Spectemur Term 2, 2018 by Camberwell Grammar School

Spectemur 2018 TERM 2

Contents From the Headmaster’s Desk �� 3 FEATURES �� 4 Bodi Day �� 4 Cadet Bivouac �� 6 Student Profile - Isaac Hui �� 8 Student Profile - Fin Sampson �� 9 Green Pages �� 10 Year 7 Civics and Citizenship Week �� 12 Year 8 Indigenous Week �� 13 Senior School Production...Jesus Christ Superstar �� 14 Mid-Year Concert �� 16 Junior School Presents…Charlie and the Chocolate Factory �� 18 ANZAC Day Dawn Service �� 20 Careers News �� 22 William Angliss Dinner �� 26 Year 12 Formal �� 28 News Around the School �� 30 Roystead Dinner and Gallery of Achievement �� 42 Congratulations ��44 From the Archives �� 48 Staff Profile - Mr Jason Hall �� 49 Sport �� 50 The Performing Arts at Camberwell Grammar �� 52 Organ Dedication Service �� 55 Staff Profile - Mrs Marita Kelly �� 56 21st Century Skills and the Camberwell Grammar School Student �� 57 OCGA Art Exhibition and Sale �� 58 50 Year Chapter Luncheon �� 60 ACT Network Function �� 62 QLD Network Function �� 63

Camberwell Grammar School

NSW Network Function ��64

55 Mont Albert Road, Canterbury Victoria Australia 3126

10 Year Reunion �� 65 20 Year Reunion �� 66 Old Boy Profiles �� 68 News of Old Boys �� 72

P.O.Box 151 Balwyn VIC 3103

Community Connections �� 73

T: +61 3 9835 1777 F: +61 3 9836 0752

Obituaries �� 74

www.cgs.vic.edu.au

Spectemur | Term 2 2018

From the Headmaster’s Desk

“ It is difficult, but with clear vision, and hard work, we can teach our students what it means to be a good person, and an active citizen. It is worth the effort.”

It was so exciting to watch our Senior Production of Jesus Christ Superstar, earlier this term. The quality of the performances, the singing, lighting and sound, sets and costumes were all extraordinary. I salute and congratulate the cast and crew on an amazing show, and I am grateful for the hard work and commitment given by our Director and Musical Director. A major production like this acts as an illustration of our whole approach to education. A group of students take on a difficult task – at times it seems like the task may even be beyond them. The Director presents his vision, and the cast are given some

guidance and suggestions about how they should proceed, but the first requirement is that they work hard towards their common goal: they must learn their lines, songs and choreography. They then need to maintain that hard work for an extended period of time. Expert help is sought when needed, and outside consultants are invited to assist. Everyone learns that they need to rely on others if the project is to come together – no one person can do it on their own. The cast and crew discover that they need to work as part of a team if they are to reach their goals, and one of the products of their hard work is that they bond, and form closer relationships. In the end, after months of preparation, they perform before an audience and, if they have done their job well, they are greeted with much acclaim. And then it is over, and the whole experience becomes a memory. We do this sort of thing time and time again at our school, whether it is in the Arts, or in Music, in our Studies or Sports. We take on challenging tasks, we encourage the students to work hard at them, and they show us just how high they can go with the right support and scaffolding. It is not easy, but the rewards are great.

Indeed, true education is never easy. The sort of education which encourages students to be curious, to ask searching questions, to debate rationally and civilly is hard work, and requires great effort. But if we are to build a future in which citizens can challenge the status quo, defend their rights, and the rights of others, hold governments to account and participate fully in public discourse, it is essential. If we are to improve the level of public debate, and indeed the quality of our political discourse, we need to educate our children to be what Socrates called ‘knowing enough’ – about history, power, language, other cultures and beliefs, science and the arts – so that they can truly participate in choosing their own futures. And indeed, can choose their political representatives wisely and hold them to account. If we fail in this essential endeavour, our very democracy may well fail, or become a hollow shell. It is difficult, but with clear vision, and hard work, we can teach our students what it means to be a good person, and an active citizen. It is worth the effort. Dr Paul Hicks Headmaster

Bodi Day This year, we held our second Year 11 BODi (By Our Deeds-Inquiry) Day. The day is strategically placed in the School calendar to follow the period of examinations and SACs, just prior to the commencement of Semester 2 classes. As part of a Victorian Government initiative, we are taking part in a Rights, Responsibilities and Respectful Relationships Programme, with our key focus being directed towards respect for self and others, as well as the promotion of gender equality. As part of this programme, we will be introducing students across all year levels to a series of courses in the coming months. We felt that BODi Day provided a wonderful opportunity to commence this programme with the Year 11 cohort, and throughout the day the reverberating theme was ‘Respect for Self and Others’. Once again Dr Justin Coulson, a parenting expert, opened the day with a keynote address entitled ‘Respectful Relationships’. The boys were challenged to consider how they treat others and the importance of positive relationships in all areas of their schooling, working and personal lives. They found the infamous Stanley Milgram experiment on obedience and personal conscience from 1963 particularly fascinating and were asked to consider how they would have responded when placed in a similar position. Following the presentation, students participated in a range of selected workshops designed to foster wellbeing and promote positive choices. I am most grateful to our external facilitators, who provided a broad range of invaluable sessions. As a school, we wish above all else to produce good men, and we find that days such as BODi Day are integral to achieving this. Students stepped out of normal routines and were both challenged and encouraged to consider how they can be the best possible version of themselves, especially in the way that they treat others. A key component of the day saw the boys spending time in their House groups, producing an agreed upon pledge that all would sign off on and all promised to uphold. The pledges proved to be articulate and meaningful, as all members of each House promised to uphold core values and to treat all others with respect. It was a powerful moment in the afternoon when the pledge banners were displayed and representatives from each House spoke of their pledge and how it was conceived. To conclude the day, the boys were reminded that they now need to demonstrate by their actions and that they will constantly strive to uphold the values espoused in their pledges. By Our Deeds! Mr Rob French Deputy Head/Head of Senior School

On the day, Year 11 boys selected to participate in any three of the following workshops: Title

Presenter

Details

Mindfulness

Dr Richard Chambers

Dr Richard Chambers is a clinical psychologist and mindfulness consultant. Through the science and practice of mindfulness, young men can improve their wellbeing, performance/productivity, communication, relationships, decision-making and leadership. Participants received a range of take-home exercises and practical tips that they can apply.

Yoga

Ms Amy Dunstan

This session reframed yoga and meditation, encouraging students to recognise the many associated benefits of other lifestyle activities, such as sport, drama and music. This session included yoga practice with an emphasis on strength and balance, together with relaxation meditation.

Pilates

Robert Carruthers

Pilates is a mindful approach to exercise. This workshop provided a methodology designed to consider how best to look after one’s body and the important links between physiology, breath, posture and endurance. This session included a 30-minute Pilates practice, with a 10-minute relaxation meditation.

Emotional SelfControl

Barry Akehurst

This session focused on dealing with conflict, both verbal and physical, as well as avoidance, extraction and resolution. This workshop primarily focused on avoiding or extracting oneself from potentially dangerous conflict situations that can arise in typical situations in which Year 11 students may find themselves, such as parties, dates, other social gatherings, or simply walking down the street.

Sport Psychology

Dr Krystine Mottram

Wellbeing is of prime importance to your happiness and in your pursuit of sporting excellence. The physical aspects involved in training your body are commonly well understood by athletes, but few know how to train their minds. In this session, boys explored aspects of athlete wellbeing, including common barriers to sporting success and various ways to train the mind to enhance wellbeing, optimising potential in sport and life.

Resilience and Gratitude

Anthony Keely

The Resilience Project provides young Australians with positive mental health strategies. These sessions provided students with key strategies surrounding gratitude (the ability to be thankful for what we have) and empathy (the ability to place ourselves in another's shoes to feel what they are feeling). Both gratitude and empathy are skills and the science tells us that by practising these skills, we can have a profound impact on our confidence, esteem and overall happiness.

Nutrition

Lisa Middleton

Whether it be the needed concentration for study and work, energy for exercise and sport, or to feel and be your best every day, nutrition can help. This workshop helped boys separate fact from fiction and provided practical strategies and nutrition solutions for high performance nutrition to allow the body and mind to work more efficiently.

Identity with Integrity

Justin Coulson

This workshop focused on developing ways of bringing our own values and identity into the way we live life, questioning how we demonstrate integrity and staying true to our values when faced with competing demands from friends, family, school and society.

Revved Up

Daniel Taylor

This workshop explored the personal triggers for anger and how to effectively manage reactions and responses. It addressed ways of relating positively to others and being aware of our own and others’ feelings. Students also learnt how to make connections with others, how to listen to and respond appropriately, build longlasting trust and explored relationship problem-solving strategies.

Spectemur | Term 2 2018

Pledges BRIDGLAND

“ It is our responsibility to take care of those around us, ourselves included.” CLIFFORD

“ We vow to nurture a community that maintains its principles, regardless of social pressures.” DERHAM

“ We pledge to respect and consider others before we act.” MACNEIL

“ I will live my life with integrity, considering the effects of my actions. I will acknowledge the ideas and efforts of everyone in the community. I will respect you.” ROBINSON

“ Instil accountability and respect, upload integrity, support community.” SCHOFIELD

“ We pledge to stand up for others, enabling us to respect ourselves and our community.” STEVEN

“ We pledge to maintain strong moral principles and a sense of community through honesty, approachability and respect.” SUMMONS

“ We pledge to look for something in everyone that we can respect.”

Cadet Bivouac PUCKAPUNYAL From Friday 27 April to Sunday 29 April, the Cadet Unit conducted its training bivouac at Puckapunyal. The decision was made to run the Bivouac early in Term 2 as Friday Activities commenced in late February after the completion of House Music. This was the first major opportunity our leadership team had to exercise their command. The Bivouac was led by the Unit’s Senior Cadet Under Officer, Jacob Hunting (Year 12), and the Regimental Sergeant Major, Cadet Warrant Officer Class One Luke Sudholz (Year 12). A considerable time was spent by them and the platoon commanders – CUOs Michael Lewis (Year 12), Oscar Balla (Year 12), Harrison McEwen (Year 12) – and the Operations Officer, CUO Darren Lu (Year 12), in planning the various activities the cadets undertook on the Bivouac. In doing so, they learnt and consolidated valuable skills in planning and co-ordinating activities. The contingent of 70 cadets and ten staff members departed Camberwell Grammar School during lunchtime on Friday 27 April. Their first priority upon arrival was to establish platoon sites. The focus of training for the recruit cadets was to learn basic skills in living in the field, including erecting hutchies, and cooking rations. On Friday night, they engaged in a lantern stalking exercise, requiring them to capture glow sticks without being detected by the CUOs and other NCOs guarding them. In accordance with a revised approach to teaching field skills, recruit cadets undertook basic map reading, compass use, and navigation skills on Saturday morning, before applying these skills in a navigation activity during Saturday afternoon. On Saturday evening, they were involved in a more challenging version of a lantern stalking exercise.

Senior Cadets undertook advanced training designed to confirm field skills and challenge them. These included patrolling without being detected, establishing, and quickly dissembling a platoon site, and monitoring the movement of other groups of cadets. The Unit welcomes LT Andrew Worsnop (2005). LT Worsnop is a former student, who has been appointed to the teaching staff as a one year replacement teacher. During his university studies, he undertook officer training with the Army Reserves and was commissioned into the Engineering Corps after completing his training. LT Worsnop joined the staff, mentoring the Senior Cadets during the Bivouac. The Unit also acknowledges CAPT (AAC) Timothy Cross’ promotion to the rank of CAPT (AAC). He was promoted by Lieutenant Colonel (AAC) Nicholas Demiris, the Assistant Commander, Australian Army Cadets – Victoria Brigade, when he visited the School in February. LTCOL (AAC) Demiris also promoted the Officer Commanding the Unit, Michael Neal, to the rank of Major (AAC) upon his appointment as the 31 (Schools) Battalion Commander. In this role, MAJ (AAC) Neal has oversight of the School Based Units in the metropolitan area, from Mt Eliza to Werribee. During the same ceremony, LTCOL (AAC) Hamish Green presented CAPT (AAC) T. Cross with his Australian Cadet Forces Service Medal, in recognition of 15 years of service in the Australian Army Cadets. Adult Cadet Staff are awarded a clasp for each additional five years of service, and in the same ceremony CAPT (AAC) M. Daniel received his first five-

year service class to denote 20 years total service from LTCOL (AAC) H. Green. Other significant achievements include the appointment of CDTWO1 Luke Sudholz (Year 12), as the RSM for Australian Army Cadets – Victoria Brigade. This makes Luke the second most senior Cadet in the state of Victoria. Luke is involved in a range of Brigade activities, and in assisting and co-ordinating cadet participation in events such as the Anzac Day March in Melbourne. The Unit also congratulates CUO Oscar Lu (2017), a member of the class of 2017, upon his appointment as the CUO for 31 Battalion. Michael E Daniel CAPT (AAC)

Spectemur | Term 2 2018

Student Profile Q&A WITH ISAAC HUI HOW DO YOU BALANCE YOUR MUSIC AND SPORT COMMITMENTS WITH YOUR SCHOOLWORK? Usually, I have a rough idea of how much study time I have and the amount of work I must complete. I can then plan approximately what I need to do each day. Many of these skills I developed in Junior School, where teachers would set homework and teach us how to plan it out using our diaries.

CAN YOU TELL US A LITTLE BIT ABOUT YOURSELF? I came to Camberwell Grammar School in Grade 4. Fortunately, the Junior School’s friendly community allowed me to settle in quite comfortably. My most memorable experience at school in the early days was making a penguin out of clay in Art class. Crafting the hollow body and shaping the right side to be identical to the left was probably the most challenging aspect of the task. Even though I do not generally get great marks in Art, I really enjoy creating things, especially with my hands. WHAT CO-CURRICULAR ACTIVITIES HAVE YOU PARTICIPATED IN DURING YOUR TIME AT SCHOOL? In my time in Junior School, I was blessed to be part of the Junior School Orchestra, Buddy Programme (with Year 1 students), Math Olympiad and the Leadership Executive group. In Middle School, I participated in a range of activities such as DAV (interschool debating), da Vinci Decathlon, the Middle School Orchestra and various math competitions. This year in Senior School, I am trying out Cadets for the first time. My favourite extracurricular activity is playing the viola, especially in small groups. I really like how several parts, when played together correctly, can create wonderful music. Playing in a chamber group gives you the opportunity to play a big role, whilst in an orchestra it can sometimes feel like your role is quite minor.

I believe being involved in both music and sport has provided me with a source of relief from my academic studies, which can sometimes be stressful and frustrating. Being involved in a variety of activities has also enabled me to meet new people, which is important at school. YOU HAVE ALREADY REPRESENTED THE SCHOOL IN FIRST TENNIS – HOW IMPORTANT A ROLE DOES SPORT PLAY IN YOUR LIFE?

HOW DID YOU GET INTO MUSIC AT CAMBERWELL – IN PARTICULAR, THE VIOLA? In Grade 4, I was offered free trial lessons for any instrument, of my choice. As soon as I heard the viola, I fell in love with its mellow resonance. Today, I have been lucky to be offered to play in various chamber groups, which I thoroughly enjoy. DO YOU FEEL THAT LEARNING AN INSTRUMENT HAS BENEFITED YOU IN OTHER AREAS? Learning an instrument has taught me diligence. When I play a wrong note, I try to practise the passage over and over again to get it perfect. Learning an instrument has also taught me how to manage my time efficiently. With orchestra rehearsals and regular practice, I need to plan and organise my time well to fit everything in.

Tennis is my favourite thing to do in my spare time, so I make it a priority. I enjoy playing for First Tennis because I get to meet some of the older kids. All of them are quite encouraging to me and helpful. When I was in Year 7, my Year 11 doubles partner taught me many things, such as how to position yourself for a volley. Despite the friendly atmosphere, sometimes I miss playing with my friends in my own year level. DO YOU HAVE ANY ADVICE FOR OTHER ASPIRING ATHLETES AT CAMBERWELL GRAMMAR SCHOOL? I don’t have much advice for other athletes, except to train hard and be respectful. I believe these qualities will make you a complete competitor. IS THERE ANYONE IN PARTICULAR THAT YOU LOOK UP TO? As a fairly inexperienced viola player, I look up to Emre Cakmakcioglu (Year 12), the leader of our viola section and the Captain of Music. Not only does he play and project his sound well, he is a humble character.

“ Being involved in both music and sport has

provided me with a source

of relief from my academic

studies, which can sometimes

be stressful and frustrating..”

Student Profile Q&A WITH FIN SAMPSON

CAN YOU SHARE A LITTLE BIT ABOUT YOURSELF AND YOUR BACKGROUND?

IS THERE ANY PARTICULAR TEACHER THAT HAS BEEN A MENTOR FOR YOU?

After attending Camberwell South Primary School, I started Year 7 at Camberwell Grammar School in 2013. From a young age, I have always enjoyed participating in music and the performing arts, so my parents decided that Camberwell Grammar School would be a great place for me to grow and challenge myself, due to the School’s wellknown reputation in this area.

The School as a whole has played a vital role in fostering this passion of mine. The number of opportunities that the School has given me is more than I could ever ask for. A teacher who has been a mentor from the moment he arrived in 2014 is Mr Stocker.

As well as this, sport has also been something that I have always shown interest in from a young age. Since my first day of school, I have never shied away from meeting new people and sharing my interests with other students and staff. In my years at Camberwell Grammar School, I have partaken in as many opportunities possible, including productions, music concerts, international camps and a French exchange. Overall, my years at school have inspired me to try things that I am passionate about and helped me to discover what I want to do in my future. WHEN DID YOU FIRST REALISE YOU WERE INTERESTED IN PERFORMING? At the age of four, I signed up for an acting agency called Bambino. I started getting a fair amount of work, ranging from modelling shoots to commercials. By the age of 12, I realised that being on a film set was where I felt that I could flourish, so I decided that being in film was the direction I wanted to follow. Prior to Camberwell Grammar School, I had no experience in theatre. I actually thought that the stage was quite intimidating. After finishing my first stage production at Camberwell, Holes, in 2013, I found that being on stage was something I really enjoyed – different from being on a film set but nonetheless, exciting and enjoyable. I found that being on stage makes you live in the moment – it’s a feeling that I am addicted to. Five years later, I am studying Theatre Studies and have just finished my sixth and final production at the School, Jesus Christ Superstar.

The first production I was in that Mr Stocker directed was Private Peaceful. In this show, I was lucky enough to play Tommo Peaceful, alongside one of my best friends Cyrus Chan, who played my brother. It was the first time I saw Mr Stocker’s creative mind come alive. Following this, Mr Stocker continued to inspire me and many other students as he showed all of us what the theatre and performing are really about, producing a consistent stream of amazing productions year after year that all of us at the School will never forget. YOU PLAYED A LEAD ROLE IN THIS YEAR’S PRODUCTION, JESUS CHRIST SUPERSTAR, HOW DID YOU FIND THAT EXPERIENCE? Playing Judas was possibly one of the biggest challenges of my life so far. After hearing that we were going to do Jesus Christ Superstar in late May last year, the first thing I did was go home and listen to the soundtrack straight away – I instantly fell in love with Judas. I noticed that Judas possessed a complexity that I could really connect with. At first, I thought it would be pretty much impossible for me to be Judas, since I would have to belt out notes at the high end of the piano, something I had never done before, but I decided to undertake singing lessons with Mr Curtis Bayliss at school, where I learnt how to properly control my voice. I learnt how important it was to look after my voice, and most importantly, how to safely sing Judas’ high notes. After nine months of vocal training and just under 60 rehearsals, the show was done and I was left in disbelief that it was all over. Being my last school production, Jesus Christ Superstar was an experience that I will cherish for the rest of my life. I’m grateful that I was able to share this experience with a talented

and caring group of individuals. Overall, this experience taught me lessons of hard work and persistence, whilst further growing my passion for the performing arts. WHAT OTHER CO-CURRICULAR ACTIVITIES HAVE YOU PARTICIPATED IN AT SCHOOL? I have tried to do as much as possible at school. This included participating in a six-week exchange to Lyon, France and the annual Space Camp. Prior to my exchange to Lyon, I had been a bit nervous about travelling on my own, especially internationally, so this experience really gave me confidence and boosted my independence. I can’t imagine my school life without all the other little things I do each year – it would just not be the same. Through these co-curricular activities, I have found a balance that has kept me focused and has given me the opportunities to express myself freely and passionately. DO YOU HAVE ANY ADVICE FOR NEW STUDENTS? I think the best advice that I could give to the new students joining the community is to simply do as much as you possibly can at school. Make the most of all the opportunities that come your way, because Camberwell Grammar School caters for a variety of individuals, no matter your interests. Whether it be playing sport, performing, or simply learning, you will find that this school is a thoroughly enjoyable place to be. Challenge yourself, express yourself and most importantly, be yourself. WHAT DOES THE FUTURE HOLD FOR YOU? Next year, I plan on studying Film and Television, majoring in either Directing or Producing. From there, I want to head back to Europe and possibly study there also, perhaps in France. As for music and theatre, I plan on performing regularly throughout my twenties (hopefully). I hope to maybe record music one day as well, as that’s also a dream that I have had from a young age.

Green Pages Camberwell Grammar School has taken some remarkable steps towards addressing its environmental footprint in recent years. From the design of our new Sports Centre to the new solar panels, there have been incredible green improvements taken in the infrastructure of the School. More importantly, though, has been the growth in student involvement. This includes student led initiatives such as Towards2050, which you can keep up with through their website, www.towards2050.org. As a part of this growing momentum, we aim to bring the School community on this journey with us, showing you what we are doing, why we are doing it and how you can be involved both at home and at school.

Fun Fact We love rainy days. The School has an extensive array of water storage facilities in place. Over 600,000 litres of storage is housed at the Chatfield Avenue end of the underground car park, and is fed by runoff from the oval above – both from irrigation and rain water. This water is used exclusively to water the Keith Anderson Oval, and saves us from plundering the city reservoirs. At the other end of the car park, there is another 120,000 litres of storage, fed by the Sports Centre roof, that provides water for the Sports Centre toilets. This is a similar arrangement to the arrays of tanks behind the Junior School and Wheelton Centre, which are fed from rainwater runoff from roofs and some of the hard paving areas, which then service the Junior School and Wheelton Centre toilets. Mr Will Hone Sustainability Co-ordinator

“ Our recycling journey

began almost two years ago, when a dedicated group of boys decided to revamp our waste

management plan to reduce litter, encourage recycling

and reduce our impact on the environment.”

New Adventures in Waste Streaming Our recycling journey at Camberwell Grammar School began almost two years ago, when a dedicated group of boys decided to revamp our waste management plan to reduce litter, encourage recycling and reduce our impact on the environment. We were motivated by the discovery that our school produces more than six cubic metres of landfill every day. That is two large skips, emptied into a hole in the ground five times a week. Lunchtime quests around the yard revealed to us that recyclable material was frequently heading to the landfill — something had to give. We spent many subsequent lunchtimes collecting information about various bins scattered throughout the School, looking at their position, the frequency of their use and the amount of rubbish collected. As we did so, we also mapped out where we thought bins would be best used, all the while thinking about how the new system would operate. Planning a new layout for garbage disposal throughout the School was a huge job. With some help from Mr Hone, we formed a plan to ensure that every landfill bin in the School was paired with a recycling bin, both inside and outside. New pairs of bins were to be placed in busy locations, and we started to consider the necessity of actually having a bin in every classroom.

Removing classroom bins meant having a bin no more than 20 metres from the classroom door. While this may seem a drastic step, these bins were being emptied every night, sometimes with only a few scraps of rubbish in their bag. Our school was going through around 45,000 plastic bags a year. We have reduced this (just by rethinking the waste streaming system) to around 22,000 bin liners a year — and that is before we recycle anything. At the start of Term 2, the new bins arrived. Their bright yellow (recycling) and red (landfill) lids were impossible to miss around the schoolyard and hallways. There were several Assembly promotions, where the student body was given a new mantra: paper, cardboard, hard plastic and cans go in the YELLOW bin, everything else in the RED bin. We were also graced with Green Man, who walked the School grounds and even came to Assembly, ringing his bell and toting a sandwich board, proclaiming the wonders of our new system. Recycling signage soon followed on bins, and the message is starting to gain traction. The coming months will reveal the impact of these changes — already, we are sending more waste to the recycling plant, and will be monitoring the volumes as a measure of our success. Hopefully, there will be good news to report at the end of Term 3! In the meantime, we are working on keeping it simple and bringing the School community along with us. Darcy MacCuspie Year 12

Spectemur | Term 2 2018

Green Week 2018 Term 2 saw the fourth iteration of Green Week – a week of action and empowerment that was started in 2015 by members of the Nascent Group, that grew to be Towards2050. Part of the aim of the week has been to empower students by displaying the impact their choices have on the planet and offering them reasons to explore different ways of navigating the hustle and bustle of day to day life. For example, we discovered that eating one kilogram of beef is equivalent to driving your car 100 kilometres, given the relatively extreme environmental impact of red meat. Methane, which is emitted by cows, is 23 times more potent than CO2, according to EcoWatch, and so cutting back on the amounts eaten seemed like a good way to have an impact. If one person reduces the size of their food footprint, that is something, but if many people join the same movement, the impact spreads and grows exponentially. As a result, we asked students to pledge to avoid red meat for one week, if possible. Other pledges asked students to eat locally produced food, to get to school without using a car, or to keep a log of the soft plastic used during the week. Hundreds of students pledged to either cut red meat from their diet or to walk to school. The culmination of all the effort put in by the students is the equivalent to taking 426 cars off the road for a day. The Soft Plastic Drive is starting to gain momentum within the group, and in the coming months, we aim to reduce the amount of soft plastic used in and by the School. You are sure to hear more on this front during Term 3.

Green Week ended with a casual clothes day and kangaroo sausage sizzle. Kangaroo is an extremely healthy and sustainable alternative to beef, being low in fat and high in CLA (healthy fat). Kangaroos are sustainably sourced in Australia and they have a minimal carbon footprint. We aimed to show the student body how easy it is to replace the beef in their diet with alternatives, in an effort to show that change does not mean deprivation. Green Week is growing every year, and 2018 was no exception. We managed to raise

almost $5,000, which was distributed with the help of the Youth and Philanthropy Group to the Australian Conservation Foundation, the Alternative Technology Association, The Community Grocer and Beyond Zero Emissions. It is extremely encouraging to note the growth this week of empowerment, and we look forward to hearing of its future campaigns and successes. Emile Akbarzadeh Year 12

“ The culmination of all the

effort put in by the students

is the equivalent to taking 426

cars off the road for a day..”

Year 7 Civics and Citizenship Week By world standings, we live in the world’s most liveable city. Year 7s Civics and Citizenship Week is all about learning how to explore our wonderful city in a safe and efficient manner. We made multiple excursions to the city to learn what the city has to offer. The scavenger hunt was done in a team and it taught us how working together is a big part in finding our way around the city. The best part about the week is that it is student run. Each Year 7 class worked within their Forms to decide on their plan for the week, make bookings and organise appropriate transport. On the day where it was completely student run, the only thing that the staff did was supervise students. All of this helped us develop important skills, such as working together and communicating with each other. Thomas Rigby Year 7 THE TIMETABLE AND PHOTOS ON THIS PAGE PROVIDE A SNAPSHOT OF THE WHAT WEEK 8 ENTAILED FOR YEAR 7 STUDENTS.

Year 7A Year 7C Year 7D Year 7M Year 7S Year 7W Year 7Z

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Parks and Gardens Tour, Fitzroy Gardens

School

CBD Treasure Hunt

Tour of Federal and Civil Courts

ArtVo (Trick-art Gallery), Lunch at Cirque and Melbourne Star

CBD Treasure Hunt

School

Parliament and Law Courts

Botanical Gardens and Exploring the Suburbs, Shrine Vietnamese Dining Experience

Parks and Gardens Tour, Fitzroy Gardens

School

CBD Treasure Hunt

Law Courts

Laser Tag, ACMI

Law and Government Buildings Walk

School

Laser Tag and ACMI (Wonderland Exhibition)

CBD Treasure Hunt

Botanical Gardens Exploration

Parliament and Law Buildings Activity

"What law would I change and why?” The implications of changing laws

Melbourne Star, Observation Deck, Eureka, Lunch in Southbank, Laser Tag and Ten-Pin Bowling

CBD Treasure Hunt

12km Trek and Pies: Anniversary Trail to the Convent Bakery, Richmond

Parliament and Law Buildings Activity

CBD Treasure Hunt

Studley Park Walk

Bubble Soccer, Pizza School Lunch, Melbourne Star

Parks, Ultimate Frisby

Booklet and Presentation Work

Treasure Hunt

Parliment and Court Tours, Presentation Work

ACMI, Lunch at Bluetrain Cafe and Bubble Soccer

Year 8 Indigenous Week

Wominjeka, Welcome. Year 8 Indigenous Week lived up to its promise, as being a rewarding and enriching experience for all Year 8 students. There were more activities organised this year, to expose students to different aspects of Aboriginal culture, past and present. The week began with a talk about William Barak, the last chief of the Yarra Yarra Tribe, who worked tirelessly for his people. He was an energetic and charismatic man, who sadly lost his only son David, to consumption. Following this was a lecture in the Quinn Theatre by local historian Chris Grummet. Drawing on his extensive research, Chris mapped out aspects of Aboriginal culture through an extensive catalogue of maps and photos. Touching on reconciliation, Chris talked to the audience about what lies ahead, in connecting with Indigenous cultures into broader Australia, through sport, travel and the arts. At the start of the week, students were assigned a research project and using books from the School Library, websites and information gained from their outings, the students answered their research topic question. Findings were presented to their class on the last day and one group in my class talked about the Aboriginal singer and prodigious guitar player, Geoffrey Gurrumul Yunupingu. He produced several haunting and beautiful songs, translated into his native tongue and we were able to hear one of his songs during the presentation.

Spectemur | Term 2 2018

Students participated in guided excursions to the National Gallery of Victoria, Koorie Heritage Centre, Melbourne Museum and Botanic Gardens. These experiences gave students an insight into the Frontier War through art, traditional smoke ceremonies, art making and bush tucker. They were given the opportunity to hold and examine Aboriginal artefacts, and see how Indigenous cultures lived across Australia. At the museum, students listened to a guide talk in detail about traditional possum skin cloaks and they were given the opportunity to listen to an interactive display, which explained that in Victoria, there were 40 different dialects within 11 language families. On the last day, students designed pictures and symbols to be placed on their own boomerang. This demonstrated their connection to their own culture. Students headed home to practise their throwing techniques over the long weekend. Throughout the week, Year 8 students could envisage that there has been a lot of healing in recent years and now there is an opportunity for Indigenous culture to make distinctive contributions to our Nation. Middle School surveys have indicated, that the week has been a highlight for many students and in the future, the programme will continue to evolve and deliver further invaluable insights about Indigenous cultures. Mr Shaun Burke Middle School Head of Operations

We were delighted to have Sarah Hopkins, a unique Australian composer, and Ron Murray, cultural educator, storyteller, musician and didgeridoo maker, join us for a â&#x20AC;&#x2DC;Healing Circleâ&#x20AC;&#x2122;. The students were taken on a journey through reconciliation in words and music. At the end of the session, students joined as one to produce a powerful music piece using handbells. 13

Senior School Production JESUS CHRIST SUPERSTAR

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This year’s Senior School Musical, Jesus Christ Superstar, came and went very quickly. However, the memories and entertainment provided by the collective group of Camberwell Grammar School and Canterbury Girls’ Secondary College students will be everlasting. When tackling such an intensive and demanding production such as Jesus Christ Superstar, sizeable amounts of preparation, rehearsal, commitment and focus is required. As such, the work towards Jesus Christ

Superstar began in the latter part of 2017, in order to provide a solid foundation for all involved coming into the new year. The first official rehearsal took place on Monday 22 January, in order for the cast to familiarise themselves with the music and the Director’s vision before the start of the School year. From then on, a rigorous rehearsal schedule was formed, with the cast rehearsing up to 12 hours a week, and come performance weeks, up to 30 hours per week. This immense effort was not in vain though, as the performances left the majority of the audiences in awe.

The cast involved in the show were talented, committed and passionate. However, it goes without saying that the production team contributed just as much to the show as the performers themselves. Special thanks must be directed to the Production Team led by Mr Stocker and Mr Bishop. Similarly, all the volunteers who assisted with costuming, set painting and makeup are to be applauded for their work. As well as this, the technical and stage crew put in countless hours into the show, and Get Rigged helped to produce some incredible set pieces — namely the crucifix. Finally, the band is to be commended for the incredible sound they produced, and also the Superstar Choir consisting of a further 70 or so members from Camberwell Grammar School and Canterbury Girls’ Secondary College for adding an extra element of sound and visuals to the show. Jesus Christ Superstar was a highlight of the School year, and I’m sure a highlight of many of the students’ acting careers during their time at school. It truly was a remarkable production and all involved should be so proud of themselves, and I say that with absolute and utmost sincerity. Will Woods Captain of Drama 15

Mid-Year Concert

Just two weeks after the unforgettable production of Jesus Christ Superstar, the community was treated to the Mid-Year Concert – the magnificent product of half a year’s work of rehearsals and dedication. The performances across the School were of an extremely high standard, a credit to Mr Bishop and his team of music teachers and staff. As well as the commendable technical ability on display, the vast participation of many students served to remind us all, of the uniting power music has. This was, perhaps, most noticeably encapsulated in the final item of the night – a resplendent performance of Karl Jenkins’ Te Deum by the entire School Choir. As the concert unfolded, the audience became aware of the musical journey each student was a part of – starting as a Junior School Superstar and finishing as a Senior School member of the Orchestra, Choir, Concert Band or Stage Band. The dedication put on display by the students resulted in performances of exuberance, delight and energy. As well as this, all musical items demonstrated that each and every boy had fun on stage, not daunted by the audience in the slightest. Notable performances included Brandon Chew’s virtuosic performance of Mendelssohn’s Piano Concerto, the moving rendition of Adele’s Skyfall by the Chorale and the aforementioned Te Deum. Each piece was not simply played, but instead performed with a veritable sense of appreciation and expertise; leaving an excited audience hungry for another School Concert of grandeur and musical richness. Emre Cakmakcioglu Captain of Music

“ The performances across the School were of an

extremely high standard,

a credit to Mr Bishop and

his team of music teachers and staff.”

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Junior School Presents… CHARLIE AND THE CHOCOLATE FACTORY Based on the well-known Roald Dahl story Charlie and the Chocolate Factory, this year’s Junior School concert explored the people in this story and the extreme character traits that each represented. For some, this trait was their downfall, for others, it helped them achieve greatness. Hosted by the anchor team from National Norge News, and with five lucky audience golden ticket winners from their Willy Wonka chocolate bars, the evening was launched with fun and variety to please everyone! The hunters (Year 4B), searched with fierce determination to find and capture the elusive golden tickets, under their huge, multi coloured parachute. Teamwork was their key to success. The residents of the Norge Retirement Village (Year 4A), fondly reminisced about their visits to Willy Wonka’s Chocolate Factory, but it did not take much coaxing for them to regain their youthful energy and break out into energetic line dancing. Led by their mentor and genius of confectionery, Mr Willy Wonka, Year 5B explored leadership qualities from world leaders to sporting stars, and the local community heroes who protect us, discovering that leadership means caring for others. The hard-working and diligent Oompa Loompas (Pre-Preps), had lots of fun as they danced, while demonstrating that true cogs in a well-oiled machine produce teamwork and productivity. Year 2 showed the audience that nothing will stand in their way when it’s time to feast! With their great love of food, they ate their way through copious quantities at the annual Taco Eating Contest, held every year at the Food, Glorious Food Festival. Gluttony is not to be admired! Year 1 was highly competitive, striving to win at all costs. With determined spirit, their focus was on wanting to be the best. They were bad and blue as they popped their bubble gum. Not to be outdone, the Preps showed us that expensive taste and dressing in wonderful designer gear cannot camouflage the shallow focus on money, greed and being spoilt (more dollars than sense). Wearing impressive TV heads, Year 3 represented the single face of digital addiction. With Technologic as their theme, they danced to just one passion… technology! They reached Virtual Insanity, but became “cool dudes” once their devices were removed. Year 5A explored optimism. Dressed in sunshine yellow, their clever wordplay seemed just a jumble of words as they danced to 18

a reggae beat, but they found that hope, aspiration, belief, buoyancy, confidence, positivity, anticipation, assurance, enterprise, certainty and conviction were all good values to achieve. Two expert game hosts kept the show moving as they delivered some corny jokes; their confidence and personality were as bright as their colourful showbiz costumes. The massed singing of On Top of the World brought to a close a wonderful night of visual colour, great sound and lighting effects. With a wonderful staff support team, we discovered once again, what talented boys we have in the Junior School. Mrs Helen Thomas Assistant Director of Music - Junior School

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ANZAC Day Dawn Service On Wednesday 25 April, Camberwell Grammar School held an ANZAC Day Dawn Service in the Wheelton Amphitheatre. The Dawn Service gave an opportunity for current students, Old Boys, staff and the wider community to participate in this historic act of remembrance. Major (AAC) Michael Neal, the cadet staff and the Cadet Auxiliary made the event possible. The Service’s catafalque party, a ceremonial guard for a memorial of the names of fallen Old Boys, was comprised of five senior Year 12s, the Cadet Under Officers, and after the service, many cadets from the unit made their way to the city to participate in the ANZAC Parade. The Dawn Service is an essential part of any cadet’s career in the Australian Army Cadets. It is truly inspiring during the Last Post, the minute’s silence and then Reveille, when the Unit is able to commemorate those who wore the uniform before them. It is also an incredibly powerful opportunity to remember those old boys of the School who fought in World War One and World War Two, some of whom made the ultimate sacrifice. Jacob Hunting (Year 12) Senior Cadet Under Officer (SCUO) BELOW IS AN EDITED SPEECH GIVEN BY MAJOR CHRIS SMITH (2004). Good morning ladies and gentlemen. Before I start I would like to thank Dr John Tuckfield and Dr Paul Hicks for inviting me back to Camberwell Grammar School to present the Dawn Service Address. As an Old Boy of Camberwell Grammar School, I was humbled to accept this invitation and it’s great to see how much the School has progressed since I left to join the Australian Army in December of 2004. On this anniversary of the landing of the Australian and New Zealand Army Corps troops at Gallipoli, we commemorate the event by remembering those from the campaign itself, and also those who put their lives at risk in campaigns long after. We also acknowledge those who currently serve today, some at home and some abroad, continuing on the tradition of the ANZAC legacy.

The ANZAC force landed after setting out at approximately 3.30am from the fleet of ships anchored offshore, on a night so dark that not even the shoreline was visible. They initially encountered fairly light rifle fire from the Turkish defenders, but the Turkish positions were quickly reinforced and by mid-morning the Australians and the New Zealanders were faced with a withering rifle and machine gun fire from above. At the end of that first day, 2,000 men lay dead for the gain of about six square kilometres and an advance of scarcely one kilometre inland where they clung desperately to a small foothold. It was a military disaster from any viewpoint, except for the well-planned and successful evacuation that followed some eight months later. The final count of the dead was 250,000, of which 10,000 were ANZAC troops. But of course, it is just not Gallipoli we remember on this day, nor is it even the First World War. This is a day set aside for us to collectively give thanks to the men and women who have put their lives at risk and in many cases paid the ultimate price. We also acknowledge the losses and sacrifices of their families. ANZAC Day is a day to commemorate the bravery and self-sacrifice of past and present generations. It is a day to acknowledge the selflessness of all those who have been prepared to put their lives on the line for Australia so that it can be a place of freedom for all. On this ANZAC Day, we remember and recognise those who served in the First and Second World Wars, Korea, Malaya and Vietnam. We also acknowledge those who have served in more recent operations such as Cambodia, Somalia, Rwanda and the Persian Gulf, the Sinai Peninsula, South Sudan, Solomon Islands, Timor-Leste, Israel, Iraq and Afghanistan. The spirit of the ANZAC still lives on today: not only in the bodies of us who wear the uniform, but with all Australians who embrace ANZAC Day as a time to reflect

on the past and think of those who currently serve our Nation, be it home or abroad. The Australian Defence Force currently has over 2,300 personnel deployed on operations. Each year around this time, they have the opportunity to hold their own Dawn Service to commemorate ANZAC Day in a similar way to us here this morning. I hope that during the reading of the Ode, playing of the Last Post and the minute’s silence, you may spare a thought for our brothers and sisters who are separated from their families on this day. To them, on ANZAC Day, we say: Be proud of what you have done, as we are proud of you. Parade yourselves, confident in the knowledge that your deeds are appreciated by all Australians, no matter in which of Australia’s battles you have fought. You have helped and continue helping to create a tradition which our relatively young nation can display with honour in any company. We thank you for all of this.

Spectemur | Term 2 2018

Careers News Careers Night

PANELISTS

The annual Careers Night took place in the Performing Arts Centre Foyer and nearby classrooms from 4.30pm on Wednesday 28 March. Thirty Old Boys joined the students to talk about their careers and how they moved into their current positions. The focus of the evening was STEM: Science, Technology, Engineering and Mathematics, though we managed to sneak in a couple of Old Boys who worked in the less technical areas including media, law and business, as they too make use of technology in their day to day working lives.

Building and Planning

The panellists proved to be a fascinating mix of Old Boys, many of whom had begun their working lives in one area, only to quickly move to another. Considering only 50% of qualified lawyers currently practise in Australia, it wasn’t overly surprising to hear stories of men giving up promising legal careers to work in IT, media and sales.

Design

What impressed me most about the evening was how well the panellists interacted with each other. The medical panel (featuring a GP, paramedic and a variety of specialists) quickly decided against presenting separate formal presentations, instead, using the opportunity to draw upon each other’s expertise to illustrate the team approach required in medicine. The men certainly had some interesting stories to tell about real life medical emergencies and one even pulled out his iPhone to illustrate his story with a gory X-ray.

Mark Eades (1984)

Construction Manager

Ben Cooke (2007)

Urban Planner

Nick Clements (2003)

Associate Town Planner

Tim Harrington (2007)

Project Manager

Business and Management Peter Lenton (1987)

Accountant and AFL Player Agent

Cyrus Aftasi (2003)

Customer Development Manager

Todd Williams (1987)

Group Treasurer, Australia Postal Corporation

James Fotheringham (1991)

Production Director

Nicholas Hadaway (1987)

Industrial Designer

Rod Neil (1992)

Architect

Engineering and Science John Bates (1977)

Research Director, Bushfire and Natural Hazards

Daniel Ellis (2012)

Student of Actuarial Studies and Mechanical Engineering

Martin Lee (2007)

Building Services Engineer

Duncan Scorer (2006)

Project Engineer

Health and Medicine Sam Cooke (2012)

Paramedic

Michael Wong (1997)

Consultant Cardiologist and Electrophysiologist

Andrew Weickhardt (1995)

Medical Oncologist and General Physician

Matthew Hare (2006)

Endocrinology and Diabetes Registrar

We are extremely fortunate at Camberwell Grammar School to have such a broad range of talented professionals to call upon.

David Ta (2007)

General Practice Registrar

Student feedback on the evening was extremely positive, with 93% of students agreeing that it was an interesting and informative evening. A few parents too appeared to enjoy the experience, though it would be great to see more in attendance next year.

Nick Rimington (2002)

Senior Associate

George Tsigounis (1992)

Senior Product Manager

Edward Smith (1987)

Director of Development: Business, Engineering, Science, IT

I am indebted to the Old Boys who shared their knowledge and expertise and to our wonderful teachers who freely gave of their time to assist on the evening. Thank you to the Development Office for inviting so many fantastic men to our event.

Andrew Godwin (1983)

Associate Professor, Melbourne Law School

Stephen Parmenter (1988)

Barrister

Carl Buhariwala* (2011)

Legal Consultant

Mrs Lynette Reiger Careers Counsellor

ICT

Law

Media and Communications Colin Cheong (2006)

Account Manager

Duncan Imberger (1992)

Creative Producer

Irwin Hau (1998)

Director of Chromatix

“ We are extremely fortunate at Camberwell

Grammar School to have such a broad range of talented professionals to call upon. ” 22

Spectemur | Term 2 2018

Careers Day

most surprisingly, Connor initially began his job as a Year 10 work experience student.

Careers Day, which took place on Wednesday 13 June, began with boys sharing work experience anecdotes with their House. For many, Work Experience Week was their first encounter with the real world of work and they had stories to tell of witnessing surgery, feeling grown up and the highlight for some – a free lunch.

The other morning session introduced Year 10 students to the VCE curriculum on offer at Camberwell Grammar School in 2019. The boys were provided with their copy of the VCE Curriculum Guide and given advice about selecting a varied and balanced seven studies to ensure a successful Year 11 and beyond.

Eight Old Boys, now undergraduates in a variety of courses, spoke of university life, what they’re studying and offered tips on how to determine and secure the pathway you want. Whilst most are combining paid work with study, Connor Murphy (2016) and Hamish Webber (2016) secured internships relating directly to their field of study and,

In the afternoon, students were divided into House groups to explore jobs and course websites, when an unexpected (but very welcome) visitor dropped by Derham House. School Captain Nelson Zhao (2017), with his mid-year exams firmly behind him, returned to Camberwell Grammar School to say hello. His old House mates greeted his arrival with loud

applause, some even giving him a standing ovation, such was their pleasure at seeing him again. Nelson entertained the boys with stories of his experience as an eager and nervous, first year student at the University of Melbourne. His visit was brief, but before leaving, he delighted the group with one of his signature puns. Dr John Tuckfield rounded off the day with a prophetic account of what jobs are likely to exist, and those likely to disappear, in the near future. Thanks to all the teachers, and Old Boys, who took time out to make this an informative and inspiring day for our Year 10 cohort. Mrs Lynette Reiger Careers Counsellor

Back, Left to Right: Hamish Webber 2016 (CLI) Construction Management, RMIT, Theo Chrisant 2015 (SUM) Commerce/Law, La Trobe, Connor Murphy 2016 (DER) Commerce/Economics, Monash, Harrison Mourelatos 2015 (MAC) Architectural Design, Monash, Oscar Lu 2017 (SCH) Biomedicine, Melbourne, Jack Zhang 2016 (SUM) Design, Melbourne. Front, Left to Right: Hans Anjou 2016 (BRI) Commerce/Law Monash, Henry Wu 2017 (ROB) Aerospace Engineering Monash.

Spectemur | Term 2 2018

Year 10 Work Experience Week Work Experience took place in the first week of June. As usual, students undertook a wide variety of placements with builders, veterinarians, real estate agencies, architectural firms, law practices, hospitals, pharmacies and retail stores. For many Year 10s, this was their first foray into the workforce and some approached it with trepidation. However, I’m pleased to report, the employers spoken to were unequivocal in their admiration of our boys – praising the quality of their presentation, work ethic, ability to ask questions and their obvious interest in the workplace. Research laboratories were popular with those interested in science. Three boys gained placements at the Florey Institute of Neuroscience and Mental Health, assisting with cell processing and research. Haotian Huang, worked at the Peter MacCallum Cancer Centre laboratory, taking part in scientific research towards biological and biomedical discoveries.

Though work experience is generally undertaken in Victoria, Oscar Curry secured a placement with the prestigious NIDA Institute in Sydney, which meant he didn’t get a teacher visitor, but that was more than compensated by a visit from Mel Gibson on his first day. Thus, for some, work experience provided unique opportunities; none more so than Pat Canny who flew in a helicopter whilst undertaking his placement at Emergency Management Victoria. Mrs Lynette Reiger Work Experience Co-ordinator

Some aspirant medical doctors found placements in hospitals and enjoyed scrubbing up to witness colonoscopies and other surgical procedures; whilst those more interested in working with veterinarians, attempted to maintain composure as they observed gory operations. Students interested in IT found themselves more job ready than most, using their coding expertise to assist with a variety of tasks. William Li learned a new programming language to enable him to analyse Southern Ocean wave data for a University of Melbourne research project. Likewise, Mitchell Reid put his coding expertise to use for a surveillance company, Samuel Qi identified and rectified the ‘bugs’ in an electronic game designed for pre-schoolers, and Ryan Wong took on the role of an IT technician, fixing iPads and laptops at his old primary school – guaranteeing him popularity with his old teachers.

William Angliss Dinner The William Angliss Dinner was arranged for the Middle School community to consider topics relevant to the health and well-being of the boys at this important stage of their development. This year’s focus was on supporting mental health. Our keynote speaker for the evening was Mr Geoffrey Ahern, a PhD candidate and specialist in mental health, who works closely with Victorian Police on mental health emergencies. The dinner was well attended, with over 80 members of the School community joining to network and learn more about Australia’s leading health concern for young people today. Ahern, the son of a Defence Force Officer and boxing champion, recalled a vivid memory from his tenth birthday. As he attempted to hug his father following a happy birthday song, his father turned to him and said: “Your ten years of age now, it’s about time we shook hands… and cut that hugging nonsense.”

“Men are emotionally disabled by our masculine cultural ideals”, (Dr Allan Downs). Ahern argues that this “old school” mentality is fostering poor mental health in our boys, limiting their capacity to respond effectively to; and connect with their emotions. Shifting this stubborn paradigm must come through our actions, to reinforce that expressing emotion and seeking help, reflects courage and demonstrates leadership. Through such actions, we will in turn encourage our mates to do the same. On this point, Ahern challenged the parents, especially the fathers to discover an innovative way to connect with their sons. He also encouraged the bedroom to become a place of solace, void of arguments. According to the Australian Institute of Health and Welfare, anxiety, depression and substance abuse disorders are the three most common mental health problems in young people today. When searching for an answer, people generally attempt to find a single cause for this; yet, the research suggests it is a combination of our biology, psychology

and sociology that tends to lead our young people down this bleak path. Ahern labelled it the biopsychosocial model, and just as there are multiple causes, there are also multiple methods of treatment. Whilst the treatment can be complex and enduring, the preventative measures are sometimes so simple that we often overlook their importance. Creating a safe, caring and trusting environment at home, tailoring technology appropriate for the maturity of our boys and maintaining a healthy diet, were also elaborated in detail on the night. Finally, Ahern quoted Dr Hicks, “As parents, our job sometimes is to get out of the way and let our children work some things out for themselves.” Suggesting that we can often try to do too much as parents, and that sometimes knowing that they are loved is all our boys need. Mr Troy Stanley Head of Middle School

Spectemur | Term 2 2018

Year 12 Formal THE YEAR 12S AND THEIR PARTNERS ENJOYED THEIR FORMAL AT LEONDA BY THE YARRA ON SATURDAY 16 JUNE. The Year 12 Formal comes at an important time for the Year 12 cohort, as it marks the half-way point in our final year of schooling. As such, it provides an opportunity for us to take stock of the year so far and enjoy a rare bit of downtime before the final push toward the end of the year. Everyone presented themselves impressively on the night and some, in particular, our very own Mr Rob French, showed their prowess on the dance-floor. Unfortunately, others, myself included, showed their distinct lack thereof. Thank you to Ms Jan Sangster and other staff members who put in a great deal of work behind the scenes to ensure a successful night. Will McIlroy Publications Prefect

“ Everyone

presented themselves impressively on the night and some, in

particular, our very

own Mr Rob French,

showed their prowess on the dance-floor.”

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News Around the School Double Bass Day On Thursday 26 March, we went to the Victorian College of the Arts Secondary School (VCASS) for a Double Bass Day. This was incredibly exciting, as this was only the second year that it has run. For most of the musicians that attended from Camberwell Grammar School, this was their first time at Double Bass Day. Arriving at VCASS felt slightly nerveracking, most of this coming from the fact that we were all wearing ridiculous hats. In the room, there were over 40 basses. Forty! That’s probably all the basses in Melbourne. There was a Masterclass, which was very educational, and a bass orchestra. It was incredible! Marcus Lim Year 7

“ In the room, there were over forty basses. ”

Cadets Excursion On Saturday 19 May, five members of the Cadet Unit, Joseph Hunting (Year 10), Ethan Lack (Year 10), Peter Lathouras (Year 11), Hugh McGlone (Year 10), and Andrew Shallcross (Year 10) accompanied by CAPT (AAC) M. Daniel, travelled by train to participate in an excursion organised and conducted by 31 Australian Army Cadets (Schools), Battalion at Williamstown. The first activity was a tour of Her Majesty’s Australian Ship (HMAS) Castlemaine, which is permanently docked at Williamstown. A former Royal Australian Navy vessel, this corvette was built in 1941 in Australia as part of the expansion of the Navy’s fleet in WWII. Cadets learnt about the operational life of this comparatively small vessel, and the military duties the Castlemaine undertook during and after the war. Whilst exploring the ship, cadets had to complete a worksheet in pairs with a cadet from another unit, and Hugh McGlone’s syndicate came equal first. This tour was then followed by a sail on a replica of the Enterprise, the small rigged sailing ship in which the founding settlers of Melbourne sailed from Tasmania in 1835. Participants assisted the crew in hoisting the sails as the vessel sailed in Port Phillip Bay, before journeying up the Yarra River, arriving at the Docklands at dusk. The Unit acknowledges the work of officers of 31 Battalion, under the command of MAJ (AAC) M. Neal, who organised this successful outing. Mr Michael Daniel CAPT (AAC) 30

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Indonesian Excursion Indonesian Film Festival On Tuesday 1 May, the Year 11 and 12 Indonesian classes set off on our annual visit to the Indonesian Film Festival. It was a sunny day, and this was reflected in the theme of the story about Indonesian boy scouts in the film Lima Elang (Five Eagles). The film was a coming of age story about growing up, friendships and loyalty. After the film, the boys had a delicious lunch in Southbank. Ms Janet Sharman Head of Indonesian

Junior School Mother’s Day Breakfast Mother Nature controlled the show at the Junior School Mother’s Day Breakfast, as she gifted us with rain and chilly conditions. Our Friends of Norge Team took it all in their stride, taking advantage of the Camberwell Room to gather in cosy conditions and celebrate our wonderful mums. It was a delight to see so many mums and sons enjoying the fun and friendship of our special Mother’s Day event. The Camberwell Room, although a snug fit at times, looked a picture with a scattering of large, round tables draped in white tablecloths, decorated with bouquets of pink roses, and trestle tables laden with egg and bacon muffins, cupcakes, pastries and fresh fruit. What a great way to start the day, and a fine way to remind mums just how special and important they are to us all. The mums were treated to music by the Middle School Stage Band, and all Junior School boys gathered to sing a couple of special songs to their mums. The boys each presented their mum with a lovely gift they had created during their art lessons, which I am sure the mums will enjoy for years to come. Thank you to the Friends of Norge, staff, dads who helped out on the day, and boys who all worked tenaciously to ensure this was a day for mum to remember. Particular thanks must go to Jenny Thurlby, Ivy Lun, Roula Andreopoulos, Isabella Tilley, Atid Page and their hard working team for giving so generously of their time, energy and creativity. Mr Howard Kelly Head of Junior School 31

“ Delegates are presented with

Gladwyn Cup From the Netherlands to North Korea, Kazakhstan to Kuwait, the nations that represented in the 2018 Gladwyn Cup were varied in every possible way. But the teams behind them had a singular goal – to win the coveted trophy through their skill at diplomacy, public speaking and negotiation. Gladwyn sees students assume the role of ambassadors to the United Nations Security Council, observing the protocol of the institution and emulating its process for considering resolutions. Delegates are presented with three proposed resolutions on international issues, and can amend them, debate them and rally the chamber’s opinion for or against them to further their country’s goals. Throughout it all, they must take care to avoid international embarrassment from the pointed questions of their peers.

Junior School Soiree It’s a wonderful thing that many boys in Junior School learn to play a musical instrument. Whether they learn at school or with music teachers outside the School, all instrumentalists are encouraged to perform at a Soiree, held once a term. The Term 2 Soiree took place in early June and had many solo performers across all year 32

This year’s topics covered the Geneva Convention, global surveillance and North Korea. Each presented threats and opportunities to the countries of the chamber, and each was tackled by the teams with imaginative amendments and passionate speeches. The course of the session saw alliances form and crumble and nations shifting their stances as the resolutions took shape. Although larger powers were quick to make their voices heard, many smaller countries left their mark on the resolutions. Germany, represented by Ben Chesler and Emile Akbarzadeh (both Year 12), fought passionately for human rights using their impressive research; Bolivia, represented by Charles Huang and Ryan Campbell (both Year 12), were able to raise impressive support for their amendments and Italy, represented by Luke Doblin and Alex Lew (both Year 9), caused quite a stir when they

levels. Each term, the range of instruments varies, and this term was no exception, with piano, violin, cello, double bass and trumpet items providing an evening of wonderful music. Students participate in these evening concerts to gain performance experience, particularly as they prepare for music exams and recitals. The Soiree creates the impetus to polish and perhaps memorise a piece and to work with an accompanist. Performing to a

three proposed resolutions on international issues.” pushed for global disarmament.

The results were tight, but the 2018 Gladwyn Cup was ultimately awarded to James Gunasegaram and Andrew Zeng (both Year 11), as the United States of America. China, represented by Matthew Kautsky and Luc Raszewski (both Year 12) and Bolivia were close behind. Although not everyone could gain a podium finish, all teams had an impact on the course of negotiations and gained valuable experience in diplomacy. It will no doubt serve them well as they continue to the Evatt Cup; the interschool version of the competition, where the stakes are higher and competition even fiercer. James Gunasegaram Year 11

supportive and encouraging audience assists students in overcoming those nerves and tension that come with a solo performance. The audience is always rewarded with an evening of fine music-making and all performers feel proud of themselves as they understand the value of regular practice. Mrs Helen Thomas Assistant Director of Music - Junior School

Spectemur | Term 2 2018

Queen Victorian Market Excursion In late April, 80 Year 11 Economics students descended on the Queen Victoria Market. Their field work exercise was to determine if what they have studied in their textbooks is reflected in the real world. After collecting copious data about prices, number of stalls and consumers, and whether or not products were homogenous, the boys enjoyed the

culinary delights on offer in the market’s deli and food court. Upon their return to school, the boys worked diligently to produce in-depth reports about how “perfect” the competition at the market is.

da Vinci Decathlon

Our teams included:

The annual da Vinci Decathlon season involves teams of eight students participating in ten academic and cultural disciplines, and working together to gain a score in each unit of work. The disciplines involved are: Art and Poetry, English, Mathematics, Creative Producers, Engineering, General Knowledge, Code Breaking, Ideation, Science, and Cartography. After a full day of teamwork, solving problems and creating pieces of art and poetry, Camberwell Grammar School’s two teams came first and equal third. Following their success in the Regional competition, three Camberwell Grammar School teams progressed to the State Finals.

“ 80 Year 11 Economics

students descended on the Queen Victoria Market.”

Mr Manfred Pietralla Head of Economics

YEAR 7 Cooper Carbone, Albert Guan, Alan Tian, Ray He, Joshua Hui, Owen Henderson, Tom Nguyen, Marcus Lim, Flynn Helmer, Shivansh Kakkar, Justin Zhu, Rick Kovos, Andy Congshen, Charlie Reid-Pettett, Leon Zhang and Hugo Pringle. YEAR 8 Akalanka Gunawardana, Jerry Ji, Aneek Sengupta, Freddy Branson, Min Han Low, Gregory Kerdemelidis, Kayson Wang and Je-Rard Cheong and were ably led by Mrs Chaomhanach and Mr Burke (Year 7) and Ms Morgan and Mr Double (Year 8).

It was a wonderful achievement to reach the State Finals and an enriching experience to take part with some exceptional students from across the State. Our Year 7 team along with our successful Year 10 team will compete in the Nationals in the next school holidays at Knox Grammar School, Sydney. Our Year 8 team came a very respectable fourth out of 21 teams. All boys are to be congratulated on their efforts in giving their best throughout all competitions. Mr Paul Double Head of Enrichment

Indonesian Excursion CENTRE FOR EDUCATION AND RESEARCH IN ENVIRONMENTAL STRATEGIES (CERES) On Tuesday 20 of March, Year 8 Indonesian students went on an excursion to CERES in Brunswick. It was a refreshing and informative experience, as we had the opportunity to immerse ourselves in the Indonesian culture and life. Throughout the day, we attended four activities that gave us an insight into city life, village life, batik making and traditional dancing. Our first activity was all about how Indonesian people live in one of the main cities, Yogyakarta, in Central Java. We learned about the famous Jalan Malioboro, a major shopping street, and how to bargain with sellers in Indonesian (to avoid getting ripped off). After this activity, we walked out feeling grateful for how fortunate we are to be having an education at Camberwell Grammar School, as we were shocked to discover that 20 million people live poverty in Indonesia. As a result, many kids our age dwell on the streets, have no opportunity for education and are destined to beg or sell items to by-passers.

Village life or ‘kehidupan desa’ is a big part of how many Indonesian people carry out their everyday life in rural areas. We explored their daily routines, which included praying at a ‘pura’ or shrine to the gods for a good harvest, cultivating the rice fields also known as ‘sawah’, processing rice with a ‘lesung’ and ‘alu’ or mortar and pestle, and carrying buckets of water to feed their crops. We actually worked on a mini version of the fields using traditional tools and methods. It gave us an understanding of how resilient and hardworking the people are. So, next time you eat a bowl of rice, you should remember the hard work that went into it! Our next activity was learning the traditional Indonesian art of batik. Batik is a pattern made on cloth using wax and dye. A tool called ‘canting’, which looks like a pen, is used to apply the liquid wax on the cloth to outline the pattern. Different coloured dyes are then applied and the final result is a beautiful piece of cloth that is made into clothing, often worn on formal occasions such as weddings. Making a piece of batik by ourselves was one of our highlights. Some of our creations were

quite good, however, those of us who are ‘creatively challenged’ produced work that resembled a dog’s breakfast! Anyway, it was great to bring a memento of this home. Dancing the ‘Tari Indang Sanggar’ was the finale of the day. This is a group dance which is well known in Indonesia and we were invited to learn the moves. We sat crosslegged in a row and tried to copy the actions of the Instructor. It was hilarious to see the Camberwell boys trying to be graceful. Thank goodness no one took a video of us! All in all, it was a fantastic excursion. We learned some of the aspects of the city life compared to village life in Indonesia, traditional arts and dance, as well as expanding our vocabulary of the language. The Year 8s left CERES with a better understanding of Indonesian culture and a greater appreciation of our life in Australia. Daniel Seow Year 8

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Year 6 Camp On a cloudy Tuesday morning, Year 6 were excited and enthusiastic for Camp Manyung at Mount Eliza. On the bus ride, everyone was noisy and rowdy, even though we were tired from lugging the heavy bags all the way to the bus stop. When we finally arrived, we were warmly welcomed by the staff, and were shown around the area. Afterwards, we were shown to our cabins, which consisted of four bunk beds and an ensuite. Everyone was pretty happy with their cabin choices. We then ate lunch, which consisted of rolls and healthy burgers. Our first activity was the giant swing. I loved it, along with our second activity, a low ropes course. Then, after our free time and showers, we ate dinner and attended an astronomy talk, where we saw an actual meteorite! Everyone went to bed in a great mood. Camp so far was a great experience, and this was only the first night.

On day two, the first activity was tree rolling, which involved a high ropes course in the treetops with scooters. The next activity, in everyone’s opinion, was one of the best activities! It was the one hundred and 20-metre flying fox. They were both wellplanned, and I would definitely do them again. After an afternoon snack of chocolate and cinnamon biscuits, we held our own version of the Amazing Race, which consisted of four teams racing around trying to complete ten group activities as quickly as they could.

Finally, we did the crate climb, where we had to stack crates as high as we could, with a person on top of them. After a delicious dinner and a movie, we went to bed, exhausted! On the final day we had breakfast, had some free time and then sadly we had to pack up and say goodbye to the great staff working there. Max Mckenzie and Samuel Chan Year 6P

By the next day, most of us had lost our voices. Day three was a full-on day with four fun-filled activities. During a bike education session, we rode around the camp with mountain bikes. The kitchen garden activity involved making our own pizzas from their vegetable garden. We enjoyed archery, where we learnt how to shoot a real bow and arrow.

Year 9 Sk8 Exhibition Displaying the artistic talents of our Year 9 cohort, the Year 9 Sk8 Exhibition was open from Monday 7 May to Friday 11 May in the David Williams Gallery.

Year 10 Incursion The Year 10s attended an incursion on Wednesday 20 June. Ken McGregor came to speak to them to coincide with the beginning of their comparative text study for English for Semester 2, one of which is Tracks by Robyn Davidson. Ken has an abiding interest in Indigenous culture, especially through art. Bond University awarded Ken an Honorary Doctorate in 2016 to recognise his work in promoting the advancement of Indigenous people through their art, his commitment to education and his work with remote communities. Since the late 1970s, Ken has worked with and supported many Aboriginal artists in Central Australia. In 2011, he started the charitable Desert Walk Dialysis Appeal. He walked for more than a 1000 kilometres through the Western Desert from Alice Springs in the Northern Territory to the remote community of Kiwirrkurra in Western Australia.

The funds raised continue to help cover the operating costs of a mobile dialysis unit which delivers much needed treatment to the Aboriginal communities. Ken talked about his experiences in the Western Desert and also showed a film that followed his walk. Many of his experiences and particularly the area, he travelled mirrors

Robyn Davidson’s experience as outlined in her book and made the book come alive for the students. Mrs Suzy Chandler Director of Development/English Teacher

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Year 8 Peer Support Programme The Peer Support Programme was truly beneficial to me and I am sure it was for all that participated. The programme consisted of several Year 8s separating into small groups, across the Junior School from Pre-Prep to Year 3. The Year 8s helped the younger levels with reading or mathematics, and in Pre-Prep, the Year 8s mainly helped the younger students with puzzles. I am sure that the younger year levels thoroughly enjoyed our assistance. In addition, we also enjoyed our time down in the Junior School. I spent my time in Pre-Prep, where I read books to students and helped them build Lego or playdough structures. Not only did this programme help the Junior School students, but it also helped the 8s build and improve important life skills, such as interaction skills, and most importantly a broader understanding of education. Overall, the Peer Support Programme helped us all appreciate the learning journey.

This year, a small group of Year 8s were lucky enough to participate in the Year 8 Peer Support Programme. We headed off in pairs into different classes, to assist with various subjects such as Mathematics, English and Science. I spent my time working with a Year 1 class, and it quickly gave me some nostalgic memories of my past education.

The Peer Support Programme was a beneficial experience, because we helped students from Pre-Prep to Year 3. Kayson and I helped the Year 1s with their reading, grammar and using the computers for drawing. We taught the kids how to use certain programs on their iPads and computers. Overall, it was a lot of fun and gave us all a lot of confidence.

The walls were lined with rules on how to behave, including a star reward system. I swiftly settled in, and started to familiarise myself with the daily procedures whilst developing bonds with many students. There were many different activities, but the most memorable was helping the students make their own playgrounds. We used cardboard, plastic bottles, cups (anything that was available). Some even ended up looking quite impressive.

Daniel Morad Year 8B

Overall, the programme was a very unique experience that enhanced my knowledge and ability to work with others. I had a great time teaching in the Junior School. Kayson Wang Year 8B

Nicholas Koppelman Year 8B

Junior School Footy Day As is traditional, on the last day of Term 2, our boys from Prep to Year 5 join the First XVIII for some football fun. The boys enjoy the camaraderie of other supporters of their favourite team and there is lots of friendly rivalry and banter. The Senior School boys join the teams and once everyone has enjoyed a sausage in bread, juice and a footy cupcake, all boys

moved to the JTO for some football skills and drills. Our Senior School students run these groups, ensuring all boys participate and have fun. It is wonderful to see the interaction between our youngest boys and young men; they are inclusive of all skill levels, encouraging fun and enjoyment in the activity. They are fine role models for the older Junior School boys, who also enjoy the experience and aspire to be the senior leaders themselves one day.

As usual, our Friends of Norge group work tirelessly behind the scenes planning this lunch, cooking on the day and providing all boys with a treat. We thank them and the First XVIII for generously giving up their time; it is a joyful way to finish a very busy term. Mrs Diane Collins Deputy Head Of Junior School - Admin

Staff China Trip During the Easter Break, a mixed group of staff members, partners, friends and relatives joined Mr Wei Ha, Head of Chinese, and Paul Gao, our tour leader, on a wonderful actionpacked 12 day trip through the Chinese provinces of Sichuan, Yunnan and Guangxi. The beautiful city of Chengdu (with a population 14.3 million) was our first stop. We were impressed by the clean wide streets, beautiful trees, flowers and manicured median strips. Our hotel, the first of many, was luxurious, and the food delicious. At the Chengdu Research Base of Giant Panda Breeding, we were able to see giant pandas lazing around in trees and lying in the sun, and we visited the nursery where younger pandas are well tended and protected. The dizzying heights of Mt Emei (4000+metres, reached by a challenging steep path of 1000 steps and a cable car), were well worth scaling to see the Golden Buddha and the views, and to visit the various stalls along the way.

In Shangri La, we learnt about Chinese history, Tibetan life and Buddhist communities by visiting the Songzanlin Monastery and surrounding village markets – filled with colourful clothing, antiquities and jewellery. The amazing mountains of Guilin, ancient rice terraces of Guangxi, Tiger Leaping Gorge, Reed Flute Cave and the fun of cruising on the River Li provided us with new experiences, sights and opportunities. Our banquet lunches and dinners every day, the different colours and flavours of each region, the ancient villages and the warmth of the people we met, left us all with a lasting impression of a country with incredible beauty, and a mix of centuries old history and modern technology. Our thanks to Mr Ha and Paul Gao for organising such an exciting and successful trip! Ms Paulene Clarke Senior School Counsellor

Sustainability Week In Week 8, Year 6 participated in Sustainability Week. It was a great learning experience about how we can contribute to preserving our Earth. We were told that putting our rubbish in the correct bins is a simple task that we can do to help save our Earth. We are the next generation and we need to help contribute to the world in a positive way. We started on Monday by creating posters on topics, ’The 3 R’s: Reduce, Reuse and Recycle’ and ‘using the correct coloured bins’. We finished them at lunchtime and put them around the School so others would also see how we can recycle and help the world together. After lunchtime, we were split into a ‘For’ or ‘Against’ teams, where we debated topics such as, ‘animals should be kept in zoos’ and ‘all new houses should be environmentally friendly’. On Tuesday, we visited the Dandenong Ranges where we were told about the biodiversity of the world. We were told how we can help to save the endangered animals and plants. The main attraction of the day was climbing the 1000 Steps, which is a tribute to the Kokoda Track and the soldiers that fought in World War II. On the way up, we spotted a lyrebird and had glimpses of the marvellous view from up the top of the mountain. We also read some of the plaques that noted the various battles that were fought on the Kokoda Track. 38

Wednesday was one of the best days of the week. We were able to visit the Melbourne Zoo and learn about the ‘Save our Species (SOS)’ Intiative. Apart from learning information for our project, we explored the Zoo and some groups even went to the Gift Shop. On Thursday, we started making our zoo projects (SOS). We chose one of ten endangered animals to learn about and to make a slideshow or poster about them. The project included information about how we can save them and why we need that particular endangered animal in our ecosystem. We also had a visit by the Gould League, who showed us how to re-use, reduce and recycle. We also learnt about composting.

On Friday, we went to IMAX to see Pandas 3D. We learnt about the giant pandas and how to protect endangered animals. In the movie, they attempted to free the pandas into the wilderness. They chose a panda called Chen Chen and followed her around in the forest until they were sure that she would be okay you herself. We then went back to school and watched Indiana Jones. Altogether it was a great experience and Year 6 thoroughly enjoyed the opportunity to learn about our Earth and how we can preserve it. We look forward to using our new knowledge in the future and contributing to saving our planet. William Lardner and Nathan Chan Year 6P

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Major General Justin Jake Ellwood DSC Major General Justin Ellwood (1987) was inducted into the Gallery of Achievement at Camberwell Grammar School and we were honoured to have him conduct a special presentation to Senior School students on Friday 22 June. Major General Ellwood was able to provide the students with an insight into his career in the Australian Army, his current role and how the Defence Force has impacted on his personal life. Major General Ellwood’s career in the military began when he enlisted as a reserve in Year 11 at school, which included a posting to 1 Commando Regiment in Year 12. During his presentation, he shared some values that we could implement into all walks of life, mainly focused around courage, initiative, respect and teamwork. He also spoke about three basic rules to abide by, no matter your career path; don’t take drugs, don’t do stupid things and try to do things for other people.

At the end of the presentation, there was an opportunity for questions from the attendees, where he was able to answer queries about what life is like in the Australian Defence Force, what pathways of entry there are and how to prepare for enlistment to the military. Major General Ellwood was generous with his time and his advice was very welcome, especially for boys in Senior School beginning to think about life outside of school.

“ He also spoke about three basic rules to abide by, no matter your career path;

don’t take drugs, don’t do

stupid things and try to do things for other people.”

Year 9 Camp At the beginning of June, students travelled far and wide for the Year 9 Camp Programme. The Year 9 Camp Programme continues to offer students a diverse range of options, in Victoria and interstate. In 2018, students had a choice of seven camps: MOUNTAIN BIKING, BALLARAT Mountain biking along the Goldfields Track, was a new addition to the camp programme this year. After catching a V-line train to Ballarat, students and staff were met by Cycling Unlimited staff and quickly found themselves on bikes and making their way along the Goldfields Track. Each day, conditions varied widely and on any give day riders could find themselves cycling along fire access roads, single lane bush track, asphalt and through gravel. NORTH TO SAIL Those flying north to sail were focused on a week of sun, sand and sea and were eager to find out which yacht they would be sailing on for the week. Each yacht housed between 20 and 22 people in very close confines. Once on board, it quickly became apparent that space was limited. Bunks were quickly allocated, lunch enjoyed and the sailing began. During the week, the group learnt how to raise sails, how to tack and jibe, how to read marine charts and much more. Each day there were opportunities for all sailors to disembark the yacht and explore some of the local islands and sheltered coves. SEA KAYAKING CAMP, GOLD COAST Paddling out of Jacobs Well on the Gold Coast, those on the Sea Kayaking Camp paddled around North and South Stradbroke Islands. Sea kayaks are ideal craft for exploring marine environments and particularly for exploring coastlines and coves. Throughout the week the group developed their paddling skills, their understanding of the impact tide, swell and wind can have on paddling and saw a variety of native wildlife. MULTI-ACTIVITY CAMP, BRISBANE RANGES Those who chose to join the Multi-Activity Camp found themselves in the Brisbane Ranges National Park, near Anakie in Victoria. As the camp title suggests, there were multiple activities included in the camp programme. Students hiked, mountain biked, rock climbed, abseiled and took part in an overnight survival activity. OUTBACK CAMEL TREK Students on the Outback Camel Trek spent five days travelling through the Flinders

Ranges in outback South Australia. Each day the group travelled to a new location, set up camp with their swags and prepared their meals in camp ovens on open fires. As the week progressed, students learnt to groom, saddle and ride camels, in terrain that was often challenging for hikers and camels alike. Evenings were spent star gazing, sitting by the campfire and hearing tales of what life was like for early Afghan cameleers. ROCK CLIMBING CAMP Those on the Rock Climbing Camp were confronted by the cliffs, crags and pinnacles that make Mount Arapiles one of Australia’s top rock climbing sites. Those that chose to spend their camp week at Mount Arapiles had signed up to spend a week developing their climbing skills. Ms Kirsty McDougall Director of Co-Curricular Activities GRAMPIANS CAMP On Monday 4 June, twenty-nine students departed for Mt Arapiles in the Grampians for a five-day camp. My group, Bob’s Builders, visited different rock-faces each day, including Bushrangers Bluff, Mitre Rock and Castle Crag. Every climb varied in difficulty, from easy climbs, where we made it to the top first try, to difficult climbs which left our knuckles bleeding. However, everyone says the greatest challenge was trying to sleep in the five degree conditions each night. Huge thanks to the Bindaree staff as well as the supervising teachers from the School for organising and running the Grampians Camp. Luke Burton (Year 9)

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Schofield Chapel Service This is an unedited copy of an Address given to the Schofield House by Sean Halley (Year 12). GRIT School is not fun. I don’t care what any of you say. None of us wake up on a Monday morning raring to go to school. School is tough. We all struggle with our own weaknesses whether it be maths, sport, socialising. No one is perfect. During your time at Camberwell Grammar School you will fail at something. You will make mistakes. That I know for sure. Disappointment is inevitable, so do not be afraid of it. Embrace failure with loving arms and in return, you will learn from your mistakes. I have made many mistakes during my time at school, do I regret them? Not at all. Everything in life can be valuable to you if you can learn something from it. When I was in Year 9 I thought I was real tough. It’s that awkward stage where you think you’re a big guy because you got the white shirt, but you really aren’t. I remember I thought it would be cool to ditch Friday Activities to hang out with some girls at the park. I deservedly copped a Saturday. Upon reflection, I was so incredibly lazy in Year 9 I failed Latin and barely got through maths. How on earth am I School Prefect? Is this really the mark of a model student? No. But I had a goal of becoming a leader of the School and I continued to pursue it. Even if logic would beg to differ. I did not let my mistakes define me. I believed that I could still achieve my goals regardless of my failure. I did not quit. I tried to take on responsibility and work hard for the House wherever I could. And now, we are here.

Life is not easy. In fact, 45% of us will face mental health issues at some point in our lives. This is not something to be ashamed of. This is not something that should bring pity. This is not something that should be taboo. Regardless, something we all share in common is that we all have rough days. We are men and we cry. It happens. Whether you’re going through a breakup, you’ve had a serious injury, you’ve lost a loved one or have been disappointed in yourself. There are days where you want nothing but to hide away in the comfort of your bed. Days where you wish the earth swallowed you whole. However, whether you hold faith in God, other religions or not, you must always have faith that you yourself can pick yourself up and power through. No matter what, the sun will rise at dawn and you will have to face on again. Life continues to move on. We gotta keep up. We gotta have a bit of grit and keep trying even when we are down. That little bit of grit can go a long way. That little bit of extra work can often bring great things. Remember that you do not face the hardships of adolescence alone. Look around you and you will see a group of boys who are for the most part going through the same experience as you are. Life becomes so much easier with the help of your friends and group perseverance. I would also like to note that we are so incredibly privileged to go to a school where there is profound mutual respect between students and teachers. Do not take your teachers for granted, if you are struggling, talk to them, they are older and wiser than you. They probably know what they’re talking about. If you find yourself in a spot of bother, I would also like to suggest our School Counsellor Ms Clarke, who has most definitely helped me through some tough times. Sometimes it takes just as much grit to admit that you are struggling than trying to solve all of your own problems.

We must also help others both within and outside of our direct lives. In this world, there are people who are poor, people who are sick and people who could do with a helping hand. As privileged members of society, it is our duty to help those who are less fortunate. Whether it be through charities such as World Vision or other initiatives, I urge you all to be the change you wish to see in the world. As Jake highlighted before, our House is a symbol of Grit. Prior to my year level entering, Schofield was synonymous with failure. There was a profound losing culture in the House and no one wanted to try and do better. There was a mentality that if we’re not gonna do well, then why try? And it’s true. If it is not possible to win, then why bother? Because, it is not about winning. It’s about working hard together as a House and being proud of the collective hard work. Success will come once the mentality changes. I truly hope I can end my time with Schofield knowing that you boys believe you can do well if you want to. The difference between who you are and who you want to be, is what you do. We all have goals and aspirations in life. But greatness requires internal toughness. Dreams don’t work unless you do. To be gritty is to keep putting one foot in front of the other. To be gritty is to hold fast to an interesting and purposeful goal. To be gritty is to invest, day after week after year, in challenging practice. To be gritty is to fall down seven times and rise eight. As privileged young men, we are extremely susceptible to complacency and laziness. As such I would like to challenge you to ponder if you are just cruising through life or if you really work towards a better future. If you want success in any stretch of the imagination, you’re gonna need grit and perseverance. Do something every day that will inch you closer to a better tomorrow. Work hard. Be smart. Don’t give up.

Roystead Dinner and Gallery of Achievement The Roystead Society and Gallery of Achievement Dinner took place on Thursday 21 June at 7.00pm in the Camberwell Room. This is an edited version of Mr Michael Urwin’s (1971) speech from the evening. One is never quite sure how many others might have been asked to give a speech that eventually falls to you. The vanity that presumes you might have been the first choice is quite dangerous. Actually, the only reason I accepted the invitation to speak was to check that my photo was still hanging here somewhere, and more importantly, that it was in a better location than my brother Lindsay’s photo. I do like reminding Lindsay that I was inducted into the Gallery of Achievement one year ahead of him. Sibling rivalry… where would we be without it! I am delighted that I actually taught one of the inductees: Tony Campbell. Yes, Year 8 and Year 10 Chinese. You will note, however, that there is no reference to that in Tony’s list of achievements. When I was asked to speak, the topic given to me was non-specific. Perhaps on ‘what makes someone successful’, or on ‘the nature of leadership’, or on ‘the place of religion in education’. I couldn’t quite get my head around any of these weighty topics. When I was a Head, and for the year or two after, delivering addresses was a regular event. For eighteen years, what I said mattered. For eighteen years, people listened to me, or at least had the courtesy to pretend to. I have to say that to have gone from the exalted status of Headmaster to a common or garden teacher has had its moments. I have to share a workspace. I don’t have my own bathroom. Boys don’t automatically obey me. Whenever I am asked to speak, I tend to mull over things for a week or two, hoping that a theme will emerge. It usually does, a day or two before the event. And last week it suddenly it came to me in the words of that wonderful prayer of St Ignatius Loyola: Teach me to be generous; Teach me to serve you as you deserve; To give and not to count the cost. That seemed to sum up the whole notion of leadership, service and philanthropy, which really encapsulates why the School holds this dinner. I suppose, strictly speaking, induction into the Gallery of Achievement is not necessarily about service, but as one looks through the list of inductees, and what they have achieved, service is a constant theme. It might be service to an organisation, to Government, to the church, to our State, to our Nation. It is about leadership, which can play out in many different ways, and in many different styles.

We have all had role models in this, and as someone who has had leadership roles in education, I immediately think of the role models I had when I was at school here, and then when I taught on the staff here for fourteen years. A.D.P. Dyer springs to mind. My Headmaster as a boy, and then my boss, when I returned straight after university. I can only recall him speaking to me three or four times during my time as a student, and writing illegible comments on my reports, usually just one sentence, similar to the sentence he wrote on the previous report, yet strangely enough, I really valued the comments. When Stephen Lee contacted me during my Diploma of Education year in 1977, he told me to make an appointment with Mr Dyer as there was job coming up in 1978. I met with Mr Dyer. He told me that he didn’t really like employing Old Boys straight back to Camberwell Grammar School without them having had experience elsewhere, but he was prepared to make an exception in my case. I immediately interpreted that as being a reflection of my talent. It wasn’t. It was because it was impossible in those days to find anyone else who taught both Maths and Chinese. Headmasters in those days strode across the stage, seemingly invulnerable. The benevolent dictator. Dyer was seemingly no different. I have to admit that there is something awkward about returning to your old school as a teacher with the same Headmaster as when you were a boy. You never quite feel like an adult. And of course, you would never dare use his Christian name! It was always Mr Dyer or sir. Mr Dyer was not without humour – an essential element of leadership. Prior to my departure for a year in China in 1982, a colleague asked if I had written confirmation from Mr Dyer that there would be a job for me on my return in 1983. The late Maureen Richards arranged the letter for me, and Mr Dyer wrote to confirm that there would be a job for me in 1983, on the maintenance staff. In terms of David Dyer being a role model for me, it wasn’t so much my experience of him as Headmaster when I was a boy, nor even my personal experience of him. It was more the fact that his leadership and service wasn’t solely centred on Camberwell Grammar School. The role of Headmaster is all-embracing, demanding and stressful. What impressed me about Mr Dyer was his involvement on the School’s Commission, on the Board of the Association of Independent Schools of Victoria, and with what was once called the Headmasters Conference. Those involvements in no way detracted from his performance as Headmaster here, in fact they probably enhanced that performance. And with David, his contribution did not end when he retired from the School in 1987.

Yes, it was “David” after he retired, rather than Mr Dyer, and it was then that I began to really understand the humanity of the man. He continued a role with AISV, served on the Board of Ballarat Grammar School, and was a frequent Letter to the Editor writer on a range of issues: political, religious, educational. I have to admit that I was somewhat bemused by one of his Letters to the Editor when he espoused that teachers should all be paid a lot more money. Strangely enough, he didn’t seem to have that attitude when he was Headmaster and I was Chairman of the Common Room Association. So David Dyer was a role model for me. I was not able to stride the stage as Headmasters of old, as he did, nor perhaps with the clarity of educational insight, but the notion of serving, by being of service, that was the influence on me. Yes, schools are about people. Schools aren’t about buildings. They’re not even about programmes, although, of course facilities and programmes are important. The facilities here are quite unimaginable to the boy who walked through the gate in the first week of February, 1966. I don’t think the School had purchased Highton at that stage, which means that Roystead is the only building that still survives. The reality is, of course, schools are defined by the people that are associated with them. I am sure we all feel a sense of pride this evening in inducting new members to the Gallery of Achievement; we recognise the men of Camberwell Grammar School who have contributed in an outstanding way to our society. The Gallery of Achievement is perhaps the most prestigious recognition that this school can bestow on Old Boys. It is not a club for everyone, and not a club where all members have the same credentials of achievement. I am struck by the diversity of achievement of the inductees. Relating the stories of these men back to the current students, it reinforces that there are so many different ways that people can make a mark. It doesn’t have to be through the accumulation of wealth, it doesn’t have to be on the sporting field. Another key element is that not every member of the Gallery of Achievement was necessarily a high-achiever whilst at school. It is so important for the boys to understand that even though we want them to aspire to achieve to their maximum in the classroom and in their various activities; for some, genuine fulfilment of talent will occur well after they have left school. All of my generation remembers Malcolm Fraser’s “life wasn’t meant to be easy”. To my mind, there has rarely been a quote that has been looked on so negatively, yet is so right. An easy life implies a life lacking engagement and commitment; a life where personal comfort is the determining factor. Life wasn’t meant to be easy, and those who think it should be easy, fail

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to recognise what responsibilities we all have as members of society. For society to work, for society to be compassionate, for society to understand that there are some who will always need help — we need men and women who will serve. As St Ignatius Loyala says, “to give and not to count the cost.” I started this address indicating that I will never be totally sure I was the first choice to address you this evening. But I am sure that in preparing for tonight, very fond memories have come back to me over the twenty years I spent here as a boy and teacher, and a confirmation that my values were indelibly shaped by Camberwell Grammar School people.

Congratulations Australian Mathematical Junior School House Olympiad Cross Country Approximately 120 students Australia wide were invited to sit the Australian Mathematical Olympiad in 2018. We had two students invited to this competition, Oliver Papillo (Year 11) and Charles Li (Year 12). The boys sat two examinations of four hours each. Oliver performed in the top 25% of students in Australia and was awarded a Silver Certificate and Charles received a perfect score and was awarded a Gold Certificate.

On Wednesday 6 June, all Year 3, 4 and 5 students competed in the Junior School House Cross Country event. The Year 3 and 4 students ran a distance of two kilometres, whilst the Year 5 boys ran 2.5 kilometres along the bike track towards Shenley Reserve and back. The overall winner for the event was Steven with 427 points, for the first time since 2012. Below are the overall combined house placings:

“ The overall winner for the

event was Steven with 427 points,

for the first time since 2012 ”

Congratulations go to the following students who achieved first, second and third places: YEAR 3 1st

Luca Sanfilippo

2nd

Roy Legge

3rd

Tobias Wu

Duke of Edinburgh Presentations

House

Points

Steven

427

Clifford

408

Congratulations to Matthew Lim (Year 10) for his Bronze Award. The Duke of Edinburgh Awards focuses on individual choices and setting goals to improve oneself with the support and guidance of people skilled in those areas. The components and areas in which choice can be made are physical recreation, skill, service and adventurous activity; with satisfactory completion being awarded to candidates having displayed commitment and improvement in each activity.

Schofield

473

Macneil

349

Derham

288

YEAR 5

Summons

276

1st

Edward Oliver

Robinson

250

2nd

Tomas O’Brien

Bridgland

239

3rd

Ross Sykiotis

YEAR 4 1st

Harrison Ross

2nd

Jason Xu

3rd

Max McCool

Spectemur | Term 2 2018

Winter Sports Captains Congratulations to the following students who have been named as Winter Season Captains: Football Captains: David McColl and Harry McLeod

U15 National Hockey Championships Congratulations to Angus Oldham (Year 9) who played in the U15 National Hockey Championships in Wollongong in mid April.

Vice Captains: Ayce Taylor and Fin Sampson Hockey Captain: Patrick Emmett Vice Captain: Alexander Chauhan Soccer Captain: Jack Fitzgerald Vice Captains: Nathan Martin, Tom Masanauskas and Xander Simpson Cross Country Captains: Nicholas Liew and Christian Chene Taekwondo Captain: Joel Robinson Snowsports Captain: Daniel Rappel Vice Captain: Ethan Hausler Real Tennis Captain: Emile Akbarzadeh Vice Captain: Benjamin Chesler Fencing Captain: Darcy MacCuspie

University of Melbourne International Kwong Lee Dow Young Scholar Jacky Li (Year 11) has been awarded an International Kwong Lee Dow Scholarship from the University of Melbourne, an academic enrichment programme designed to support high achieving Year 11 and 12 Victorian secondary school students. Congratulations Jacky.

2018 Regional Swimming AGSV Junior School Championships and Cross Country SSV Swimming State Championships Championships On Tuesday 19 June, the Camberwell On Wednesday 28 March, four Junior School students competed in the Southern Metro Regional Swimming Carnival at the Melbourne Sports and Aquatic Centre (MSAC). William Watson, Ross Sykiotis, Arya Noor and Nicholas Wang (all Year 5) are to be congratulated for winning the 11 Years 4x50m Freestyle Relay (2.28.53). The boys are to be commended for their excellent efforts which qualified the team to compete in the SSV Swimming State Championships on Wednesday 18 April at MSAC. The boys swam well, finishing in fourth place with a time of 2.27 minutes.

Camberwell Grammar School Golfer Congratulations to Andrew Zhang (Year 12) who was the best performing Camberwell Grammar School Golfer at the AGSV Competition held at Spring Valley Golf Course.

Grammar School Junior School Cross Country Squad competed in the annual AGSV event held at Chelsworth Park, Ivanhoe. A total of 37 boys competed in distances ranging from two kilometres (for 10 year old boys) to three kilometres (for both 11 year old boys and 12/13 year old boys). The boys ran well in the mild conditions and are to be congratulated on their performances. Special mention goes to Harrison Ross (Year 4), who finished second in the 9/10 Years Race.

Triple Colour Pockets Triple Colour Pockets are awarded to a student when they have won Full Colours in three separate cultural or sporting areas. Congratulations to Christian Chene and Michael Tan (both Year 12), who have each received Full Colours in Debating, Drama and Music – an uncommon feat. They will be awarded a cultural Triple Colour Pocket, which will be presented to them in Term 3.

Australian Age Swimming Championships Congratulations to the following boys, who competed in the 2018 Georgina Hope Foundation Australian Age Swimming Championships held at the Sydney Olympic Park and Aquatic Centre in April. YANNING ZHANG 200 Freestyle

5th

200 Breaststroke

8th

200 Individual Medley

1st

100 Butterfly

26th

200 Backstroke

2nd

100 Freestyle

14th

50 Freestyle

5th

100 Breaststroke

9th

100 Backstroke

1st

400 Individual Medley

11th

LEWIS CLARKE 200 Breaststroke

27th

200 Individual Medley

22nd

100 Butterfly

18th

100 Breaststroke

26th

GREGORY KERDEMELIDIS 200 Breaststroke

4th

200 Individual Medley

19th

100 Breaststroke

4th

Summer Season Sports Colours Awards Congratulations to the following students who were presented with Summer Season Sport Colours: Badminton

Lawn Bowls

Table Tennis

Half Colours: Kelvin Hou (Year 12), William Nguyen (Year 9), Sam Xiao (Year 12)

Half Colours: William Cook (Year 9), Elijah Pannozzo (Year 9)

Half Colours: Nathan Shi (Year 10), Bryden Tan (Year 10)

Full Colours: Benjamin Chen (Year 9)*, Jason Tran (Year 11), Otto Zhao (Year 9)*

Full Colours: Benjamin Chesler (Year 12)

Tennis

Orienteering

Basketball

Full Colours: Matthew Kautsky (Year 12)*, Nicholas Lee (Year 12), Charles Li (Year 12)

Half Colours: Nick Goss (Year 12), Isaac Hui (Year 9), Lachlan Li (Year 12) Matthew Lim (Year 10), Alex Wilson-Brown (Year 10)

Squash

Triathlon

Half Colours: Oscar Balla (Year 12), Emre Cakmakcioglu (Year 12), Nicholas Gooden (Year 11), Daniel Spencer (Year 11)

Half Colours: Harry Swingler (Year 11)

Half Colours: Lachlan Cartwright (Year 12), Matthew Hobson (Year 12), Jo Hutchinson (Year 12) Full Colours: Harry McLeod (Year 12) Cricket Half Colours: Sam Garrard (Year 11) Full Colours: Vihaan Narayana (Year 11) Cycling Half Colours: Zac Kelly (Year 9), Jonathan Seeley (Year 9), Owen Seeley (Year 12), James Stambe (Year 9) Full Colours: Alexander Murray (Year 12) Golf Half Colours: Jasper Guthrie (Year 11), Andrew Zhang (Year 12) Kayaking Half Colours: Jacob Hunting (Year 12), Andrew Zeng (Year 11)

Four Way Speaking Contest Haotian Huang (Year 10) presented his speech on ’Selflessness’ in the final of the Rotary Club of Balwyn’s Four Way Speaking Competition. Haotian won the final in a highly competitive regional round. Haotian won a $100 book voucher and a further $1000 to be donated to the charity of his choice. The School’s Rotary Interact Club will gratefully receive the funds as a contribution towards their ongoing support for the ‘We Can’t Wait’ charity. Congratulations Haotian.

National U18 Lacrosse Championship Congratulations to Ethan Hausler (Year 12) and the Victorian U18 team, who won the National U18 Lacrosse Championship over the Easter long weekend in Adelaide. The Victorian U18 boys also won the tournament being held in conjunction with the national championships, in the process defeating the Taiwan Mens team and the New Zealand National U18 team.

Swimming Half Colours: Lewis Clarke (Year 8), James Harker (Year 9), Jacob Hunting (Year 12), Richard Luo (Year 8), Corey McCabe (Year 11), Lachlan Nguyen (Year 7), Blake Pahos (Year 7), Brandon Petherbridge (Year 9), Matthew Power (Year 10), Joachim Zerelli (Year 12), Peter Zhao (Year 10). Full Colours: Jasper Fodor (Year 10)*, Cody Greenwood (Year 8), Alexander Hillman (Year 9)*, Gregory Kerdemelidis (Year 8)*, Dylan Lay (Year 10)*, Connor Xu (Year 12), Yanning Zhang (Year 8)

Full Colours: Ethan Tang (Year 10)*, Michael Tan (Year 12)*

Full Colours: Nicholas Liew (Year 12) Volleyball Half Colours: Gregory Kerdemelidis (Year 8), Alexander Kyriakos (Year 12), Matthew Perri (Year 12) Full Colours: Sean Kennedy (Year 12) *Represents full colours re-awarded.

National Rugby Union Tournament Xavier Treacy (Year 7) competed in the National Rugby Union Tournament over the Queen’s Birthday long weekend, placing second to NSW. Congratulations Xavier.

Spectemur | Term 2 2018

United Nations Voice Competition

National Baseball Tournament

Congratulations to Lachlan Doig (Year 11), who represented Victoria in the United Nations Voice Competition for the third successive year.

Over the Queen’s Birthday long weekend, Taran Rose (Year 7) competed in the National Baseball Tournament. Taran’s team managed to finish in eighth position. Congratulations Taran.

Rubik’s Cube Competition Congratulations to our students who participated int he Melbourne Winter Rubik’s Cube Competition. The competition had interesting puzzles in addition to the usual Rubik’s cube puzzles, including ‘The Clock’, ‘Square-1’, ‘Pyraminx’ and ‘Megaminx’. All of the Camberwell Grammar School boys achieved new personal best times for solving their puzzles. The boys who participated were Michael Alexander, Darby Lee, Ming Han Low (all Year 8) and Ming Jin Low (Year 10).

AGSV Rep Swim Team Congratulations to the AGSV Rep Swim Team. The boys and girls teams both finished second in the Swimming Victoria Schools Association Meet at the Melbourne Sports and Aquatic Centre on Monday 7 May.

Drama and Music Colours Congratulations to the following recipients on their awards: DRAMA HALF COLOURS Year 11: Luke Tieri Year 12: Jake Brown, Daniel Rappel DRAMA FULL COLOURS Year 11: Mitchell Reid Year 12: Sahil Balgovind, Cyrus Chan*, Ben Chesler, Michael Papas MUSIC HALF COLOURS Year 11: Sebastian Csutoros, Henry Koswig, Lucas Liu, Dean Roff, Oscar Tong, Edward Wu Year 12: Emile Akbarzadeh*, Sean Chan, Michael Donaldson*, James Ho, Joel Robinson*, Adam Moore*, Luke Sudholz* MUSIC FULL COLOURS Year 12: Jake Brown, Emre Cakmakcioglu*, Brandon Chew, Ethan Liu, Harrison McEwen*, Matthew Perri, Peter Thorn DRAMA AND MUSIC FULL COLOURS Year 12: Christian Chene, Sean Halley, Michael Lewis, Fin Sampson, Michael Tan, Will Woods

Australian Cadet Forces Service Medal In a brief ceremony at a recent Senior School Assembly, Mr Mark Williams was presented with the Australian Cadet Forces Service Medal by the former OC of the Camberwell Grammar School Army Cadet Unit, LTCOL (AAC) Hamish Green.

Mr Williams, who holds the rank of Captain, joined the Cadet Unit on 13 June 1997. In the 21 years since, he has served commendably as the Unit’s Training Officer, Administration Officer and Second-in-Command. He has attended over 40 Cadet camps and bivouacs as well as Friday afternoon training parades and 23 professional development courses. CAPT Williams has also invested significant

amount of his own time and effort to ensure that the Camberwell Grammar Cadets benefited from a challenging and rewarding cadet experience. The Australian Cadet Forces Service Medal is official recognition of this service as this and is awarded to cadet staff who have completed 15 years of qualifying service. Clasps are also awarded for additional five-year periods of qualifying service. As he has completed over 20 years service, CAPT Williams received both the medal and a clasp. 47

From the Archives The Archives continue to welcome images of Old Boys and a number of valuable additions to our Pictorial Collection have been made recently, including several donated by Mrs Mary McCoy, who has donated images of her late husband, James McCoy (1943; Gallery of Achievement), including a charming shot of young Jim in his suburban backyard at East Kew alongside a kookaburra, c1932. Similarly, Henry Frohlich (1947) has donated a series of images of his later years at the School, including a photograph of the 1947 Prefects, a group of handsome young men in the prime of their lives, now about to face the challenges of the post-war world. Young Henry is sitting on the extreme left. Other prefects included (sitting l.to r.) Roger Nicholson (School Captain), John Miles and David Doubleday; standing (l.to r.) are Viv Billings, Robert Downey, David Danks and John Denton. A rather grim Headmaster Tonkin is, of course, the centrepiece of the image. Henry Tonkin (1932-49) had guided the School through some very difficult years of economic depression and war, a burden which seemed to have taken considerable toll of his health. He remains fondly remembered and well-respected by the Old Boys of his era. The Archives seek not only the images of Old Boys, but also the fruits of their post-school labours, which in many cases include books they have written. One example of this genre has been recently donated by the military historian Marcus Fielding (1982), a former CUO of the Camberwell Grammar cadet unit. Marcus’s topic in Jack Bell’s War was the ‘remarkable story of an Australian airman and POW in North Africa, Italy and Germany’ during the Second World War. Mr Bell is now a centenarian and he has found a very competent biographer in Marcus, whose work is now preserved in the Historical Collection of the Archives, which contains many books either written by Old Boys, presented to old Boys and/or those which contain references to Old Boys. It is a growing collection.

Finally, I would like to thank Brian Morris (1951) for his donation of several school reports from the early 1940s, the 1943 Speech Night handbill and a blazer pocket c1950. All of these items add immeasurably to the picture we have of the broader society and the School in those developing years, whether it be the report classifications of the period (ranging from “excellent work” to “poor work” and from “fair effort and application” to “poor effort and application”) or the wording of the 1943 Speech Night song, “Land of our Birth”, where Grammarians promised ‘As men to serve our God and race’ in order to preserve ‘an undefiled heritage’. Times have changed, but that heritage continues and thanks to the type of donations mentioned above, the Camberwell Grammar Archives are able to preserve something of the life and times of the many generations of our learning community. Dr David Bird School Historian James McCoy and an unknown kookaburra, c1932.

The Prefects, 1947.

Just how much the School has grown since those wartime years has been made evident through the discovery of a framed photograph of the School site in 1935, when little existed on the new site other than Roystead and its auxiliary buildings, the new William Angliss building and the already antiquated gymnasium situated at an angle behind the first purpose-built school structure on the Mont Albert Road campus. The photograph is too large to reproduce here, but it is similar in nature to other aerial shots taken at the same time in celebration of a campus which, as William Angliss himself had described in 1934, ‘may prove one day to be one of the finest schools in Australia’. As so often, his vision would prove to be soundly based.

The Mont Albert Road campus, 1935.

Spectemur | Term 2 2018

Staff Profile Q&A WITH MR JASON HALL

CAN YOU SHED SOME LIGHT ON YOUR BACKGROUND BEFORE TEACHING AT CAMBERWELL GRAMMAR SCHOOL? Whilst living in the French Alps in the 1990s, I established a bilingual theatre group with a number of friends, staging both English and French theatre and offering workshops in both languages. It was very satisfying to be able to combine my two passions: French language and theatre. My first teaching job was in a Catholic public school, just outside London. I worked in a couple of different schools, honing my Drama skills as a Head of Department, whilst continuing to teach some French classes. Developing partnerships with local schools, training staff, assessing student teachers and developing new curricula for the UK equivalent of the VCAA was incredibly rewarding, but ultimately took me out of the classroom and put me on the road for over half my working week. This was one of the contributing factors that pushed me to consider a career elsewhere and although I had not even considered it at that point, eventually led me to immigrating to Australia in 2013. CAN YOU TELL US A LITTLE BIT ABOUT YOUR NEW COACHING ROLE? It has been a privilege to work as part of the coaching team here at Camberwell Grammar School. The goal of the programme is to engage in meaningful learning conversations with the colleagues who are assigned to me. Teaching is a profession where time is always short and the demands unrelenting, so it is a real luxury to be able to put time aside to discuss what we do. An added bonus is that I get to see what things are happening in other classrooms and try them out for myself. This year I’ve taken up the post of Student Teacher Co-ordinator, in order to improve our interactions with student teachers and universities. This should lead to better outcomes for both our students and the next generation of teachers as they come through our doors; we have such pedagogical expertise, outstanding facilities and accomplished students, that we should seek opportunities to share them with our wider community.

WHERE DID YOUR PASSION FOR THE FRENCH LANGUAGE BEGIN? My grandmother was a great influence on me and we were very close. She had quite a privileged upbringing, growing up with a Frenchspeaking nanny. She was passionate about all things French from an early age, regularly visiting France until she was well into her 80s. Even when I was very young, she would impose “une pause française” into mealtimes where we had to speak French, or not speak at all. By the time I started French classes formally, at age of seven or so, I was already an ardent Francophile and spent every holiday in France with French friends who were an extension of the family. I spent my teenage years making the most of everything France had to offer and the moment I was old enough, I left the UK and moved to France to try and become French, but soon realised that it wasn’t quite that simple! HOW IMPORTANT IS LOTE IN EDUCATION AND BEYOND? I’ve always been a passionate advocate of language learning; being able to understand or communicate in another language adds an entirely new facet to your life. You can read literature, go to the theatre or cinema, even listen to music in another language, exactly as they were intended to be experienced. You can travel the world and fearlessly immerse yourself in the local culture, interacting with native speakers. As far as a career goes, you could aspire to be a lawyer OR you could aspire to be a lawyer who just happens to be able to speak another language, and in the contemporary world where national borders are becoming increasingly irrelevant, how valuable is that?!

teachers incredibly rewarding, but it was quite liberating not to have to be responsible for my own students. However, finding myself on the streets of Paris with a group of Camberwell boys in 2015 and again in 2017, I rediscovered what an invaluable educational experience travel can be. Trying to illustrate life in France, even with all the internet resources available pales into insignificance with actually being there, experiencing the way in which modern Europeans live their day to day lives hand in glove with millennia of history and cultural tradition. WHAT DO YOU ENJOY MOST ABOUT EDUCATING YOUNG MEN? The day I came for my interview, incidentally the day after I first arrived in Australia, I quickly realised that I had never experienced anything quite like Camberwell Grammar School. From my perspective, it is a school that is fiercely traditional, but at the same time bravely innovative and forward-looking. I think our boys are very much aware of their place on the School’s timeline and this fits well with my own perspectives as both a recent Australian and a passionate European. In my experience, Camberwell boys are always ready to try new experiences, consider and debate new ideas and most of all, bear living witness to the school’s motto, “Spectemur Agendo”.

YOU WERE ONE OF THE FOUR TEACHERS THAT TOOK A GROUP OF STUDENTS TO FRANCE LAST YEAR FOR THE FRENCH CULTURAL TOUR; HOW DID YOU FIND THAT EXPERIENCE? Having worked for many years as a tour guide for an American educational travel company, I found working abroad with high school students and their 49

Sport Winter Sport is just over halfway through the season, with only three rounds to go at the commencement of Term 3. The stand out teams so far include Firsts Hockey with first place, 8A Hockey with first place and 8A Football with five wins and one loss. Firsts Hockey is looking towards their first premiership since 2014, while 8A Football hope to reverse their second placing from last year. Baseball is in its third full season with four teams (two Under 13 Teams, one Under 15 and one 17 Team). We also have a combined Under 17 Team with the North Balwyn Baseball Club. It is still a sport that is growing, with close to 60 students enjoying the season so far. Real Tennis is in its second season, with Mr Pietralla assisting the squad while Mr Davies is on Long Service Leave. Mr Davies still attends on a Sunday at the Real Tennis Club in Richmond. This year, the squad was lucky enough to meet Prince Edward at the Club during his visit to Australia for the Commonwealth Games. The Cross Country Squad is in fourth position with some fantastic results so far this season. They are aiming for back to back fourth placings for the first time in over ten years. Futsal is at Trinity this season with four Camberwell and three Trinity teams competing for the ultimate AGSV Futsal Premiership. Camberwell Grammar School is looking for four premierships in a row, and with Camberwell Blue on top, this is looking more and more likely. The Snowsports Squad is making their way to Falls Creek and then on to Mt Buller for their annual assault on the Victorian Interschool Competition. The squad has around 30 students competing for the School across a range of events.

CONGRATULATIONS TO THE FOLLOWING STUDENTS FOR THEIR ACHIEVEMENTS IN SPORT DURING 2018 SO FAR Ethan Hausler (Year 12)

Victorian Under 18 Lacrosse Team

William Watson (Year 5)

Victorian Under 12 Hockey Team

Nicholas Gooden (Year 11)

Victorian Under 16 Hockey Team

Angus Oldham (Year 9)

Victorian Under 15 Hockey Team

Benjamin Chen (Year 9)

Victorian Under 17 Badminton Team

Dilina DeSilva (Year 12)

Victorian State Athletics Team

Kai Sapolu (Year 8)

Victorian State Athletics Team

Fencing continues to gain in popularity, with 50 students now in the squad. They have competed on Sundays at the State Fencing Centre in North Melbourne, with several podium finishes. The Taekwondo Squad is enjoying their season of grading and impending move to the summer season as of Term 4 this year. They will train for a whole year in a row with several students moving up from one belt to the next.

Sebastian Beck (Year 7)

Victorian State Athletics Team

Yanning Zhang (Year 8)

State Swimming Team

Mr Jamie Watson Director of Sport

Greg Kerdemelidis (Year 8)

State Swimming Team

Lewis Clarke (Year 8)

State Swimming Team

Spectemur | Term 2 2018

The Performing Arts at Camberwell Grammar WINNIE HALL AND THE ROARING TWENTIES, 1920-26 This article is the second in an edited series detailing the history of the performing arts at Camberwell Grammar, 1886-1986. It will be followed by others accounting the history in later decades. The whole, expanded work – “The Realisation of Dreams” – will be published in a single volume in due course. “WE ARE SUCH STUFF / AS DREAMS ARE MADE ON.” – Prospero in The Tempest by Shakespeare. “HERE IS OPPORTUNITY FOR A BOY TO DEMONSTRATE HIS ESPRIT DE CORPS, AND TO TRY TO DISPROVE THE STATEMENT THAT ‘HEARD MELODIES ARE SWEET, BUT THOSE UNHEARD ARE SWEETER’.” – Grammarian, December 1919. The ‘Roaring Twenties’ may not have been quite as roaring under the conservative guidance of Camberwell Grammar’s Headmaster, Alfred Hall, as elsewhere in some quarters of Melbourne society, but the new decade ushered in a post-war era with the confidence that peace would endure. The School too was now confident enough of the quality of its concerts to charge admission (‘to pay expenses’) for entry into the Concert held on 11 May 1920 at the Camberwell Town Hall. Over 400 tickets were sold to school families (school population: 307) and the hall was filled. ‘The performers all acquitted themselves well to the great satisfaction of the audience’ according to the now renamed Camberwell Grammarian. Recitations, piano solos and popular songs were the accustomed fare, but an acknowledgement of social change came with ‘Item number 8’ – “Instrumental Music by the Jazzy Prefects”. This was an amateur Jazz Band under the baton of Gordon Dickinson and it featured piano, kettle and bass drums and, uniquely, a group of ‘combists’, who performed “Tell Me” and “Swanny River” – the Jazz Age had reached Camberwell Grammar, if modestly. Times were indeed changing. On the same Tuesday evening, Robert S. Welchman, MA (staff, 1917-22), a former lecturer at Ormond College and ‘an extensive reader and brilliant essayist’ (according to the later Grammarian),

produced his first performance with the new Dramatic Society, founded in 1917. The chosen play, presented on that modest stage of the Camberwell Town Hall, was “The First Class Hotel”, a one-act farce set in a hotel bedroom – it was a great success, particularly for Gordon Beattie (1921) who, as ‘Bulger’, had played his Americanised part to perfection: ‘Both in make-up and acting he was a true-to-life Yank.’ This was an age when Australian eyes began to turn with greater focus than hitherto towards American culture and Camberwell Grammar was no exception to this wave of social change. Beattie was not the only young man playing a foreigner – John Gosman (1921) also played ‘Schnell’, ‘a typical Hun of the milder variety’, who displayed a ‘courageous indifference’ to the melodramatic effect of a pistol shot. Unfortunately, these ‘milder’ Huns, rare during the Great War, would become even rarer in the following decade. The great success of this first Dramatic Society play was soon followed by that of a second in August presented by the related ‘Prefects Dramatic Society’ – “All A Mistake” - and for the first time a school dramatic performance was presented alone, for two nights (Monday 23-Tuesday 24 August 1920) at the Camberwell Town Hall. This was a significant milestone and the ‘large and enthusiastic’ audiences on each night applauded with vigour. Flowers were presented to the (all male) actors at the close of the performances, a common practice at that time. Welchman had been ably aided in this second production of the year by Mr Kelly and his daughter, Miss Frances Kelly, whose particular task, the Grammarian noted, had been to instill into the ‘female members of the caste [sic] the mannerisms and actions of that sex, which no mere male seems able to imitate without the welcome assistance Miss Kelly gave’. Various boys had played the parts of a worried wife, a convincing lunatic, an old maid ‘past the first blush of radiant youth’ and a ‘typical Irish servant-girl’. Make-up for “All A Mistake” was supervised by the producers and their kin: ‘The “ladies” owed their charms to the ministrations of Mrs Welchman and Miss Kelly, while Mr Kelly and Mr Welchman devoted their energies to endowing their brethren with moustaches, beards and other outward and visible attributes of masculine maturity.’ The male roles had included those of a jealous Lieutenant, a bewildered suitor, a ‘foppish young dandy’ and a ‘bluff old captain’ in a drama that seemed like the old Victorian farces of the previous century. “All A Mistake” yielded a profit of £30 (just under $2,000 by today’s figures), greatly welcomed by a School always conscious of its financial precariousness. This was all a good start

to the 1920s for the performing artists and judged to have been ‘so great a success’ that Welchman was commissioned to supervise increasingly ambitious dramatic performances in coming years – the first instance (and not the last) of a charismatic individual serving as the engine of school drama at Camberwell Grammar. The afternoon School Concert of May 1921 saw the Camberwell Town Hall pressed into further service and, again, an admission fee was charged. Success seemed infectious, but this time the hall was only ‘nearly full’ – nevertheless, over 400 tickets had been sold for the second year running. Recitations, piano solos and a customary Roy Fitcher (1924) vocal performance with his (still) ‘clear soprano voice’ were now de rigueur. An innovative mouth- organ solo by Reginald Fielding (1922) also ‘caught the popular ear’ and proved successful; more highbrow were the two violin solos given by Housemaster Oswald Robarts (staff 1921), acting in his capacity as an Old Boy (he had left the School in 1917) rather than as an incumbent ‘master’. Headmaster Alfred Hall generally ensured that the frequent offers to participate on such occasions by the schoolmasters were declined, conscious that the concerts were to be organised, or seen to be organised, by the Prefects themselves. Shakespeare had his first post-war day on this May 1921 afternoon when boys performed scenes from the very varied “The Merchant of Venice” and “Henry V” creditably. Better prepared was the School Dramatic Society performance of 1921, the farce “Captain Rocket”, which also received two performances at the Camberwell Town Hall on 22-23 August, directly inspired by the success of its predecessor. “Captain Rocket” also again featured many boys playing female roles with effect, thanks to Miss Kelly’s coaching. It was to the School’s considerable misfortune that Robert Welchman died before the end of the second Term of 1922. A resident of Mooroolbark, Welchman had cultivated his own orchard, but was killed in an accident whilst trimming a tree at his country home. A scholar of some note, Welchman had presided over the foundation of the Dramatic Society in 1917 and had since produced the outstanding plays of 1920 and 1921. He had intended to retire at the end of the 1922 and to tour Europe accompanied by his wife, but that was not to be. Mrs Welchman had to temper her grief through providing a commemorative “R.S. Welchman Memorial Prize’ for an outstanding poem or essay (first won by Ian Hall for the poem “Night and Morning”). It is clear from his Grammarian obituary that Robert Welchman had been

Spectemur | Term 2 2018

both an accomplished, respected and popular teacher who would be missed by the school community, which dedicated a poem to him “In Memoriam”: ‘For he is gone, the gentle and the true, / Before the task he set himself was done.’ No group in the School would become more apparent of the extent of this loss than the orphaned Dramatic Society and as if in collective mourning, there was neither a School Concert nor a dramatic performance later in 1922. As no member of staff stepped forward to fill the boots of Mr Welchman either in this year or in the following, there was an alarming gap in the life of the School. Alfred Hall was forced, therefore to call upon the resources of his own family to fill the void in drama, but not until 1924 that was it filled, in part, by his daughter, Winifred. Young ‘Winnie’ had just completed her education at Toorak College, where she had gained a taste for the arts in general and she needed little persuasion to take up the challenge. She took a broader view of the arts than did her father, viewing them as worthy for their own sake and the first step to affording students a lifelong interest in culture was, in her view, offering them exposure to drama at the school level. She was ahead of her time. Miss Hall did not lack the Welchman imagination, preserving the Dramatic Society from dissolution for as long as she could. Only the efforts of a student, however, immediately resurrected the so-called Term Concert, left in abeyance through 1922-23. School Captain of 1924, the indomitable Roy Fitcher (now nineteen-years old, a Prefect, and in his final year at the School), thought that the recent custom of concerts largely organised by the student body itself ought to be revived, not surprising given the significant part that he had played in various performances in the past – on behalf of the other prefects, he was designated ‘Chairman’ and under his direction, a School Choir was reformed and an orchestra gathered for the performance of twenty numbers ‘without a hitch’. Recitations, songs, piano solos and a scene from “Twelfth Night” completed an afternoon of ‘successful entertainment. As for drama, the Debating Society now considered extending its attention to ‘literary, dramatic and artistic’ interests, but the Dramatic Society needed no external assistance, as Miss Winnie Hall presided over the very successful performance in August 1924 of “His Excellency the Governor” at the Hawthorn Town Hall. This featured a cast of eleven boys (plus Miss Hall herself) including Roy Fitcher and Ingle Hall, the eighteen-yearold son of the Headmaster – Winnie played the role of ‘Stella’ (Comtesse de Gex), while two of the boys played the additional female roles: ‘Shoes were the biggest problem’ in Miss Hall’s 1981 Spectemur recollection of

These photos were taken in August 1924 in preparation for the single performance of “His Excellency the Governor”. Miss Hall later recalled that ‘shoes were the biggest problem’.

the difficulties of boys playing such parts. Participation in such a drama was all an astonishingly brave step for some of the cast, who were also members of the 1st XI and 1st XVIII and no doubt subject to some mockery amongst their peers. This cast was certainly well prepared - there were seven weeks of rehearsal at School House, Burke Road, site of the Boarding House and the headmaster’s residence. The days of fly-by-night rehearsals were over. ‘Our Play’, as the Grammarian called “His Excellency the Governor”, was a sparkling rendition of a delightful comedy farce, exotic (with a touch of an ‘Oriental appearance’), well-acted and very well-received. The shadow of the Great War was still evident in the official 1924 Grammarian review: ‘The military duties were carried out with accuracy and precision, which gave an air of reality to the representation.’ “His Excellency the Governor” was a great success, despite heavy rain that evening and no earlier ticket sales, and it served as a reminder of what the Dramatic Society was capable of producing under the professional guidance of the talented Miss Hall. It raised over £37 (some $2,800 by today’s figures), generously donated by the School to the St. Martin’s Home for Boys in Hawthorn, an act of considerable generosity for a school that was still obliged to watch the account books with great focus. The only disappointing aspect of this production was that only a single performance had been given, Winnie long sharing the disappointment felt by others that ‘Our Play’ was not offered the opportunity for subsequent performances.

Despite this, Miss Hall was justified in making a claim that the success of that single performance had been due in large part to her own dramatic vision. She was a guest at a Camberwell Grammar luncheon over half-a-century later, in November 1980, invited back to the School (with her brother, Ingle) by Ian Mason and Tony Brown, the two theatrical stalwarts of that period. She keenly recalled for Spectemur the atmosphere of the distant period. “His Excellency the Governor”, she remembered, had been noted for its impressive scenery and sets, many hired from the well-known theatrical entrepreneur Joseph Little, as well as for other ‘knick-knacks’ and props obtained by Miss Hall herself from local businesses. Like her father, she had a good business mind and she also had a sharply focused sense of what an audience expected and would appreciate: ‘Footlights… that moment of anticipation as the audience waits expectantly to be transported into a new world.’ She was distraught that such practices were no longer utilised in school productions, many bare of all but the most

basic, unimaginative props: ‘Much of the magic has gone’ she later told Spectemur. Modern minimalism was not to her taste. Winifred Hall had always been fully conscious that drama was an important element in the process of realising dreams, or could be if it was given the chance to do so. She had tried her best to offer the boys of Camberwell Grammar art for art’s sake and she stands in the history of the School as one of the first to have taken a broader view of culture as a lifelong experience, something to be tasted at the school level, but maintained thereafter. Despite any impediments for those interested in drama, musical life continued to flourish in the mid-Twenties and the annual Prize Distribution Night on Friday, 12 December 1924, was an impressive one. In the chair was John Latham, MHR, a prominent federal Nationalist (who would soon come within a whisker of the prime-ministership) and some trophies were distributed by one of the School’s most prominent Old Boys, Lt Col F.P. Derham, DSO. Roy Fitcher, now Captain of School and Head of House, appropriately received the Welchman Memorial Prize, as well as a literature prize, (which was a gift of his father, Richard). The contribution of Fitcher fils to the performing arts at his school had been significant.

The winsome cast of “The Rest Cure”, August 1925.

Despite any earlier disappointments, another year, 1925, nevertheless offered Miss Hall and the Dramatic Society further opportunities – however, this would prove to be her swansong and that of the Society for some years to come. Drama was, as usual, preceded by the Term Concert on Monday afternoon, 11 May. The hall at nearby St. Mark’s was more heavily decorated by the Prefects than hitherto with flags and pennants, perhaps under the aesthetic influence of Miss Hall. The Trial Scene from “The Merchant of Venice” was performed by members of the Intermediate Form in costume, probably the ‘novelty’ referred to later – Leith Haig (1926) played Portia. Two other toga-clad students also performed the Brutus/Cassius Quarrel Scene from “Julius Caesar”. Alongside the accustomed piano and violin solos and part-songs, the Prefects initiated an acrobatic exercise ‘when J. Lincolne, upside down, carried Alec Matthew across the stage - like the Elephant at the Zoo - he was vigorously applauded’. This was all very much in vein with the exuberant character of the nineteen-twenties.

Dover”, “The Playgoers” and “The Rest Cure”. In accord with recent practice, boys played the roles of ‘oppressed females’, including an ‘hysterical’ kitchen-maid (Leith Haig). Eighteen-year-old Loius Radclyffe also took the part of a ‘good-looking and selfimportant parlour maid’, provoking much amusement by ‘her’ mannerisms. Young Radclyffe also played an ‘altogether too pretty young wife’. It seemed characteristic of the time that any male actor playing a female part continued to excite great amusement, however convincingly the role may have been performed. Winnie Hall, talented actress that she was, convincingly played both a ‘merry widow’ and a servant-girl, at the same time, the Grammarian noted, ‘keeping the team well together, so that this play was given with plenty of confidence’. This would not be the last time that a director/producer would also appear on-stage, a very difficult combination of tasks. With her (and her father’s) end in sight by the close of the year, the 1925 Grammarian was conscious that Winifred Hall was owed much gratitude by the entire school community for her dramatic efforts over the previous two years:

Miss Hall had already demonstrated that she was a theatrical innovator, again presiding over lengthy rehearsals, but she drew the line at elephants on-stage, preferring in 1925 to produce an evening (26 August) of three comedic one-act plays rather than a single production of three acts: “From Calais to

To Miss Winnie Hall we owe the great success of the evening. The plays were produced under her direction, and it was through her kindness in giving up a great deal of time to helping the boys that they were able to give a good rendering of their parts.

The curtain call that she took on that August evening in 1925 would endure longer than she then expected. Despite the passing of fifty-five years, Winifred Hall still recalled her departure from Camberwell Grammar towards the end of 1925 with ‘some obvious disappointment’. Camberwell Grammar in the mid-1920s was undergoing its transition from private ownership to the status of a ‘public’ school associated with the Church of England and the departure of Headmaster Alfred Hall in 1926 from what was no longer ‘his’ school also swept his talented daughter from the stage – the Dramatic Society too now entered a period of caesura. The magic had gone, but not forever - the Roaring Twenties at Camberwell may have been stilled, but there would be no going back, come new management, economic stagnation, Depression or worse. The period 191925 had been one of determined survival, innovation and talent for the performing arts at Camberwell Grammar School, if sometimes only lightly-tapped. If the School could survive the challenges of what was left of the 1920s, then the future for the arts would be secure in the longer term and there would be many more ‘opportunities for a boy to demonstrate his esprit de corps’, the challenge outlined by the Grammarian in 1919 during its first postwar flush of enthusiasm. Dr David Bird School Historian

Organ Dedication Service

On Sunday 17 June, over 100 people attended an Organ Dedication Service in the All Souls Chapel at Camberwell Grammar School. The Reverend Charles Butler welcomed everyone to the Chapel, before the Very Reverend Dr Andreas Loewe FRHistS OStJ conducted a dedication and blessing of the organ. Thank you to those who performed at the Service, Mr David Byrne, Mr John Weymouth, Matthew Deayton (Year 10), Arman Cakmakcioglu (Year 10), Darby Lee (Year 8), Darcy Livingstone (Year 8) and Mr John Mallinson.

The Chapel Organ was designed, built and installed by Australian Pipe Organs in early 2018. With separate note actions for all 650 pipes, the organ is controlled by a multiplex switching system which includes every modern planing aid and a recording and playback facility. The facade pipes are made of the relatively unusual “spotted metal”, an alloy of 55% tin and 45% lead, which produces a striking appearance and ensures a warm sound from the large pipes. Camberwell Grammar School thanks Directors Robert Heatley and Daniel Bittner and their staff for their meticulous work in creating this beautiful instrument.

Staff Profile Q&A WITH MRS MARITA KELLY Since Primary School, Marita has been interested in art. Marita’s parents would often take her to art galleries and museums. However, it wasn’t until her visit to Europe in Year 12 that she fell in love with art history and decided she would follow her passion. After completing her Masters of Education, Marita completed a Postgraduate Certificate in Curatorship and Museum Management at the University of Melbourne and was awarded a Dean’s Honours List Award. Throughout her studies, her passions for Modern Art grew. She was particularly influenced by the work of Mark Rothko (Spanish painter), Antoni Tapies, Robert Rauschenberg and Pablo Picasso. Marita also drew inspiration from Eastern and Western art and cultures. Marita joined the Camberwell Grammar School community in 2000 and has enjoyed teaching art for the past 23 years at a secondary and tertiary level. In the classroom, Marita focuses on teaching self-belief, encouraging students to own their artistic decisions whilst working through the creative process and challenging one’s self. Marita encourages students to reflect and take an active role in art appreciation. As a teacher, Marita derives much joy from witnessing the genuine excitement of boys working in the studio and making connections between their learning experiences inside the classroom environment and extending this experience in the outside world. She believes that art and creativity encompass much more than a drawing on a piece of paper - instead, it is a way of thinking and appreciating the visual world around us. Art is one of the many ways students express themselves at Camberwell Grammar School. Marita explains that when students discuss art, they often reflect on their personal ideas, beliefs and experiences. If students can think about their ideas, interpret, visualise and then use a range of two and three-dimensional mediums to create an object, then as a teacher, she feels a sense of achievement. Often in the studio, students not only discuss the work of renowned artists, but also the work of their peers, celebrating the stories behind their artwork. Having practised art for over 25 years, Marita has participated in various group and solo exhibitions, predominantly in Melbourne galleries. Marita’s initial research encompassed themes of “identity” and “placement”, where she investigated connections to her heritage in Vietnam. Marita’s studies

of Asian contemporary art provided her with the opportunity to exhibit in Ho Chi Minh City, Hanoi and solo exhibitions in Melbourne at the Sofitel, Chapel off Chapel Gallery and the Sydney Art Fair.

For the past ten years, Marita has shifted from painting to collage and printmaking, where she has been drawn to the methodical process of printmaking and the element of surprise when the print is pulled from the press.

MARITA SHARES HER ADVICE FOR ASPIRING ARTISTS:

“If someone was interested in pursuing a career in art, firstly they need to have creativity, curiosity and patience. Choosing a path in art has many and varied avenues. For me, it was marrying teaching with practising and studying. These three avenues have enabled me to combine practising with teaching for over 20 years. For seventeen of these years, I have been at Camberwell Grammar School and the Headmaster, Dr Hicks and colleagues have always supported me to continue my practice, exhibit my work, and engage in professional development. I have been given a wonderful chance to share my love of art and teaching every day in the classroom. When I realised art was going to be my chosen career path, I volunteered in schools, assisting with art classes and school productions. I continued to engage in workshops of various mediums to build on my secondary school and university studies, extend my art knowledge through research, talks and gallery visits. I believe it comes down to how one wants to spend their time. For me, I am often drawn to taking part in activities that involve art.”

21st Century Skills

Spectemur | Term 2 2018

AND THE CAMBERWELL GRAMMAR SCHOOL STUDENT

Murdoch Centre for Educational Research and Innovation It is interesting when I speak to Old Boys and parents who are working in a range of industries about what they are looking for when a recent graduate applies for a job. They rarely give a list of technical qualifications, although, often these are assumed. Instead, what they want to know is whether a prospective employee can manage change, can work well with a variety of people and can think creatively to come up with solutions to difficult problems. This makes recent discussions in the media about Gonski 2.0 all the more perplexing. Too often, commentators have presented a false dichotomy for education: that we can teach basic skills, or we can teach the skills demanded for a future workforce, but not both. In fact, schools have been teaching both for many decades now. For example, the teamwork skills taught and experienced by a Camberwell Grammar School student in the Cadet Unit, their House, or their sporting team have not been learnt at the expense of students’ literacy and numeracy skills. I have been looking at what these skills might be, and how they could apply at Camberwell Grammar School. There has been no shortage of research conducted on the skills of the 21st Century: I have read papers from P21 and the 6 Cs of Education in the United States, Foundation for Young Australians and Assessment and Teaching of 21st Century Skills in Australia, and the Singapore Government’s 21st Century Competencies, among others. While they each have different emphases, what has emerged from these and from discussions with parents and Old Boys, is that there is a core set of skills that most seem to agree on. In a school setting such as ours, some of the necessary skills are met by the values we espouse, and seek to embody through all that we do with the students; these include respect and responsibility. Others are provided through our core curriculum, including literacy, numeracy, digital literacy, self-expression and aesthetic appreciation (art, music, drama, literature), understanding of where students have come from (history and classical languages), the world they will inhabit (including science, geography and modern languages) and physical well-being.

Other skills pervade almost all areas of the curriculum; these can be seen as discrete skills, but more usefully they can be seen as an interconnected approach to learning: • Critical thinking: the ability to make a judgement or evaluation to analyse claims. • Creativity: the production of something novel or useful in a given context. • Metacognition: the student reflecting on and understanding how he learns, what drives him (motivation) and his attitude to learning (conscientiousness, effort, growth mindset), including self-efficacy (I believe that I can do better) and agency (it is up to me - I can influence how well I do). • Problem solving: working through detail to reach a solution to a multifaceted problem, whether it may be mathematical, scientific, literary, artistic or business related. • Teamwork: working together to solve a problem, complete a task or learn something, whether co-operatively, where students all work together on the same aspect, or collaboratively, where each student has a different function in the group. • Resilience: a student’s ability to persevere with a task, even though it is difficult, combining motivation, self-efficacy (a student’s belief that he can succeed) and agency (a student’s belief that he is in control of the outcome of the activity). • Digital literacy: the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills. HOW DO WE TEACH THESE IN A SCHOOL LIKE CAMBERWELL GRAMMAR SCHOOL? The more I have thought about this, the more I see problem solving as the central hub around which so many of these skills revolve. Solving a tough problem – whether it be designing a life support system for a Mars colony, or understanding the 10th Book of Virgil’s Aeneid – demands students have a wide range of skills if they are to come through. They will need a solid foundation of base knowledge; they soon realise that trying to do everything on their own leaves them with gaps in their

understanding; they need to be able to keep going when they hit a brick wall, reflect on what has worked for them and what hasn’t – and use this to modify their approach for the next step; they need to be able to look at a problem and analyse it to see what the critical issues are; and they need to use their own inventiveness to find a solution that will work. So, in fact, many of these 21st Century skills are already incorporated into much of what our students do – it’s one of the strengths of schools like Camberwell Grammar School, that have always valued a broad education that goes beyond rote learning and memorisation. How to get this across to prospective employers is a more interesting problem. There are a number of options for assessing these skills. Students can reflect on their own efforts (I have found them often to be their own harshest critics), and very often the outcome – an essay, a project, an assignment – will give evidence of the process used to arrive at the finished product. Good teachers can quietly observe how the students learn and work together. All of these tools can be used to make meaningful assessments of a student’s skills. How then to report? Perhaps we could look at providing a digital badge with evidence of the skills the student has learnt and the type of learner and worker that he is; this badge could be used on the student’s Online Profile and be shared with prospective employers and universities. This is new technology and something we will need to explore. Part of the task lies in convincing parents and students that there is more to school than just an ATAR. But we have known this for years, and built our school around the idea of forming the whole man. We also know that it is a false dichotomy to pit these skills against a great ATAR score: everything we have learned as educators tells us that the skills of problem solving, creativity, teamwork, resilience, critical thinking and metacognition make for a better ATAR – and a better person. Dr John Tuckfield Director of the Murdoch Centre for Educational Research and Innovation

OCGA Art Exhibition and Sale The 14th Old Camberwell Grammarians’ Art Exhibition and Sale was officially opened on Thursday 31 May in the David Williams Gallery, to celebrate and exhibit the artistic talents of members of Camberwell Grammar School, Old Boys, family of Old Boys, current and past parents, current and past staff and anyone with a connection to the School. The Exhibition was opened by Alex McCulloch (2000), who has worked for the past 15 years in the Arts industry. Since leaving Camberwell Grammar School, Alex has completed a Bachelor of Arts majoring in Art History and Philosophy and a Masters of Art Curatorship. Alex is Director of Alex McCulloch Art. The OCGA Art Exhibition and Sale featured the work of six Old Boys as well as past and current parents and staff, and Artist in Residence. All proceeds from sales will be donated by the OCGA to the School through the Ron Wootton Memorial Fund. The fund was developed to provide financial assistance to allow the enrolment of boys who would otherwise be unable to attend.

This year, just over $2,000 was contributed to the Ron Wootton Memorial Fund. Special thanks to Mr Tim Wells and Mr Kevin Boyd for their assistance in setting up the exhibition.

Spectemur | Term 2 2018

50 Year Chapter Luncheon

Spectemur | Term 2 2018

On Sunday 29 April 2018, Camberwell Grammar School held the 25th annual 50 Years Luncheon in the Camberwell Room. Dr Paul Hicks provided the Headmaster’s Welcome, and Grace was said by Mr Henry Frolich (1947). The singing of the School Song was performed by Brian Hansford (1951) and accompanied by the Director of Music, Mr Ben Bishop (1996). The Toast to the School was given by Mr Russell Sturzaker (1968) and new members of the 50 Year Chapter were presented with their 50 Year Badges by Mr Matthew Forwood (1984), President of the OCGA. This event is sponsored by the Camberwell Grammar School Foundation and the OCGA.

Recipients of 50 Year Badge Ian Thomlinson (1961) Michael Barrett (1965) Russell Brewer (1966) Geoffrey Oaten (1966) Clyde Miles (1967) Robert Payne (1967) Philip Rain (1967) Andrew Barnett (1968) Jerome Breen (1968) Steve Farrow (1968) Michael Goode (1968) Peter Lansdell (1968) Haydn Moyle (1968) John Poustie (1968) William Pring (1968) Russell Sturzaker (1968) Rod White (1968)

Attendees David Anderson (1966) Anne Anderson Peter Anderson (1950) Pam Anderson Ian Angus OAM (1948) Graeme Ballard (1959) Helen Ballard Lindsay Banks (1964) Diane Banks Andrew Barnett (1967) Rhonda Barnett Andrew Barnett (1968) Judy Barnett Michael Barrett (1965) Angela Barrett Gregory Beeton (1965) Celia Beeton Colin Bell (1944) Jean Bell David Bellairs (1965) Robin Bellairs

David Bird (School Historian) Ian Box (1959) Jerome Breen (1968) Russell Brewer (1966) Petra Brewer Ken Campbell (1959) Sam Cant (1946) Carmelle Cant Suzy Chandler (Director of Development) Chris Charge (1965) Michael Cheshire (1963) Joy Cheshire Terry Cheshire (1963) Janet Cheshire Barry Church (1964) Bruce Church (1948) Geoff Cormack (1945) Margaret Cormack Peter Cowell (1962) Bruce Davis (1963) Annette Moran Ken Davis (1965) Des de Kretser (1952) Di de Kretser David de Kretser AC (1956) Jan de Kretser Steve Farrow (1968) Paul Finn (1945) Helen Finn Matthew Forwood (1984) Henry Frohlich (1947) Jenny Frohlich Maxwell Gayner (1961) Michael Goode (1968) Mike Haines (1963) Margaret Haines Brian Hansford (1951) Dorothy Hansford Robert Haysom (1965) Pam Hayson Dr Paul Hicks (Headmaster) Susan Hicks Ian Hopkins OAM (1951) Barbara Hopkins Jeff Hore (1956) Rick James (1965) Richard Jones (1957) Stephen Jones (1967) Ian Kirwan (1948) Lorraine Kirwan Robin Knight (1965) Rod Lamborn (1956) Peter Lansdell (1968) Peter Lowe (1962) June Lowe Ken Lyons OAM (1942) Kerri Schwarze Rodger Madigan (1967) Ian Mason June Mason John Matthews (1966) Jan Matthews Robert McKaige (1945)

Sas Derham Brian McPhail (1967) Sue McPhail Brian Morris (1951) Joan Morris Haydn Moyle (1968) Ross Munro (1948) Geoffrey Oaten (1966) Cindy Parker (Development Office) Peter Parsons (1948) Robyn Parsons Ron Pascoe (1960) Robert Payne (1967) David Perry (1958) Lyn Perry Brian Pierson (1948) Elaine Pierson Michael Pontifex (1956) John Poustie (1968) William Pring (1968) Barrie Provan OAM (1953) Denise Provan Philip Rain (1967) Jim Sansom (1953) Michael Smith (1961) Russell Sturzaker (1968) Vicki Sturzaker Donald Swanton (1948) Kate Swanton Gregory Taplin (1961) Ian Thomlinson (1961) Micki Thomlinson Timothy Thorn (1953) Lee Thorn Mark Tipping (1965) John Tribe (1951) Heather Favero Rod White (1968) Bruce Wagner (1952) Duncan Waite (1952) Ken Wight (1966) Barrie Wiltshire (1952) Marj Wiltshire Terry Yelland (1963) Tammy Yelland Frank Zydower (1965)

ACT Network Function The ACT Network Function was held on Tuesday 8 May at the Parlour Wine Room. Dr Paul Hicks, Mrs Susan Hicks, and Mrs Suzy Chandler hosted an enjoyable evening of drinks and savouries for Old Boys and their partners.

Attendees Chris Timpson (1959) Jeffrey Frith (1959) Ross Chapman (1997) with Anne-Marie Chapman Andrew Schofield (1998) James Schofield (2002) with Lygie Esquirol Patrick Campbell-Dunn (2003) Wei Ying Soh (2008) Peter Hill (2010) Ben Ye (2012) Alistair MacGillivray (2015) Wei Peng Soh (2015) Dr Paul Hicks (Headmaster) Mrs Susan Hicks Mrs Suzy Chandler (Director of Development)

QLD Network Function

Spectemur | Term 2 2018

The QLD Function was held on Thursday, 17 May in the O’Duffy Library of the Tattersall’s Club, Brisbane. Old Boys from 1960 to 2011 joined Dr Paul Hicks, Mrs Susan Hicks and Mrs Suzy Chandler.

Attendees Graeme Causon (1960) Bill Turner (1965) Michael Rodgerson (1971) Warwick Jones (1978) Andrew Chesterman (1986) Matthew Carrick (1990) Scott Taylor (1991) Tom Webster (2008) Dr Paul Hicks (Headmaster) Mrs Susan Hicks Mrs Suzy Chandler (Director of Development)

NSW Network Function The NSW Network Function was held on Friday 18 May at the Sydney Office of Holding Redlich. Nineteen Old Boys and partners joined Dr Paul Hicks, Mrs Susan Hicks and Mrs Suzy Chandler for an enjoyable evening of drinks and savouries. The evening was kindly hosted by Mr Ian Robertson AO (1973).

Attendees James Forbes (1963)

Chris Forbes (1989)

Peter Snowdon (1963)

Alister Forbes (1991)

Peter Timpson (1966)

Michael Brivulis (1995)

Nigel Kellaway (1972)

Chris Tremonti (2002) with Julia Tremonti

Paul Oglesby (1973)

James Randell (2005)

Ian Robertson (1973)

Lawrence Frawley (2006)

Andrew Butler (1976)

Prashanth Sasidharan (2007)

Philip Sidebottom (1983)

Jeffrey Xu (2007) Nicholas Antonopoulos (2008) Gennady Notowidigdo (2009) Dr Paul Hicks (Headmaster) Mrs Susan Hicks Mrs Suzy Chandler (Director of Development)

Spectemur | Term 2 2018

10 Year Reunion CLASS OF 2008 The 10 Year Reunion (Class of 2008) was held on Friday 4 May in the Camberwell Room of the Sports Centre.

Attendees Nick Antonopoulos Alexander Baranikow Dustin Biernacki James Buckingham Robert Ceglia Alfred Chan Charlie Daniel Rob Deev Plutarch Deliyannis Jason Edwards Stuart Fazzolari Roshan Gill Jonathan Giokas Mark Gormanns Steve Harris Ben Hart Tim Houghton Nick Jacob Harris Koutrouzas Lachie Mackay Nick Marris Andrew Murray David Murray Christian Pitsounis Michael Price Stuart Sharp James Stayner Sanjay Sudarshanan Nick Tenace James Way Matthew Weller Robert Will Dr Paul Hicks (Headmaster) Mrs Susan Hicks

Suzy Chandler (Director of Development) Michael Daniel (Current Staff) Julian Dowse (Past Staff) Trevor Henley (Past Staff) Cindy Parker (Development Office) Ken Schwab (Current Staff) Shaun Burke (Current Staff)

20 Year Reunion CLASS OF 1998 The 20 Year Reunion (Class of 1998) was held on Friday 15 June in the Camberwell Room of the Sports Centre.

Attendees Tristan Beranger Simon Berriman James Blaney Nat Bradshaw Edward Brown Mark Butterworth James Catherall Terence Cheung Stephen Claringbould Seamus Curtain-Magee Michael Davis Jon Derry Andrew Dicarla Tristan Ellett Gavin Fleer Albert Foong with Sophoa Pai Andrew Galvin Jamee Harmsworth Chris Jackson Rohan Kapoor Oliver Kent William Lewis Fabian Lim Hamish Lucas Nick Luce Alexander Mackenzie Andrew Margetts Mark Masik David Moloney

Kain Nunn Nick Quince David Rogers Stephen Roux Tim Santamaria Michael Santamaria Andrew Schofield Mitchell Shepherd Troy Sigalas Charlie Slee David Sollberger Li-Hsien Tay Robert Tempone Mark Tjangdjaja David Treeby Sam Walcher James Williams Robert Young Dr Paul Hicks (Headmaster) John Allen (Current Staff) Andrew Beale (Current Staff) Suzy Chandler (Director of Development) Mike Cody (Current Staff) Michael Daniel (Current Staff) Paul Double (Current Staff) Cindy Parker (Development Office) Ken Schwab (Current Staff)

Spectemur | Term 2 2018

Old Boy Profiles Tim Wood (1986) My path from Camberwell Grammar School followed the well-worn footsteps of most private school boys: I headed off to University, completing a Bachelor of Economics in 1989. Continuing along this path led me to the four walls of a cubicle in a large accounting firm. I like to think that was my life’s low point.

and work hard when I found it. During my travels, I had the revelation that I didn’t really want to live in a city.

The good news is that I realised this incarceration was of my own doing and so I got up, threw my briefcase in the bin and bolted. It was a great decision.

In 1993 I came back to Australia and moved to the beach. My girlfriend and I started a horse riding business ‘Blazing Saddles’. I later registered as a builder (Tim Wood Constructions), a developer, a publican (The Aireys Pub) and a brewer (Rogue Wave Brewing Co.) In the ensuing years, my girlfriend became my wife, we stayed at the beach and raised three kids in a great environment and a cool little town.

For the following four years, I travelled the globe. I was a ski-instructor, a musician, a cowboy and a surfer. I learnt to stretch my meagre dollars, to budget, to hustle for work

Money has never been my primary motivator and my entrepreneurial aspirations haven’t entirely revolved around dollar signs (although kids, houses, travel and toys don’t always

come cheap). I’ve been lucky or adept enough to create successful businesses, but the best part is that I’ve created a life that I love and I have the time and freedom to enjoy it. No job or boss would have given me that. Here is my clichéd analogical advice: There are endless paths that you could take when finishing up at Camberwell Grammar School. Have the courage to take your own. The next big idea or innovating inspiration won’t propel you forward, effort will. Follow what you enjoy, learn everything you can about it, then start something. Every big business started small. When you need to hire, employ great people (and overpay them). When you need to fire, show leadership. Be firm, honest and fair. Understand the financials of your business or hire someone who does. Most importantly, you’ll be working for a while, so pick something enjoyable and surround yourself with people you like. You may as well enjoy the ride.

Myles Munro (2002) After leaving Camberwell Grammar School in 2002, I studied Urban Planning and Development at The University of Melbourne and worked in various hospitality and marketing roles, including managing the Rooftop Cinema at Curtin House.

I started my first business, The Mercat Cross Hotel, in 2007 with a fellow Old Boy, Daragh Kan (2002). In 2012, we started a food truck business, Mr Burger, followed by a food truck park, Welcome to Thornbury, in 2015. We have since expanded the business and now employ approximately 500 people across 20 venues in three states. The business operates venues, including Belles Hot Chicken, Mamasita, Natural History Bar and Grill, Hightail, Fancy Hanks and we are soon to open Heroes Karaoke.

In the early days we made plenty of mistakes as we learnt how to run a business. Over time, our confidence and experience grew and we made fewer mistakes and focused on building the areas of the business that were performing well. We continually try to evolve and adapt our venues to keep them interesting and relevant in the highly competitive hospitality landscape. We regularly travel overseas to scout exciting new hospitality concepts and ideas to incorporate into our existing venues. I am driven by the desire to deliver a great hospitality experiences to the people of Melbourne. For me, it’s about offering exceptional service in a well fitted-out venue, with great food and drinks. When these elements come together perfectly, that is the ‘magic’ hospitality moment that I strive for. I am really enjoying the challenge of delivering this experience and plan to continue growing the business so that many more people can enjoy our hospitality. http://welcometothornbury.com/

Spectemur | Term 2 2018

Mike Aylward (1997) I finished Year 12 at Camberwell Grammar School in 1997. I then commenced a science degree at Melbourne University, which took me a further four years, passing with honours in Genetics and Cell Biology. While completing my degree, my family purchased land on the Mornington Peninsula with the idea of planting a vineyard and producing the best quality wine possible. The detail and time we put into setting up the business was second to none. I began working the vineyard on my days off university, working with an amazing team of people and their knowledge and passion for wines heavily influenced me. After university, the decision to move to the Peninsula and immerse myself in the wine business was an easy one. This was great, as I had never previously had a clear career direction. It was also at this time that the Mornington Peninsula was developing as one of the

leading cool climate wine regions in Australia and the region was receiving world wine acclaim. Our family was a big part of this growth and success and I feel very proud of this fact. I spent a further three years working in the vineyard before starting a winemaking business, which has been my occupation ever since. Ocean Eight has been running for twelve years; there have been many ups and downs and a lot of hard work, but it has been a fantastic journey to date.

Rather than return to University, I decided to learn about business by starting my own. My violin and portable chinup bar were irreplaceable companions that travelled with me around the world. Everywhere I went, people would comment about my amazing chin-up bar that required no screws or tools to set up, and how they had never seen anything like it.

Jennen Ngiau-Keng (2001) After completing school, I studied violin performance at the Australian National Academy of Music for four years and later completed a Master of Music Studies degree at the University of Tasmania. During my early twenties, I performed regularly with the Melbourne Symphony Orchestra, Tasmanian Symphony Orchestra and Australian Chamber Orchestra. My violin studies and early professional career took me to over 20 countries. However, an early disheartening political experience in the profession resulted in my search for an alternative career.

It seemed clear that I had stumbled upon a gap in the fitness market, so I sourced the supplier, imported 5,000 units and sold them all online within a few years. After expanding further into the fitness market by selling a wide range of gym equipment, I realised the competition was too fierce, so I began searching for a unique product to sell. I remembered meeting a bodybuilder in the gym who performed squats in shoes that had noticeably thick outsoles. He said they were elevator shoes, and ever since his foot injury, they had helped him perform squats without pain. I researched elevator shoes and discovered that many Hollywood celebrities, including Sylvester Stallone, Mark Wahlberg and Tom Cruise, wore them on a regular basis to look taller. I figured I could use a pair too, so I ordered some from the only place I could source them — a dubious overseas website.

In 2011 I was very fortunate to win the Australian Young Gun of Wine, a competition judged by the leading wine critics in Australia. Our Chardonnay was then voted second best in the land by wine critic James Haliday. These accolades saw Ocean Eight’s success and demand grow rapidly and we now sell 90 percent of our wine to top restaurants around the world. https://oceaneight.com.au/

When the shoes arrived, I was impressed with the extra height they provided, but unimpressed by their bulky design. I decided to enter the fashion industry by offering height-increasing shoes with a focus on style and comfort. I created a website, designed eight styles and began selling the first collection of Jennen Shoes online. It soon became apparent that there was a demand for Jennen Shoes. I developed the products in response to customer feedback and increased the size range for the release of the second collection. I then designed new styles, named them after composers and artists, and opened the first Jennen Shoes store in Melbourne. With the success of the first store, I opened additional stores in Sydney and Brisbane and employed musician colleagues to manage them. Now offering over a hundred designer styles, Jennen Shoes has helped over 50,000 men stand taller, including politicians, sportsmen and grooms, many of whom are already over six feet tall. I am grateful for my business, as it allows me to adhere to my own schedule, select the people I work with and continually learn, as new challenges and opportunities arise. I am able to spend quality time with my wife and young daughter and continue to perform the violin at a professional level. As I write this, I am on tour with the Melbourne Chamber Orchestra. www.jennenshoes.com.au

briefly for a government department where I realised I wanted to be self‑employed. My parents were a little more than disappointed when I quit my secure permanent job to start a car wash! However, within a few short years, I had built a niche business with extremely satisfied customers.

Jonathon Sciola (1997) I graduated from Swinburne University with a Bachelor of Business in 2001 and worked

I discovered that there was a market of customers who had more cars than they were able to maintain and no one to maintain them. So, I offered a weekly or monthly car wash to organisations such as Flexicar, VicRoads and Red Bull. The business was a ‘turnkey’ business, very easy to run and with no one else competing

for that space. The icing on the cake was when I bought my first home and my dream car based solely on the business books. I also won the ‘Excellence in Business Award’ for people under 30 in the City of Whitehorse. Later on, in my late twenties, I fell in love with the science behind speciality coffee and launched my own speciality coffee brand. Similar to the car wash, I created a ‘turnkey’ offering for an underdeveloped niche within speciality coffee. I found that while speciality coffee was innovating in the retail café space, there was little disruption to the corporate space. Promised Land Coffee now delivers hot, ready-to-drink coffee to corporate offices for a daily subscription amount. www.promisedlandcoffee.com

Christian Gorman (2012) Having graduated in 2012, I look back now and can’t believe that it will soon be six years since I left Camberwell Grammar School. After school, I was accepted into Deakin University for a double degree in Commerce and International Studies. Having studied for one year, I transferred my International Studies degree into a Law degree and am currently in my final year. Throughout my studies, I have had the opportunity to travel, work for a well respected brand and create a new business. I had friends come back from overseas exchanges telling me how good it was, so I decided to submit my application through Deakin. Instead of doing the usual Deakin exchange, I decided to opt for something different and mix my passion for snowsports with studying. Therefore, the only real choice in my mind was Canada. Applying and getting into one of Canada’s topranked universities, the University of British Columbia (UBC), was a lengthy process as no other students from my degree had preselected units assessed and approved by Deakin from UBC. I worked with an Exchange Co-ordinator, and after many long meetings and constant chatter between university staff, I secured my exchange subjects to align with my current degree. 70

The exchange programme opened my eyes to the world. I visited different cultures, learning more about how the world operates and realising that there are bigger international issues currently going on than those that are seen on the Australian news. As I was coming to the end of my exchange programme, I was approached by our family company Jane Gorman Decorators and Developers (JGDD), to manage the international operations and financial aspects of the company. This has been a great experience because I have been able to get firsthand experience dealing with brokers and investors, drafting legal documents, meeting with various clients and learning to project manage. Applying my travels, education and previous work experience in this role has seen the company benefit greatly, as well as my confidence. As JGDD continues to grow in Melbourne and overseas, the company launched a new luxe food and wine lounge in Balwyn, Finch and Jane. My role in the creation of Finch and Jane was to draft the licence agreement and set up the financial monitoring for the brand.

Being the first of many Finch and Janes in Melbourne and Australia, Jane Gorman and I are looking to develop the brand internationally. The overwhelmingly positive response that the brand has received has taken us by surprise. As we move into the middle of 2018, I constantly ask myself where the year has gone. I guess the saying is true, “You haven’t worked a day in your life if you love what you’re doing”.

Spectemur | Term 2 2018

Cameron Trafford (2010) “To Cam, may your art making and appreciation give you a lifetime of pleasure” — Mr Kevin Boyd (Camberwell Grammar School Teacher 1997 - 2017). I’ve always had an appreciation for the arts — Studio Art and Visual Communication were the only subjects I was ever really passionate about at school. This was due (in no small part) to Mr Boyd (Studio Art), a constant source of ideas and inspiration for me and countless others. After completing Year 12, I hastily enrolled in a Bachelor of Architecture at Monash University. I never truly knew what I wanted to do when I finished school, but after a year of studying buildings, I knew that architecture wasn’t my calling.

With architecture off the table I was without clear direction, and eager to try something completely different. I took a gap year and travelled throughout the US and Europe for six months. I still don’t know why, but before leaving I felt the urge to bring a camera with me. As things would have it, this split-second decision would be life-changing, kindling my passion for documenting what I see and setting in motion my career as a filmmaker. Upon returning to Melbourne, I found some work through a mutual friend creating short documentaries for an online media platform. I met and collaborated with Henry Gosper, who shared my passion for storytelling and adventure. After years of collaborating on various projects together, we launched Good Grief Productions; our very own production

company that reflects our similar outlooks on life. At Good Grief Productions, we travel around the world delivering projects for a wide variety of clients in a wide variety of formats — most recently we have been in India shooting a documentary. The quote that I included above was inscribed on a ruler that Mr Boyd gifted me when I graduated from Camberwell Grammar School. Even though the path ahead has never been (and perhaps never will be) crystal clear, I feel fortunate to be making art every day and loving what I do. Whenever I forget this, I have Mr Boyd’s words to reflect on. www.goodgriefproductions.com

News of Old Boys Dr David Charles Pescod (1977) was appointed an Officer (AO) in the Order of Australia for distinguished service to medicine, and to Australia-Mongolia relations, particularly through the provision of surgical and anaesthetic care, and to health education and standards.

Congratulations Congratulations to Jonathan Gumley (2006) and Kat McKinlay, who were married on Friday 1 June at Tatra Receptions in Mount Dandenong. Old Boys Brenton Summers (2006), Cameron Turner (2006) and Rishi Kapadia (2006) were Jonathan’s Groomsmen on the special day.

Myles Munro (2002) and Blair Erwin were married at the Collingwood Children’s Farm on Saturday 24 March. Old Boy Fraser Munro (2005) was the groom’s Best Man, and Old Boys Matthew Berg (2002), Stewart Jenkinson (2002) and Stephen Rodd (2002) were also in attendance. Congratulations Myles and Blair.

OUR CGS BABIES

Tim (1999) and Kate Molloy welcomed baby Arwen Rose Molloy on Wednesday 11 April. Congratulations to the Molloys.

James (1998) and Emma Catherall welcomed baby girl Eleanor Bridget Catherall to their family earlier this year.

On Friday 24 November 2017, Evan (2005) and Naomi Gainsford welcomed their first child, Asher Gainsford, into the world.

Community Connections

Spectemur | Term 2 2018

Australia’s Biggest Morning Tea On Wednesday 30 May, a Biggest Morning Tea was hosted by the Year 11 Representatives at the home of Georgina Verrios. Over $1200 was raised for Cancer Council, which supports cancer research, prevention and support for families. Camberwell Grammar School staff also held a Morning Tea, raising a total of $1,487 for Cancer Council Victoria.

Post Production Shave Many of the boys who performed in this year’s Senior School Production, Jesus Christ Superstar, were asked to maintain their long locks for the show. Post production, the boys held their own World’s Greatest Shave event to support the battle against leukaemia, which increased the School total to $32,726.88.

“ The boys held their own World’s Greatest Shave event to support the battle against leukemia ”

Fundraising for Projec10 There was a great buzz in the Camberwell Room on Thursday 14 June, when we hosted students from Fintona and Camberwell Girls’ Grammar for our joint fundraising project. After an initial briefing, the students got to meet with their teams and planned their various fundraising ventures. There were many excellent ideas generated and it will be great to see the teams put their plans into action over the next few weeks. All money will need to be handed in by the end of Week 5 in Term 3, and the total of our combined efforts will be announced. The teams that work the best together will be awarded prizes at the Year 8 Social in Term 4, when the students from the three schools come together again. Mr Troy Stanley Head of Middle School 73

Obituaries It is with great sadness that we record the deaths of members of the Camberwell Grammar School community since the last edition of Spectemur.

Roger Nicholson OAM (1947) David John Steven (1973) 1929 - 18 May 2018

8 April 1955 - 9 June 2018

Eldest son of William and Bessie Nicholson (both dec). Greatly loved and loving husband of Fay. Father of Robert, Diana and Fiona, father-in-law of Suzanne, Michael (Tinney) and Franz (Stocker); grandfather of Sarah, Emma, Lucy, Harry, William, Laura and Allison. Brother of Ian (dec) and brother- in-law of Judith Nicholson (dec) and Barrie and Joan (dec) Johns.

Dearly loved son of John and Audrey. Dearly loved father and grandad of Matthew, Stacey, Cameron and Marni; Emma, Oliver and Finn; David, Katie and Elyse; Rebecca and Michael; Sarah; Joy and Kane. Dearly loved brother, brother-in-law and uncle of Jo-Anne and Garry, John and Lisa, Peter and Cheryle and their families. A great mate to all. The Age on June 12, 2018

The Age on May 19, 2018

THIS IS THE EULOGY THAT WAS GIVEN BY DAVID STEVEN’S DAUGHTER, BEC STEVEN, AT THE MEMORIAL SERVICE HELD FOR DAVID IN THE CAMBERWELL ROOM ON FRIDAY 22 JUNE. It is difficult to stand before you and attempt to honour my dad with words, I feel I will fall short of capturing his greatness. Normally when I have something of importance to write, I would get dad to read over and edit it for me. Or in the case of school assignments, he would sometimes just write the whole thing, from start to finish! Not just for me, but also my siblings, we always joked that dad has graduated high school seven times, just under a different name each time. I recall one assignment he did with my sister and when she got her mark back, he was disappointed with the grade they had received, with dad saying, ‘that was some of my best work!’ Dad moved us up to Airlie Beach when I was only one, looking for a sea change and a laidback lifestyle. Within weeks of being there, he had already joined the local footy club and had made friends with everyone! Some of my earliest memories are of dad playing footy. Having six kids never got in the way of him being involved in his love of football. If anything, it encouraged him to make us get involved just as much as he was. I recall many away games that all eight of us would jump on the footy bus to watch dad play, sometimes up to a couple hours of travel each way... Not sure how the other players felt about it, but we thought it was great. His love of sport filtered down to his kids, with dad helping us train for cross country and athletics days. Doing what he could to help us build high jump obstacles or practice long jump in the sandpit, counting every

Spectemur | Term 2 2018

consecutive double under jump would help us practice for a skipping comp. He encouraged us to get into Auskick or cricket, and no matter what, he would always be there to watch us participate. And as he always said, ‘it doesn’t matter where you come as long as you tried your best and had fun doing it.’ He loved Airlie life, having the laid back – alternative outlook on life he had. He wanted to live off the land, be self-sufficient. We built rafts and pontoons together and swam and played down at the creek with the crocodiles. We thought he was fearless, killing snakes and getting frogs out of the toilets whilst we would be screaming from behind the door. Teaching us about animals and veggie gardens. He taught us not to be scared of the python living in the roof because it ate the rats and possums, so really, it was keeping us safe! We were brought up drinking goats milk, that he milked himself. We helped him put up electric fences for the goats and dad paid me 50c to run around and touch them to make sure they work. Having hungies in the back yard... We would eat our own chooks, ducks and goats. I’ll never forget one-time grandma and granddad came to visit and dad killed some chooks for grandma’s birthday dinner and then got grandma to pluck them for herself! He could do anything in our eyes, and did! No matter what it was we needed, he could make it happen, not always on time ‘but better late than never’. We are forever grateful for the life you have given us and just how special you made us feel. Not just us, but his five grandchildren as well. He absolutely adored them and did his best to pass on his values to them as well... Taking them to the pub with him, camping in the back yard and checking out the “chicky babes” as they drove into Airlie!

He had such a positive outlook on life that he instilled in us all. If we ever had a problem with someone being nasty towards us, he would always say, ‘just kill ‘em with kindness’. He loved getting to know our friends, was always happy to be the chauffeur to and from parties or allow us to have parties at his house... To which he was always the life of the party. He got to know our friends well, from school when he helped out, from local sporting teams he was a part of and our social life where he taught us a drinking game or two, and everyone respected him as a mate, irrelevant to him being our dad. We have many friends that would drop round for a beer with Dave even when they knew we weren’t there. To dad there was always so much more to life than work, he was such an intelligent man that could have been whatever he wanted to be. He used to say, ‘you can do anything with your life if you set your mind to it’. But to dad, the most important thing was connecting with people and building relationships that lasted forever. And he did that so beautifully, with people from any walk of life, he could find a common ground that would bond them forever. This is evident by all the people standing before me today and the hundreds more around the world that wish they could be here.

in here and everyone’s invited’. His positivity never once wavered, always telling the nurses, ‘ I don’t have time to be sick and just hurry up and fix me... I’ve got my daughter’s wedding, a 30th birthday and my sisters 65th, and that’s just this year, I don’t have time to be sick’. On one of his last days one of the nurses commented on how he always had a smile on his face, to which he responded, ‘I’ll probably always have a smile on my face, because why not?’ And he did. Not only have we lost our dad, but our best mate. I will miss you dearly dad. I will miss sitting on your couch out the back talking about life, conspiracy theories, politics, sport, and watching the useless YouTube clips we used to laugh at for hours. I will miss the moments I cried on your shoulder, the moments you gave me strength and wisdom, and the moments you made me believe in myself again and again. I know not a day will go by without me thinking of you dad. And each of us will find something that will reconnect us with you in the days and years to come. When this happens, our spirits will be rekindled in our hearts and we will be reminded of just how wonderful you made us feel. See you later dad, but for now, rest in peace.

The last five weeks have been some of the hardest days of my life, watching dad deteriorate a little each day, but I am grateful for every moment we got to spend together. I would like to extend my gratitude to his beautiful parents, family members, my siblings and all his amazing friends that came and saw him through this tough time. He would often say to the nurses, ‘there’s always a party

Calendar 2018 2017 JULY

Sunday 21 – Lawn Bowls Day, MCC Bowling Club, Hawthorn

Friday 27 – 25 Year Reunion (1993)

AUGUST

Wednesday 24 – Cufflink Presentation

NOVEMBER

Thursday 2 – WA Network Function Friday 3 – SA Network Function Tuesday 7 – OCGA Committee Meeting * Friday 24 – OCGA 30 Year Reunion (1988) Friday 31 – OCGA Generations Photo

Thursday 15 - 5 Year Reunion (2013) Wednesday 21 – 60+ Years Reunion (pre 1958)

DECEMBER Tuesday 4 – OCGA Committee Meeting and Sponsor Thank You *

SEPTEMBER Friday 7 – 40 Year Reunion (1978) Thursday 13 – OCGA Vocational Dinner

OCTOBER

* All OCGA Committee Meeting are at 7.00pm in the Development Office, Camberwell Grammar School

Tuesday 9 – OCGA Committee Meeting * Saturday 13 – Open Day Tuesday 16 – OCGA CBD Networking Breakfast

2018 INFORMATION MORNINGS, SCHOOL TOURS AND OPEN DAY Venue is the Performing Arts Centre. Parking is available through Gate 3 and Gate 5.

INFORMATION MORNINGS (Includes a Tour of the School) Date

Time

Tour Areas

Saturday 11 August

10.00am

All Levels

Saturday 10 November

10.00am

All Levels

OPEN DAY Date

Time

Saturday 13 October

10.00am to 2.00pm

SCHOOL TOURS Date

Time

Tour Areas

Tuesday 24 July

9:00 am to 10:00 am

All Levels