & Linda

Magdalena Smith, Alena

Maher, Andrew & Penny

Mantzis, Kon & Helen

Mao, Chen

Maughan, Andrew (OM 1979)

McCall, Paula

McComb, Clare

McDonald, Sarah & Robinson, Mark

McKaige, Robert (OM 1973)

Mein JP, Judith

Melbourne, Bill (OM 1951)

Merunovich, Mark & Palmieri, Suzanne

Miao, Martin

ORGANISATIONS AND TRUSTS

The School’s donor community is made up of many supporters, including organisations and trusts. These supporters share common values that enhance education at the School. Thank you for your ongoing support.

Arthur Gordon Oldham Charitable Trust

Australian Indigenous Education Foundation

Boncal Family Foundation

Bruce Parncutt Family Foundation

Gourlay Charitable Trust

JT Morrow Education Trust

Macquarie Group Foundation

Nigel & Patricia Peck Foundation

Peter James Provelson Trust

Sir W & CH Roger Brookes Charitable Foundation

The Carter Family Foundation

The Jamie and Rebecca Gray Foundation

The Old Melburnians

The Marian & EH Flack Trust

The Scanlon Foundation

VRA Boake Charitable Fund

Woomera Education Trust

Winter-Irving Crawford Trust

Zagora Foundation

Melbourne Grammar School donors continued...

Michelmore, Andrew AO (OM 1970) & Nooky AO

Michelmore, John (OM 1979)

Miller, Edward (OM 1954)

Mishura, Paul

Mitchell, James (OM 1987)

Mitsikas, Paul & Carlie

Monson, Darren

Moss, Philip AM (OM 1968) & Belinda Musgrove, Pauline

Niu, Stephanie & Yang, William Njambi, Joys

Ogilvy, Ewan (OM 1964)

Ozga, Richard (OM 1999)

Parmenov, Sergei

Patel, Ronika

Patterson, George (OM 1992) & Heather Peavey, Victoria

Phillips, Neil OAM (OM 1969) & Jane

Plummer, Andrew & Baird, Janine Power, Nick (OM 1988) & Anna Prentice, Andrew (OM 1961) & Victoria Proctor, Sam (OM 1999) †

Raurela, Copland (OM 1996)

Rees, Lynne

Rice, Sophie

Richardson, John (OM 1951) & Jane

Roberts, Mark (OM 1994) & Ayres, Lisa

Rose, Chris (OM 1979)

Ross, Alex

Rumpf, Peter (OM 1956)

Sallabank, Julian (OM 1993) & Nicole

Scott, David (OM 1978) & Ly Thi, Thina

Sheahan, Paul AM

Simpson, Anna-Louise

Singh, Abhi

Smith, Julian (OM 1975) & Sally

Smith, Pip & Russell, Geoff

Solomon, Philip KC (OM 1986) & Rachel

Sotiropoulos, Elena

Standish, Hugo (OM 1957) & Dianne

Stanton, Rohan (OM 1964)

Stewart, Alastair (OM 1956)

Stirling, Peter & Kane, Kimberley

Stokes, Jim (OM 1962)

Streeton, Jonathan (OM 1957)

Stuckey, John (OM 1962) & Suzanne Sun, Helen

Szabo, Tamas & Joanna

Tan, Judith & Campbell, Bruce

Tao, Victor & Zhang, Nan Taylor, Geoff & Eden, Margot

Taylor, Tony (OM 1979)

Temay, Paul & Sara

Temple, David & Viv

Thomas, Lloyd & Debbie

Thomas, Fred (OM 1963)

Thomas, Greg (OM 1980)

Thomas, Rob AO (OM 1963) & Kyrenia

Tiong, Lynette

Tselios, Dorothy

Tucker, John (OM 1962)

Tully, Keith (OM 1950)

Turnbull, Chris (OM 1992) & Anna

Von Bibra, Petille

Walker, Tony

Wang, Yoki

Ward-Ambler, Ian (OM 1982)

Warr, Anthony

Weaver, Chris (OM 2000) & Sheridyn

Webb, Geoffrey (OM 1955)

Webb, Robert (OM 1961) & Gillian

Webster, Neil (OM 1959) & Julie-Ann

Wee, Cavan (OM 1997) & Liew, Jessica

Widdup, Georgia & Roscoe

Wing, Geoff (OM 1989)

Wion, John (OM 1954)

Woinarski, Gavan (OM 1970) & Meredith

Woods, Byron (OM 1945) & Verene

Woods, Sam & Jim

Wyles, Michael (OM 2008) & Anwar, Ariani

Xu, Roy & Ren, Sherry

Yang, Jessica & Cai, Ian

Ying, Darren

Zaparas, Yianni & Vicky

Zhong, Bill

Zhong, Willard (OM 2014)

Zhou, Joe & Sun, Ashley

† Deceased

Looking ahead

As we approach the end of 2024, I’d like to recognise the incredible breadth of meaningful connections that I have seen flourish across the year.

I am deeply grateful to the hundreds of dedicated volunteers – Old Melburnians, parents of Old Melburnians, current parents and grandparents, Council members, committee members, and staff –who have worked alongside the Community Relations team this year to strengthen our school community. Your generosity embodies the spirit that has shaped Melbourne Grammar School for 166 years.

As we look ahead to an exciting 2025, we're preparing for more events and reunions to bring the Melbourne Grammar School community together. Your continued support drives these efforts, and I sincerely thank you.

I eagerly anticipate another year of shared dedication and enthusiasm.

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

To explore some of the ways you can support the School, please contact:

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

Kirsty Hooper Head of Alumni and Community Relations +61 3 9865 7681 kahooper@mgs.vic.edu.au

Luisa Moscato School Archivist +61 3 9865 7658 lamoscato@mgs.vic.edu.au