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Brisbane Adventist College

A Short History 45th Anniversary

Mount Gravatt, Queensland 2011

Arnold C. Reye

Mt Gravatt Seventh-day Adventist Church School

Contents Dedication iv Preface v Third Time Lucky

The Nineteen Seventies

A Secondary School is Born

Lengthening the Cords; Strengthening the Stakes 14 Manners Maketh a Man

The Nervous Nineties

A New School Emerges

A New Millennium

Appendix A

iii

Dedication This book is dedicated to all staff–teachers and ancillary who have worked at Brisbane Adventist College. In particular I would mention by name the following:

Thirty plus Years Mr Graeme Barker Mr James Searle

Twenty-five plus Years Mr Geoff Lorensen Mr Robert Peters Twenty plus Years Mrs Jan Took Mrs Kym Perrett Mrs Carol Bacon Mr Elwyn Cherry Mr Reg Morgan

Your faithful and inspirational contribution to learning and student life at Brisbane Adventist College is admired and respected by students and parents alike.

Preface In 1880 the young Seventh-day Adventist denomination had but one church school, and that was in North America. Five years later, when the first American Adventist missionaries came to Australia, it had three. Over the next two decades, however, church schools proliferated so that by 1905 there were 417 such schools world-wide. Again, however, they were mainly in North America. One of those schools was, however, to be found in South Brisbane. In 1899 the Queensland Conference of Seventh-day Adventists was formed. One of the early ventures of this new Conference was to encourage the South Brisbane church in establishing a church school. The school opened in 1901 with Miss Marie Louise Tuxen as teacher. Louise Tuxen was, however, an experienced and valuable employee—too valuable it seems to be merely teaching girls and boys—and after one year she was deployed to other duties. Toowoomba lass, Ruth Cozens (later Ruth Coulston) was the teacher in 1902-03, followed by Ella Boyd in 1904, and Ruth’s sister Amy in 1905. Under Ruth Cozens the enrolment reached over twenty students aged from five to fourteen, but by the end of 1905 failure to maintain a viable enrolment brought closure. In 1918 the South Brisbane church tried again to offer Christian education on the southside. Miss Margaret Williams provided tuition for six grades in a room at the rear of the church. This second attempt at providing Adventist schooling seemed to have all the hallmarks of success, so much so that in 1924 the South Brisbane church purchased a clothing factory across in the road in which to house its scholars. While this move benefited the students, it placed an insurmountable financial burden on the church and at the end of 1926 the South Brisbane Adventist School closed for the second time. It was not until 1966, however, that a third attempt was made to establish a school in Brisbane’s south. This time, however, there was every reason to expect success. Unlike the first two attempts, where the financial burden was borne by one Adventist church, by the 1960s there were six Adventist congregations flourishing in the southern suburbs. Not only was the financial burden shared, there were also more Adventist children to provide a viable enrolment. This book is a short history of this school founded in the mid-1960s. This is a short history, not only because it spans a mere forty-five years, but because it makes no attempt to cover all aspects of the school’s life. Rather, it focuses on those who led the school and the growth and development under their respective administrations. The writer is therefore very much indebted to each of the principals who provided data and perspectives about their tenure at BAC. While it focuses on the school leaders, they in turn would be quick to point out that their achievements were always cooperative ventures and involved staff, parents and students, Adventist churches, boards of management, and the South Queensland Conference. There is a degree of subjectivity about the story presented. As vindication of this approach, I would suggest that purely objective history as part of an anniversary celebration would make extremely dry reading. It is hoped therefore that the story that unfolds will prove an interesting read and will provide an outline against which to gauge the growth and development of this Adventist Christian school. I wish to express sincere thanks to a number of persons. The principal, Mr Jack Ryan, for the invitation to write this history. Mrs Michelle Gosling, chairman of the 45th Anniversary organising committee for the support she has given the project. Mrs Jan Took, Mrs Carol Bacon, Mr Elwyn Cherry, Mr James Searle and Mr Robert Peters who agreed to read the original draft and offer suggestions for its correction and improvement. And Mrs Lyn Bennett for layout and for selecting the photographs included. Arnold C. Reye v

Adventist Education - the Statement of Educational Values.

Third Time Lucky In the years following the closure of the second South Brisbane school, several Adventist schools had been established on Brisbane’s northside and in a number of country centres. But Adventist parents in the expanding suburbs south of the Brisbane River were still denied the provision of Adventist schooling for their children. Many felt uncomfortable with this state of affairs. Delegates to the 1962 Queensland Conference session therefore did two things: they affirmed the importance of Christian education; and they empowered the Conference Executive Committee to establish new schools within the Conference. Hopefully one of these would be located south of the Brisbane River. This mandate was taken seriously by the Conference administrators and the Executive Committee. A search for a suitable parcel of land led to a nine-acre (3.64 hectares) lot located on Broadwater Road, Mt Gravatt. Deemed suitable for a school, the land was purchased and Adventist builder-architect, Evan Coulston was commissioned to draw the plans for and to construct a school to consist of three-classrooms, a library and an administrative office. Coulston not only delivered the foregoing, but by using the slope of the land to advantage, was able to provide the school with covered play space under the high-set building.

Coulston also effected savings wherever he could and this included the use of voluntary labour provided by the members of Adventist churches on the Southside. The cost of the initial building was therefore a very modest $40 000. The Southside Adventist Primary School opened its doors to scholars at the beginning of the 1966 school year. With three classrooms, the new school had a notional enrolment potential of 120 students, that is, forty students per classroom. It was expected that the school would commence as a two-teacher school with an initial enrolment of about fifty scholars. In fact eighty-five fronted up to be founding students of the new school. A third teacher was quickly procured. The first teachers were Mr Alex Lowe, headmaster, Ms Gem Blank and Ms Marion Gibbons (Mrs Marion Shields). The official opening of the school took place on 6 February 1966. This proved a gala occasion with over 400 persons present. It was also an opportunity for good Adventist public relations and the Queensland media—television, press and radio—were all present. It was reported that these various media each gave excellent coverage of the event in their evening presentations. The official party consisted of Pastor David Sibley and Dr Geoffrey Rosenhain, from the Trans-Tasman Union Conference, and Pastor Keith Parmenter and Mr Oliver Twist, president and secretary-treasurer respectively of the Queensland Conference (in 1968 to be renamed the South Queensland Conference). Dr Rosenhain gave the official address in which he emphasised that “True religion is concerned with the development of the whole man, physical, mental, and spiritual, therefore it is impossible to separate education from religion, for it is an integral part of it.” Dr Rosenhain also had the privilege of cutting the ribbon and declaring the school officially open. The school did not long keep its Southside name. In fact the Minutes of the first School Board meeting were headed, “The Adventist Church School, Mount Gravatt.” Within a short time the school was being referred to as Mt Gravatt, reflecting its geographical location. By 1967 the record of School Board affairs were simply “Minutes of the Mount Gravatt Church School.” There is no evidence in those same minutes of any formal action to re-name the school Mt Gravatt Seventh-day Adventist Primary School.

. Third Time Lucky , The Board of the new school met for the first time on 21 February 1966. The minutes reveal that Pastor Wal J. Taylor had been appointed inaugural chairman. Ex officio members were a representative from the Queensland Conference and the school principal. The latter acted as secretary. Each of the Seventh-day Adventist churches south of the Brisbane River appointed two representatives. As this was the first Board it is appropriate to list their names: Mr David Crabtree, Mr Wally Dagg, Mr William (Bill) Glover, Mr George Hedges, Mr E Heidik, Mr Sam Kimpton, Mr Edgar Lamprecht, Mr Cliff Lang, Mr Russell Lang, Mrs M Rielly, Mrs W Spector, and Mr George Sprott. The Board acted quickly to provide the school with some basic equipment: $35.00 for craft tools, $75.00 for two sewing machines, $30.00 for library books, and $10.00 for supplementary textbooks for teacher use. It was also decided to request the Conference to share in the purchase of a S.R.A. Reading Laboratory on a dollar for dollar basis. The Board also approved a budget of $400.00 for the annual operating expense. The Board and principal proved sound financial administrators for the first minutes for 1967 revealed that the first year was operated with a balanced budget and a small credit of $66.03. There was early evidence of the goodwill of parents and others in supporting the new school for those same minutes record that a letter of appreciation be sent to Mr Rielly for providing three desk book racks, two bulletin boards, two display boards, and two mirrors for the toilets. Likewise it authorised letters be sent to Mr Don Craig for an offer to provide the school with a flag pole and to Mr David Crabtree for an offer to provide the bricks necessary to construct an incinerator. Of a more formal nature was the appointment of members of the inaugural Home and School Association. Mr Bill Glover was appointed president, Mr John Stackelroth, vice-president, Miss Marion Gibbons secretary-treasurer, and members Mr Ben Hutton, Mr Glen Woosley, Mr Pavel Dudarko, Mrs Woodward, Mrs Joyce Ballard, and Ms Dell Topel. Subsequent Minutes reveal that the Home and School Association quickly developed momentum in assisting the new school with raising funds for more equipment, including a piano, and the basic necessities. In recognition of the H&S Association’s importance, at the Board’s first meeting in 1967 it was voted that the president of the Association be an ex officio member of the Board. It should be noted that unlike its unsuccessful pre-cursor, the South Brisbane school, Mt. Gravatt held several major advantages. First, it had the strong support of the Queensland Conference whose capacity to assist financially far exceeded church resources earlier in the century. Secondly, it was directly supported not by one but six existing Adventist churches, and this support base increased during the next two decades as the number of SouthsideAdventist churches increased considerably. Thirdly, it commenced with an enrolment that exceeded the critical student mass to guarantee success. Fourthly, in the absence of train and bus routes to service the school, it was recognised that a school-operated bus program was essential. As a consequence of these advantages, the school quickly gained the appellation of being ‘the fastest growing Adventist school’ in Eastern Australia. The 1967 school year began with 105 students and the following year with almost 150. Within three years the staff had grown to five. By 1972 the school enrolment was in excess of 200 students, with a teaching staff of seven. This was a school going places! Enrolment growth has to be matched by facilities and staff growth. The first of these took place late 1967 when two extra classrooms were constructed and ready for the 1968 school year and the Conference authorised the appointment of a fourth teacher. The founding principal was Mr Alex Lowe who came to Mt Gravatt from being head of the primary department at the Newcastle Adventist School. He had, however, prior experience in establishing a new school. In 1950, as a raw graduate from Avondale College, he was appointed to start a Seventh-day Adventist primary school at Corrimal in the Wollongong district of New South Wales. Having once survived being ‘thrown in at the deep end’ as it were, Lowe was ready for any challenge asked of him at Mt. Gravatt. 2

. Third Time Lucky , And challenges there were! All of Lowe’s previous teaching experience had been within New South Wales. When he came to Brisbane he had to quickly come to a working knowledge of the Queensland curriculum and other educational requirements. As Lowe recalls, “I had four weeks in which to stock the school with basic equipment, and adjust to a new system of education.” Usually, when teachers relocate to another State, they have the benefit of the curriculum documents developed within the school by previous teachers and the records held in their daily work books. None of these existed. Fortunately for Lowe, he found the Queensland system of education to be highly structured and officers within the State Education Department proved extremely cooperative and willingly offered guidance and help. Whatever uncertainties Alex Lowe may have personally felt, these were not perceived by parents as from the very first the school enjoyed the confidence of its community. This was evidenced by its rapid growth outlined above. One of Lowe’s lasting memories was the strong support the school received from church members and parents. He noted that apart from the teachers, all school activities relied for success upon volunteers. The numerous working bees which focused on improving the ‘primitive’ school grounds were well attended. There was great participation in the end of term clean-up program and there was massive attendance at school concerts. The adjectives great and massive were Lowe’s words to convey how strongly the community supported its school. Volunteers from the churches operated the weekly school canteen on a rotational basis and also provided all the food. The bus drivers were volunteers as were those rostered for the weekly cleaning of classrooms. The music and sewing teachers also volunteered their time and expertise. People will give of their time and means to support something in which they truly believe. BAC began with incredible contributions by volunteers. It can be said that one of the characteristics of the school, and one of its major strengths, was the high level of parental and church-community identification with the new school.

Mr Alex Lowe - Founding Principal

The Nineteen Seventies Toward the end of the 1972 school year Mr Alex Lowe accepted an invitation to transfer to the Wahroonga Adventist Primary School where he served as principal for fourteen years until his retirement. Of the seven years he spent at Mt. Gravatt, Lowe perceived them to be amongst the most rewarding of his experience as a school administrator. He recalled that they were exceedingly busy years, but made extremely enjoyable by the strong support he received from all associated with the school. Lowe’s replacement was Mr Wal Dawson. Dawson came to Brisbane from the principalship of the Primary School located on the campus of Avondale College. Like Lowe, Dawson had taught in small one-teacher schools— Ophir Glen and Mullumbimby. Survival in these small schools required a strong physical constitution, above average teaching skills, and the capacity to organise one’s program and energies. They made excellent training grounds for later administrative experience. Dawson led Mt. Gravatt for three years, 1973-75. There were no major building programs during these years, but there were improvements to the existing physical plant. These included excavating and enclosing the area under the 1967 extension to provide valuable storage space. Dawson did his best to improve the recreational amenities for the students. Small-scale tennis courts were painted on the cement area and bat-tennis was introduced.

A far larger project was the construction of the playing fields between the school and the creek. This required the removal of trees and their stumps. Dawson recalled the use of dynamite to remove particularly difficult stumps. This dynamiting took place on Sundays. Dawson did not state, however, whether the school ever received protests from the local residents at having their Sunday mornings punctuated with sonic booms. He did recall that the labour force came from the churches and were ably led by Ken and Barry Hiscox and Sing Poi Hung. The strong emphasis at Mt. Gravatt on music may well stem from Dawson’s time. In addition to a school choir, Dawson also fostered the learning of musical instruments, including the piano, and violin. Visiting music teachers, such as Mrs Faith Overson, were employed to provide individual tuition. Dawson was proficient in playing the mouth organ and ukulele and offered instruction in these two instruments. Thus began the strong music tradition that characterises BAC today. In his teaching Dawson became aware that some students failed to realise their full academic potential because of specific learning difficulties. He felt that with remedial work these students could be helped academically and with positive spin-offs in self esteem and social development. He therefore proposed that a teacher be employed to work at Mt. Gravatt for three days a week and to spend the other two days at other Adventist schools near Brisbane. To his surprise and disappointment he received no encouragement from the educational hierarchy. Determined to provide some assistance to disadvantaged students, Dawson arranged for a friend at Mt. Gravatt Teachers College who worked in remedial education to provide before-school help. Dawson’s efforts in this regard were an early recognition that difficulties in learning were not necessarily an indication of below average mental capacity, but rather stemmed from problems in receiving and processing information. Furthermore, these problems could be overcome. The development of a Special Education unit at Mt Gravatt came later and for Dawson was a vindication of his dream.

. The Nineteen Seventies ,

Grade 1 and 2 - 1970

. The Nineteen Seventies ,

Grade 3&4 and 4&5 - 1970

. The Nineteen Seventies ,

Grade 6 and 7 - 1970

. The Nineteen Seventies , At the end of 1975 Dawson was asked to join the secondary department of the school at Avondale. He declined because he had no desire to be a secondary teacher. Furthermore, he had two children who wanted to pursue tertiary studies in Brisbane. The Dawson family elected to remain in Brisbane and Dawson transferred to teaching within the Queensland Education Department. Dawson’s replacement was Mr Irwin Low. Irwin Low was a Queenslander, having graduated from Kelvin Grove Teachers College in 1954. Initially he taught in the Queensland education system, but in 1959 joined the Adventist school system. He was successively principal of Adventist schools at Toowoomba, Mullumbimby, Ipswich, and Zillmere before coming to Mt. Gravatt. Low inherited a school with nine teachers and an enrolment in excess of 300 pupils. Such was the esteem in which the school was held that there was a waiting list of about thirty prospective scholars.

One non-Adventist lady, when told her son would be placed on the waiting list, declared: “Well, I am going to sit here and wait until he is enrolled.” How could such persistence be ignored? Frequently teachers permitted their classroom space to be filled to capacity to reduce the waiting list. Low recalled that one year Mrs Jenny Cooke, the Grade Four teacher, packed forty-two students into her room. Fortunately competent teachers can do that without adversely affecting any child’s education. Low also recalls the tremendous demands made on his teachers. There were no teacher aides, no librarian, and no janitors. Each teacher was responsible for everything pertaining to their classroom, including the daily vacuuming. Fortunately, the School Board did employ cleaners to wash and maintain the school’s toilet blocks. Parents did not escape. Once each term they were expected to roll up and participate in a general school cleanup, including the washing of classroom windows. As principal, Low carried an equally demanding work load. In addition to the administration of the school, he carried a full teaching load and, on the weekend was regularly scheduled for a preaching appointment in any one of the city churches. With his teachers, Sundays were also spent at the school in program and materials preparation. Teaching at Mt Gravatt required a high level of commitment and, even more so, a healthy work ethic. Low could not have maintained such a heavy work load but for the support he received from members of the School Board. He recalled that on one occasion, when the Board had to reluctantly decline his requests for clocks to be installed in each classroom, that the next day one Board member, Mr Doug Thorley, called at the school with a wall clock for each classroom. Thorley, a business man, paid for the clocks from his own pocket. In fact, over the next few decades Thorley was to prove a generous benefactor to both the primary and secondary schools. The Board did, however, ease Low’s load by employing a school secretary. Ms Eva Heath proved a valuable administrative assistant and used her best judgment in determining what phone calls to act upon herself and thereby keeping to a minimum the calls that interrupted the principal’s teaching. The 1970s were years of school building expansion. Three old demountables were replaced by an infants block running parallel with the original building. This new block was linked to the old by a walkway. When he arrived at the school, Low found his office to be a small room adjoining his classroom. During his tenure a more functional office, incorporating a staff room, was constructed on the Broadwater Road side of the school. Not only did the school expand its physical plant, but it also acquired more land. On the high side of the 8

. The Nineteen Seventies , property, a strip of land extending from Broadwater Road right through to Wishart Road was acquired for $125 000. This land now houses the Student Centre and the Bus Maintenance Shed and bus parking zone. On the lower side of the school a developer had proposed a subdivision, but this was rejected by Brisbane City Council due to drainage problems emanating from several natural springs. This land was purchased from the disillusioned developer for $75 000. The Mt Gravatt Adventist Church now stands on part of this land. The rest became playing fields. The rapidly growing school enrolment placed increased pressure upon the school bus program. One possible solution was to decentralise the primary schooling sector. To this end eight acres of land were purchased in Hall Road, Springwood, and a further parcel of land at Park Ridge. Ultimately, however, satellite schools were not constructed at either Springwood or Park Ridge. The Hall Road land was sold and the Park Ridge site is now home to the Park Ridge Seventh-day Adventist Church. When the school was first established the valley between Broadwater and Wishart Roads was a meandering creek replete with playful platypuses. Low described the creek as picturesque. In times of heavy local rain, however, the creek would become a raging torrent. Unfortunately that aspect of its nature was diminished when Brisbane City Council decided that the creek should be replaced by three large pipes to convey the storm water through the property. Because the creek was deemed to cross land owned by the Adventist church, the estimated cost of $500 000 was to be borne by the owners. Fortunately, church member, Mr Frank Connolly, was employed by the Queensland Department of Irrigation and Water Supply. In a compromise solution, Connolly designed the present open drain which halved the original estimated cost. While delighted at the saving, the school could ill-afford this expenditure when it had other priorities. When the job was completed, BCC added salt to the wound by advising that since the drain was part of the Council waterways, it controlled a chain (just over 20 metres) of land on either side of the drain.

Construction work at the creek where in a compromise solution with BCC, Mr Frank Connolly designed the present open drain which halved the original estimated cost of $500 000.

By 1980 Low felt the need to up-grade his teaching qualifications. He therefore advised the South Queensland Conference that he would like to continue on staff as a teacher, but that relief from administrative responsibilities would enable him to commence part-time studies at what was then Queensland Teachers Collge. The Conference agreed to this proposal and for the 1981 school year Cyril Hill assumed the principalship. 9

A Secondary School is Born By the 1970s Brisbane was the only state capital in Australia that did not have an Adventist secondary school. This lamentable situation was, however, about to change. A decision was made in 1972 to commence a high school in 1973. Drawing on an analogy from nature, like the acorn, we will start little and then steadily grow into a sizable oak. So, a single demountable classroom was acquired and located on the topside adjacent to the lower school block. For the immediate future the secondary students would utilise the amenities of the primary school. At this point the history of the Mt Gravatt school therefore divided into two branches. Who would nurture this little acorn in its beginning years? The South Queensland Conference looked just south of the border where a young but energetic principal was leading the Murwillumbah Adventist High School. Mr Desmond Cooke, in only his fourth year of teaching, had been appointed principal of Murwillumbah which was then a junior high school. He had only been in the role for three years when tasked with founding Brisbane Adventist High School. Cooke had every reason to remain where he was, after all Murwillumbah is a favoured part of Australia, but to his credit he accepted the challenge of building a high school from scratch.

The High School campus.

. A Secondary School is Born , Cooke, supported by Miss Carolyn Timms, expected an enrolment of twenty-five Year Eight students. Yet again, the parents and Adventist community south of the river showed their full support for the new venture and thirty-four students fronted as foundation students. From the first, therefore, the demountable classroom was filled to capacity. Cooke taught mathematics and science, while Timms taught the humanities. Both taught some subjects that had not been part of their teacher training, but that is the way for teachers in small schools.

The first Year 8 class in 1973.

Some months after the school had been going, Pastor Robert Possingham, as the Conference Communications Director, called at the school and talked with some of the students to assess their perceptions of the school. He was pleasantly surprised at the maturity of some of the answers. For example, one student averred: “Our school has many advantages—for instance, the Christian teachers and their friendliness. We are making history by being the first pupils attending an Adventist high school in Queensland, and we have nice Christian young girls and boys as friends. My impression of our new school? Great!” Another student added: “It’s great because I have been here before [Mt. Gravatt Adventist Primary School]. Then I went to a state high school. Now I’m back here and I like this school a lot better.” These kinds of affirmations were replicated by others. In the meantime thought was being given to the future of this little acorn. Where would it be sited to take root? The logical conclusion was to utilise the land on the Wishart Road side of the creek. Building on this site took place in 1975. In the meantime a demountable was added each year on the Primary school grounds to cater for each additional secondary year. Completed early 1976, Brisbane Adventist High School consisted of four classrooms, a staff room, a science laboratory, library, typing room, manual arts workshop, home economics classroom and administrative offices. Even before the school was occupied, teachers and students invested time and effort in their new school. They helped prepare the ground, including grassing the playing fields. In 1976 the original Year Eight students were about to commence Year Eleven, so the new facilities and the scope offered for teaching and implementing the curriculum came at the right time.

. A Secondary School is Born , The opening of the high school in 1973 was a low-key affair. On the other hand, with its imposing buildings, the official opening of the new school on 15 February 1976 was upbeat. The school was represented by Mr Desmond Cooke, the principal, and by Mr Ron Groom, the School Board Chairman. The Conference was represented by Pastor Leo Rose, president and Pastor I Roy Stratford, secretary-treasurer. Both the president of the TransTasman Union Conference and the TTUC education director, Pastors Claude Judd and Harold Heath respectively, were present, as was Dr Gordon McDowell, education director for the Australasian Division. In addition to these representatives of the church hierarchy, there were community and local and State government representatives: Mr C. W. Fulton from the community, Alderman A. C. Lang from the Brisbane City Council, and Mr W. B. Kaus, M.L.A. Mr Kaus, on behalf of the Commonwealth Government, presented the school with an Australian flag and did the honours by raising the flag for the first time. Yes, this day was something to be remembered. The rapid increase in enrolment under Cooke’s leadership meant that the Brisbane Adventist High School Board and the South Queensland Conference could not rest on their laurels. There was an irresistible demand for more classrooms. Ms Carol Dennis (later Mrs Carol Bacon) recalled that in 1977 her first teaching appointment upon graduating from Avondale College was to Brisbane Adventist High School. Her assigned classroom was one of a set of two demountables located on the high school oval. The demountables were powered via a long extension cord connected to the main classroom block. Almost immediately, therefore, after the school’s dedication in 1976, planning commenced on the next stage in the development of the physical plant. This next stage included eight general classrooms constructed on the eastern end of the original block. This new block was officially opened mid-1978 and coincided with a visit to Australia by Dr Walton Brown, world-director of Adventist schooling. While Mt Gravatt Adventist Primary and Brisbane Adventist High School had become two separate branches, on the occasion of Dr Brown’s visit they had, perhaps a prescience of the future, come together as one entity. The official opening included five new classrooms and two music studios at the primary school. Students from both schools provided musical items.

This occasion was effectively used by the two schools to display Adventist schooling to the local community. Furthermore, by involving a bevy of local and state government representatives it reinforced the contribution Adventist schools were making to the local community and to society in general. The quality of the student product was evident in the contributions made on the occasion by the high school captains, Cameron McLeod and Wendy Candlin. Their short speeches did them proud. Beside the construction of classrooms, additional land was acquired. As noted in chapter two, parcels of land were purchased on both the eastern and western boundaries of the original ten acre (4.047ha) block. How could parents and the churches finance such development? The answer lay in two sets of policies. The first was the program of per capita funding of students in non-government schools by the Commonwealth Government. This provided additional income to the schools. The second was an internal policy adopted by the Adventist church that to protect the future of its schools this money was not to be used to meet operating costs, including teachers’ wages. These per capita monies, however, could be used to fund capital development and infrastructure. This peculiarly Adventist perspective had been negotiated with the Commonwealth Government on the understanding that at least an amount equivalent to the government grant be invested in the Church’s schools.

. A Secondary School is Born , Apart from the addition of physical plant, highlights of the 1970s included reaching full high school status in 1977 when the high school graduated its first Year Twelve students, and the addition of a second stream of students in Years 8-10. The inaugural principal, Mr Desmond Cooke, completed his contribution to the high school at the end of the 1979 school year. He accepted an invitation to be principal of Longburn Adventist College in New Zealand. Over the seven years 1973-79 the high school enrolment had grown from 36 to over 200. After enumerating the many things that happened during his term as principal, Des, with typical Cooke humour, added “Apart from that it was a fairly quiet time!” On reflection, it would be agreed that very much happened and was accomplished during the seven years of the Cooke administration.

The new high school building on Wishart Road.

A BAC First Of particular pleasure for principal Mr Brian Robinson was the election in 1995 of Richie Reid as College Captain. Richie was the first indigenous student to hold that office. Not only was Richie baptised into the Adventist church in a campus baptism, he went on to ministerial training at Avondale College and subsequently served the church in Queensland as a pastor, school chaplain and Conference youth leader. He is currently chaplain at Sydney Adventist College. Richie is representative not only of the best of indigenous Australians but also of the quality of student produced at BAC.

Lengthening the Cords; Strengthening the Stakes Mr Cyril Hill was principal for four years, 1981-84. Upon his arrival at the primary school he was somewhat daunted at the need to administer a growing bus program. The school was using twenty-one seater buses and some of these were making two trips morning and evening. He was greatly relieved when the responsibility for timetabling the buses, listing the users, finding drivers and establishing driver rosters, and organising the servicing of the buses was assumed by a volunteer couple, Mr Joe and Mrs Thelma Chapman. The Chapmans had retired from business and gained much pleasure in devoting their lives to volunteer service. During 1981 the value of having the bus program handled by someone other than the principal became evident to the School Board. When the Chapmans moved on it was decided that their replacements, Mr John and Mrs Rita Vickery, would receive some remuneration for their work. Empathising with the students who experienced a very long school day due to the two-trip regime for some buses, John Vickery proposed that some twenty-one seaters be replaced by a bus with the seating capacity to handle the route with only one trip each way per day. A new bus of this size was too expensive to purchase, but reasonable quality second-hand buses were affordable. Thus the concept of a mixed fleet of both large and small buses was developed. In the process Vickery became most adept at repairing second-hand buses.

Some of our wonderful bus drivers from the early years.

. Lengthening the Cords; Strengthening the Stakes , The early 1980s were years of consolidation rather than expansion. A school is a stationary billboard. That is, the general appearance of the school constantly tells the general public something about the school and its ethos and values. Hill was therefore delighted when the Board agreed to fund the employment of a full-time primary school groundsman. Mr David Waddell was employed to lift both the appearance and the utility of the school grounds. While previously some effort had been made to establish shade trees, Waddell approached this need with enthusiasm. He oversaw the planting of large numbers of trees and shrubs. Furthermore, he made this an educational experience for students. Volunteer students were organised into pairs and each pair was assigned a tree. They were responsible for watering and nurturing their tree. This allocation of responsibility worked extremely well and students vied with each other to ensure their tree flourished. Concerning this Hill wrote with pride: “The results spoke for themselves!” There was also some consolidation in the physical plant. There was an area under the original school block that had become a place into which odds and ends might be dumped. Apart from its unsightliness, Hill also discovered that it made a great home for rodents and these pests proved hard to eliminate. The Conference secretary-treasurer, Mr Ron Eager, had some skill in the area of draftsmanship and he agreed to draw plans that would utilise this area more effectively. As part of this development, Eager also drafted plans to enclose the verandah facing Broadwater Road and incorporate the enclosed area into each of the classrooms. This proved a far better use of the available space. Later, stairway access on the south side of the classrooms was added. Although planned under Hill’s administration, it was completed under his successor. When Theory Is Not Enough One Sunday Fun Day included a billycart derby. The track went from the primary school over the bridge and up toward the high school. The billycart team that went the furthest won the derby. Mr Cyril Hill constructed ‘Lethal Weapon’ with every intention of winning. He figured that the total mass of the billycart should translate into forward speed. To this end he used two small car wheels connected to the rear axle. On the day he persuaded Mr Phil Lomman to ride as passenger. Clad in protective clothing and appropriate helmets, the intrepid duo took their turn on the derby track. Hill’s theory proved quite sound and ‘Lethal Weapon’ plunged down the hill at frightening speed. There came a point when Lomman decided forward velocity had reached his limit and he bailed out the back as driver, Hill had no option but to stick with the monster he had created. At this point Hill realised that he had only considered part of a grand theory. While the rear end was built for speed, his front end had not received equal thought. Concurrent with this realisation, ‘Lethal Weapon’ developed an uncontrollable speed wobble. To the cheers of the students and the gasps of the adults, Hill’s billycart began to disintegrate and finally crashed forcing him to make an unceremonious exit from the derby. Well served by his protective clothing, Hill emerged without a scratch, but a little wiser. He confessed, “when applying a theory, it is necessary to consider all its parts.” Believe it or not, even teachers learn at school! 15

. Lengthening the Cords; Strengthening the Stakes , During the 1984 school year Hill came to realise that the pressures of administration and teaching were having an adverse effect on his health. Furthermore, he harboured thoughts of up-grading his professional qualifications. Taking direction from the precedent created by Irwin Low, he requested a return to classroom teaching and asked for support for a study program. The Conference agreed to this and Hill continued on staff while working toward a bachelors degree in education. His replacement was Mr Phillip Lomman. Lomman and his wife Kathy, also a teacher, had just completed a term working for the Seventh-day Adventists church in Papua New Guinea. Upon arrival at Mt Gravatt, Lomman discovered that he had inherited a school staff that included two previous principals and a third teacher who had been principal of four smaller primary schools before joining Mt Gravatt. This had the potential for making life hard for the new and young principal. To the credit of all three, they and the other staff gave full support to Lomman. Mrs Val Lewis, president of the Home and School Association, was also determined to fully support the new regime. Also known as the ‘Rainbow Lady’, Lewis used her vibrancy and inspirational leadership to foster an air of excitement and create a sense of eager expectancy. The school was going forward in a positive manner and, as Lomman recalls, it was a fun time. H&S meetings and functions were well-prepared and well-promoted. They were highly successful and exciting. Also, as Lomman remembers, the H&S thoroughly ‘spoilt’ the teachers through the funding of materials and equipment that made their work easier. Lomman paid tribute to the achievements of his predecessor. He noted “the near impossible load he [Hill] was carrying” and observed that “the ones who go before, smooth out the road for those who follow.” Lomman used the analogy of an athletics race, when he declared that “as in any relay, the baton is taken and race advantage to that point is used to advance.” He saw his role as building on the strengths of what had gone before. In particular, further effort was made to improve the appearance of the school and the school grounds. He also placed emphasis on school uniform as a means of creating a school spirit and pride in one’s appearance. Through it all, however, Lomman wanted staff and students to see learning and school association as a ‘fun’ thing, something to be enjoyed. Some of the fun things were enumerated by Lomman. The caricature artwork that teacher Mr Justin (Kim) Rule created on the staffroom chalk board. Each day he added a little bit more to the drawing and teachers vied to identify the additional detail. There were choir visits to the local churches and school musicals. One highlight was the arrival on the school oval of Pastor David Foster. He made his grand entry by helicopter. On one occasion the mounted police performed at the school Fair. Mr Richard and Mrs Sue Tite also contributed: Richard organised a fireworks display, and Sue painted backdrop artwork of amazing quality. And there was ‘Lethal Weapon’, a Billy cart built by Mr Cyril Hill and enjoyed by the students. Yes, there was fun in learning at Mt Gravatt. Lomman also paid tribute to Mr Ken Walker, chairman of the School Board at that time. Walker, he recalls, “worked tirelessly in support of the Staff, Administration, and Children and their Families.” As a result of the unity achieved, the school profited: morale was high, student numbers increased, and the school was very much alive. During the early mid-1980s the Seventh-day Adventist education system in the South Pacific moved into a mode of accreditation. Instead of regular inspectoral visits by senior educational administrators, each school was provided with a set of best practice criteria and asked to evaluate their performance against the criteria. Upon completion of this selfstudy, an external review panel would visit the school to determine the authenticity of this self-study and to assist the school in formulating future goals. This was new ground for Adventist schools and understandingly the principal, the teachers and the Board were somewhat apprehensive.

. Lengthening the Cords; Strengthening the Stakes , Lomman recalls, “many, many long hours of meetings, discussions, assessments, reports, analyses, curriculum development, policy formation and a myriad of other essential tasks kept us all well out of spare time for nigh a year.” It was hard work, but its completion proved grounds for a sense of pride and satisfaction when the results were presented to the Accreditation Committee for assessment. The assessment involved not only the documentation provided but also on-site evaluation and discussions with teachers and administration. The process had been taken seriously by Mt Gravatt and was taken equally seriously by the Accreditation Committee. That, however, did not relieve the tension of the day and particularly the time spent by the accreditors in arriving at a determination with regard to Mt Gravatt. Tension turned to joy, however, when the school was advised it was granted the maximum accreditation term of five years. There were many recommendations generated by both the school and the accreditation team, but there were five years in which to remediate weaknesses, build on strengths, and prepare for another accreditation. Lomman summed up his educational and administrative vision in these words: A school is not just a principal… or staff… or children… or parents… or church! A school must be a co-operative unit pulling together to make education meaningful, relevant and good fun. Without that blend of – Running, jumping, swimming or climbing; Researching, reading, calculating or studying; Playing, communicating, hanging out or having a sleepover; Praying, worshipping, singing or sharing; True education cannot and will not be achieved. Regrettably, Lomman’s administration lasted only four years. At the end of 1988 he and Kathy resigned from church employment and entered the commercial world in Sydney.

Happiness Shared Home and School President, Mrs Lewis, was known as the “Rainbow Lady.” This had nothing whatsoever to do with the colour of her dresses, the hats she donned, or the scarfs she wore. Rather, the appellation was gained because of her penchant for drawing a happy rainbow somewhere on her correspondence. Be it a letter, an invitation, a thankyou card, a memo, or short note, or even wrapping paper, somewhere there would be displayed a pretty rainbow. One admirer of this happy and vibrant person suggested: “Maybe it was her way of a ‘promise’ that she would give her best for us all!”

Manners Maketh a Man Meanwhile what was happening on the other side of the creek? Mr Keith Dickins had been deputy principal during the last years of Cooke’s administration and was invited to take over the principalship. Dickins was an experienced teacher and administrator, having worked in the Adventist school system in almost every Australian State. Regrettably, due to ill-health his principalship lasted only two years. Nevertheless, he steered BAHS into the 1980s. Mr Lionel Hughes, as Dickins’ deputy, recalls that cultural activities were encouraged by Dickins. Teacher, Mrs Janet Dunbar, had formed a girls’ singing group, ‘New Generation’. This choir regularly visited the local churches to promote Christian education and to justify to parishioners the value of the dollars they expended. Culture was also fostered in the form of a concert held in the Macgregor State High School Hall. Students and staff pitched in to produce a quality program of music and gymnastics. Hughes recalled with pride, “as usual the students rose to the occasion and the concert was a resounding success.” Some considerable plant development also took place under Dickins. In 1982 the manual arts building was completed. It consisted of a graphics classroom, and dedicated workshops for woodwork, metalwork, and automotive studies. Apart from the advantages offered by the new block to technical studies, it assisted the school by freeing up classroom space for re-development into other specialty areas. Mr Barry Wright assumed the principalship at the beginning of 1983. Like Cooke before him, he was relatively inexperienced as an administrator when he assumed the reins of BAHS. His one and only appointment, after graduating in 1972 with a degree in the social sciences, was to the Avondale High School. He early, however, showed evidence of leadership potential and was first appointed head of the Social Sciences department, and then in 1980 as deputy principal. The judgment of those who appointed him to BAHS was fully vindicated for this youthful leader went on to serve the high school for nine years. Building on the platform laid by his predecessors, Wright lifted the profile of the annual school concert by thinking big. He hired the large Chandler Sports Complex. This venue had excellent seating capacity and very good acoustical properties. As a good administrator, Wright was ever happy to support initiatives undertaken by his teachers. For example, in 1985 teachers Mr Phillip Knight and Mrs Neroli Douglas advanced music making to a higher level. Knight in the form of a Concert Band and Douglas inaugurated a Handbell Choir. The set of instruments which constituted this Bell Choir were worth over $10 000, but had been acquired at a reduced price from a Melbourne music teacher, Mrs Judith Stanton. Mrs Stanton was happy to sell the bells to BAC Secondary as she was no longer using them and was delighted to see them continue in an Adventist school. Under the guidance of Douglas, the students quickly gained musical proficiency and in their first year gained a place in the Brisbane Music Competition for Secondary Schools. This, however, was not the end of the fame of the Handbell Choir. In 1986 the Handbell Choir applied for, and were granted, membership in the Handbell Society of Australasia and also the American Guild of English Handbell Ringers. That same year they participated in the National Handbell Festival. This was, however, only the beginning of the role they would play in bringing accolades to their school. In 1987 they toured south to Cooranbong and Sydney. They also gave public performances in the Queensland Performing Arts Centre, in City Hall, and twice appeared on TV Channel Seven. In addition they played at churches, cathedrals, weddings, and at a number of shopping centres. In 1987 they produced an audiocassette appropriately called Sacred Bells.

. Manners Maketh a Man , The following year, after an appearance on Channel O (now Channel 10), the Handbell Choir was invited to play on six consecutive days at Brisbane’s famous EXPO 88. 1988 also included a tour of Vanuatu. Concerning the group, Wright observed: “This group proved to be a powerful witness for the school and church.” In terms of public exposure, the Handbell Choir achieved more than any other single group representing Seventh-day Adventist education.

Bell Choir at Expo 88 and performing at The Pavilion of Promise.

. Manners Maketh a Man , The Handbell Choir was not, however, the only music-making group in the school. A junior and senior choir’s were formed as were smaller groups such as a girl’s quartet and a boy’s quartet. The latter, in 1985, gained a place in the Music Competition for secondary schools. With high student interest in music making, particularly sacred music, the school inaugurated an annual sacred concert. These were eventually held as a Vespers program at the Chandler Complex and attracted audiences of up to a thousand.

Musical programs held at the Chandler Complex.

Also, at this time, several other socio-cultural traditions emerged around the Year 12 Class. Particularly nurtured by Mrs Jan Took was an annual visit south taking in Avondale College, Sydney Adventist Hospital, the sights of Sydney, and concluding at Canberra with particular focus on the Australian Parliament and the Australian War Memorial. Likewise the Year 12 Formal Dinner and morning breakfast back at the school became the celebrated way of concluding the school year for graduating students. Of a different nature, but equally important in the social consciousness of students was the school’s participation in several annual fundraising appeals, namely the ADRA Appeal, the Cancer Appeal and the Red Shield Appeal. Mr Robert Peters became closely identified with these ventures as the on-site coordinator. Bible has always been an inclusion in the curriculum in Adventist schools. Beyond this the spiritual nurture of the students was facilitated by the appointment of a school chaplain. Pastor Ken Martin, a retired minister with a background in youth ministry, volunteered for the role in 1990. As the role developed and its value was established, the appointment became a full-time position. Yet another way of spiritual nurture was the introduction of the Week of Spiritual Emphasis. A speaker with known appeal to youth would be invited to conduct five morning sessions with the whole secondary school body and to co-mingle with the students during the rest of the day. These became highlight weeks. In addition to these features of the Wright years. The development of the physical plant continued. In a small way at first, with the installation of the port racks on the classroom walkways and the construction of aluminium outdoor seating. The aluminium extrusions were acquired as surplus from one of the Russ Hinze racetrack developments. The seats were, however, constructed by Mr Reg Morgan in the school’s Manual Department. Morgan again came to the party and with the assistance of some staff laid two concrete practise wickets. 20

. Manners Maketh a Man , On a more substantial level, 1985 saw the construction of the Administration Block. On the upper level this two-storey building provided not only reception and administrative office spaces, but also a staff room and staff amenities, and student sick bays. The lower level provided space for a canteen and spaces that might be used for a variety of activities. Also, in that year work was commenced on a brick and arc mesh fence along the front of the school. While good progress had been made in the development of playing fields, there was still a need for more specialised facilities. The Home and School Association undertook to raise money for the construction of the basketball court. In appreciation of the efforts of the H&S Association, the students, under the supervision of Morgan, completed the high fencing required. The next major building project took place 1989-90 under the supervision of Mr Maurice Fairall. This was the construction of the free standing Library block which opened in May 1990. The space under the library included change rooms, an audio-visual theatrette, and facilities for the teaching of art. This was one project that very nearly didn’t happen. When the total of monies from various sources—Conference, and the State and Commonwealth governments—was computed the shortfall for the project was still in excess of $177 000. Wright turned to a man who had been a benefactor of both the primary and high schools since their respective inceptions. He approached Mr Doug Thorley, the owner of Thorley Laboratories and manufacturer of Rid insecticide products, and although the asking was large, Thorley generously agreed to meet the shortfall. BAC is certainly in debt to the philanthropic spirit of Doug Thorley. Other new developments that added to the life of the student body included the publication in 1984 of a school annual. Named ‘Reflections’, the magazine was produced by teachers and students and served as a visual memento of class groups and other significant activities during the year. Reflections is still an annual production and is one record of the history of BAC over the years. In 1985 Pastor Keith Miller was appointed as School Guidance Officer and Counsellor. Miller came from a teaching background and was eminently suited to understand the needs of young people. This appointment was an important step in providing for the deep spiritual and social needs of the student body. In 1990 retired Youth Leader, Pastor Ken Martin, was appointed as volunteer Chaplain. Several other initiatives are worthy of note. First, was the appointment in October 1986 of Mr Geoff Lorensen to care for the school grounds. Lorensen was not the first person to care for the high school grounds. Mr Alan Smith had served in this capacity for a number of years. Lorensen’s appointment, however, proved to be long term and building on Smith’s work he was able to make the school grounds and associated playing fields a major feature of the school. As a result the school community felt increased pride in their school and the local community noted the improved appearance. Second, was the appointment in 1988 of Mrs Denise Morton as part-time Learning Support Teacher. Shared with the Primary School, this innovation was intended to assist some students to cope more meaningfully with their secondary studies. One-on-one teaching can help in a manner that the best classroom teacher can not achieve. Third, sometime during the early 1980s the Duke of Edinburgh Award program was introduced. Later, under the direction of teacher, Mr Reg Morgan, this initiative became one of the best-known personal growth programs offered in the school. Finally, organised by Mr Jim Searle, BAC Secondary held its first official reunion on 31st August 1991. It was estimated that somewhere in excess of 400 past students attended which was a tribute to the affection they held for their Alma Mater. After nine years, Wright, having led Brisbane Adventist High School through some healthy growth years was given opportunity to engage in some personal growth. This involved fulltime leave in 1992 to undertake studies for a Masters in Educational Administration at The University of Queensland. He completed this in one year and was then given further leave to undertake doctoral studies. He completed his PhD in 1995.

The Nervous Nineties Cricketers, on the verge of scoring a century, are often described as being in the nervous nineties. And cricket records show that many a batsman succumbs to the nervous stress of the occasion and fail to reach the coveted score. Nervousness may also be symptomatic of energy and action. It is in that sense that this chapter is headed. Mr Peter Michalski was appointed principal in 1989 and served the school for the following nine years. These years were characterised by growth in school numbers, in the physical plant, in curriculum development, and in the programs offered in the primary school. The last decade of the twentieth century were the nervous nineties, but with a great outcome! When Michalski assumed leadership at Mt. Gravatt Adventist Primary School, the student enrolment was a healthy 240 scholars. Over the next nine years it increased to over 330. There was, therefore, a need to provide learning areas for this increase in school numbers. One of Michalski’s first tasks, therefore, was to develop a building master plan, with accompanying strategic guidelines, to ensure that the growth of the physical plant was cohesive and effective in meeting the needs of the primary school. Key elements of this master plan were provisions for a Student Learning Centre, new Administrative office, an Early Childhood Centre, a car park, and a tennis court. This dream was fulfilled when the Library-Resource Centre was constructed. The official opening took place on the evening of 15 December 1994. Guests and visitors were introduced to a modern facility encompassing a general library, but with a computer room, an open learning area, an outdoor reading area, and a sunken indoor class reading area. A special feature, however, was the ‘reading castle’. Designed by the Librarian, Mrs Cathy Oxley, and intended to reflect a Medieval Castle, this structure was located within the library. Somewhat like an in-door ‘Cubby House’ the Castle had several levels and was liberally littered with comfortable cushions. What better way to stimulate an interest in reading! Not surprisingly, parents and students were advised through the school’s Newsletter that the theme for the opening night was ‘Medieval’. Students were urged, and parents invited, to dress in medieval costume. To assist in this task several drawings were provided: a monk (long brown tunic and skull cap), a knight (leggings/tights, tunic tied around the waist, short cloak, and felt hat), and a lady (long dress and/or cloak, fabric tied around the head, and a hat). Students who were not into fancy dress were advised that formal school uniform was the other option. Some option!

Official opening of the Administration Office and Early Childhood Centre. Photo on left: Mr Frank Carroll - MLA, Member for Mansfield, Mrs Carolyn Barnett, Director - Preschool Day Care Centre, Mr Peter Michalski, Principal and children from the Centre. Photo on right: Mr Frank Carroll - MLA, Member for Mansfield, Mr Chester Stanley, President - Sth Qld Conference of the Seventh-day Adventist Church, Mr Peter Michalski - Principal and children from the school.

. Manners Maketh a Man , An extension to the Library-Resource Centre included a staff lounge, an area for teacher’ resources, a preparation area, staff toilets, and a meeting room. This was all on the upper level. Under this, as a lower level, was developed a new administrative office and reception area, several small meeting rooms, and the Early Childhood Centre, complete with its own secure outdoor recreation area. Reference was previously made to the school’s Newsletter. Communication between the school and parents was a strong feature of Michalski’s administration. Issued almost weekly, these one or two-page newsletters kept parents informed on school affairs, such as a report on H&S committee decisions, and also included lists of students who that week had received a Principal’s Award. These awards might be given for excellence in mathematics or science, or some other subject, or for any effort deemed worthy of mention by the class teacher. From the students’ perspective it was nice to receive affirmation. Schools are for children and, as Michalski perceived, not only had student numbers increased but that the needs of these students had expanded. Some of his energies were therefore directed to the implementation of programs that met these expanding needs. One of these areas had to do with addressing the special needs of students for whom English was not the language spoken at home. Using the skills and special interests of Mrs Sue Harker and Mrs Di Till, the teaching of English as a Second Language (ESL) was commenced. Fortunately, Michalski was able to tap into the community interest in ESL and Commonwealth funding through the Association of Independent Schools of Queensland (AISQ) so that the financial impact upon his school was minimal. There was a degree of reciprocity in this. The primary school participated with AISQ in the development of appropriate ESL curricula and teaching-learning materials.

A Modern Parable Let’s call this teacher Mrs L. On this evening Mrs L. had been working back and decided to visit the local Deli to purchase an evening snack. Taking a $50 note from her purse she set off. On the way back she devoured her purchase and left the wrappers on her lap. Upon return to the school and before she exited the car, Mrs L. gathered up the wrappers and squeezed them tight into a wad. On the way back to her classroom she deposited the wad in one of the rubbish bins that festooned the school. Back in the classroom she remembered her change—notes and coins. “What did I do with them?” she asked. Reflecting on her actions, she vaguely remembered having the change in her hand when she got back in her car. What then? It dawned that she had placed the change on her lap, but what had been on her lap was now in a bin. But which one? Quickly recruiting a couple of other teachers, the team of searchers began the task of sorting through the contents of every bin located on the way from her car to the classroom. And each bin contained the usual messy detritus associated with a school—partially eaten sandwiches, discarded fruit, paper scraps, etc. Furthermore, there seemed to be more bins than the searchers had recalled, but eventually the twisted wrappers from the Deli came to light and when unfolded revealed the lost change. Wasn’t it Jesus who told the story of the lost coin and the joy felt when it was rediscovered? Mrs L. smiled as she reflected how her experience had been a re-enactment of a biblical parable. The sleuth who passed this tale on did not, however, say whether Mrs L. called a party in celebration. 23

. The Nervous Nineties , It will be recalled that an earlier principal, Mr Wal Dawson, had harboured ambitions to assist students with special learning needs. He was, however, before his time and his dream was unfulfilled. Two decades later, and with greater student numbers and more flexibility in the utilisation of teaching staff, Michalski was able to establish a Special Needs Unit taught initially by Mrs Jenny Spyve and then by Mrs Joanne Parmenter and later by Mrs Denice Hemsley. Special needs students spent part of their time in the general classroom, but then withdrew to the Special Unit for work in such skill areas as mathematics and communication. Again, this program received significant funding through AISQ. Special needs students are found at both ends of the student spectrum. Some students are gifted and talented in their learning, either across the curriculum or in one or more curriculum areas. Utilising the interest and skills of Denise Morton and Maryanne Till, a Gifted and Talented program was commenced. Music continued to be an important feature of the school. In addition to group music making such as vocal choir, recorder group, and string ensemble, students were also able to take individual tuition on instruments such as the violin and piano. Ms Christina Zamfir commenced her studies in both piano and violin at this time and carried them on through high school and on to the Queensland Conservatorium of Music. She is now a music teacher and serves her church well as a musician. Not all those who enjoyed music went on to make music their vocational, but most enjoyed to the fullest their participation in such Christian musicals as ‘Its Cool in the Furnace’, ‘Down by the Creek Bank’, and ‘Miracle After Miracle’. These school concerts drew appreciative audiences. An early review of the school’s curriculum and teaching practices resulted in significant improvement in student performances in such national annual events as the University of New South Wales Mathematics and English competitions. When the primary school first entered the competition its overall results put it in the bottom one-third nationally. Within five years, however, the school was being placed in the top one-third. Encouraged by these results, the school dared to enter the Tournament of Minds and came second in the region. With a principal and some teaching staff of innovative mind-set, the Mt. Gravatt Adventist Primary School was selected as a trial school in the implementation of specifically designed Adventist curricula. The Curriculum Development Unit at the Church’s headquarters in Sydney was developing an integrative approach to learning. Mt. Gravatt helped to develop some integrative units of work through their trial implementation.

Students of the primary school in those years may well remember the successes of the school garden. Initiated by Mr Elwyn Cherry, and supported by the principal, patches of garden produced large quantities of sweet corn, pumpkins, zucchinis, and cucumbers. Most of this produce found its way home to the delight of parents. The fowl yard not only taught the art of maintaining happy chickens, but also the rudiments of organic egg production. Again, the produce found its way to home breakfast tables. As Mr Phillip Lomman had earlier emphasised, learning can also be fun. Perhaps one of the major legacies of the Michalski years was the establishment of the Early Childhood Centre. Increasingly, with both parents working, there was a need for the provision of day care for children in those five years before they commenced formal schooling. As noted previously, the space under the new library was specifically designed to provide for this age group. Initially this new program required financial assistance from the school, but within two years was self-funding.

. The Nervous Nineties , For several years Michalski had been attempting to carry out a study program but was frustrated by the pull of other more demanding claims on his time and energy. The end of 1997 was therefore a propitious time for him to relinquish BAC Primary and to pursue his studies more fully. To fill the leadership role on an interim basis, the Conference transferred Mr Gary Greenland from the Pine Rivers school (later Northpine Christian College). With the impending amalgamation of the schools on the BAC site, Greenland fully understood that his tenure would be brief and that his role was essentially one of holding the primary school together in a year with some uncertainties. This situation gave little scope for innovative measures and for Greenland to develop his own dream for the school. He did, however, focus staff attention on the importance of the key skill areas. He ensured that numeracy and literacy were taught in the freshest time of the day and was delighted at the high number of students who excelled in both literacy and numeracy competitions. The number of high awards far exceeded what would reasonably be expected from a school the size of BAC Primary.

Primary students in the school’s vege patch.

A New School Emerges The 1990s proved pivotal years for both the primary and high schools. Increasingly parents had students attending both campuses and it made sense to ensure both campuses made equal progress. There was therefore an irresistible dynamic directed at merging the two campuses into one. Wright concluded his administration at the end of the 1991 school year. His successor was Mr Brian Robinson. Robinson’s immediate role before Brisbane had been deputy principal at Sydney Adventist College. He had, however, previously served as principal of a number of smaller Adventist schools. He was therefore no novice to administration. Furthermore, he had a disposition toward innovation and change. This bode well for the continuing future of BAC Secondary. Robinson had long held an interest in other cultures and one of his earliest initiatives included the introduction of Japanese language study into the curriculum. In the implementation of this curriculum development he was aided by a general movement within Australia to include foreign languages within the school curriculum, and not just the traditional languages of German and French. Given an increasing evidence of Japanese economic interest in Australia and the importance of the Japanese tourist trade, the choice of Japanese seemed most appropriate. Robinson also tried to make the study of this language more attractive through his establishment of sister-school relations with the Shirakawa Junior High School in Japan, through his support for a student exchange program, and through the promotion of visits to Japan by groups of BAHS students. The hosting of students from Shirakawa enabled Brisbane families to get to know the young Japanese ambassadors at the personal level. Most host families could at least say “Konnitchi wa” and bow with proper deference.

Japan Trip 1999.

. A New School Emerges , Under Robinson’s leadership the high school moved deliberately into the technological age. The high school established its first dial-up internet connection and established a basic school web site. Assisted by a grant from the Commonwealth Government through the AISQ, Robinson was able to take technology further: install a local server, set up a computer network, and improve access through the installation of optic cable. By the end of his principalship he had established two computer labs, one Mac and the other PC. Furthermore, he ensured the school’s curriculum was changed to utilise the new technology. Campus development was also happening. In conjunction with the Home and School Association, shade cover was installed over the area between the Administrative and Classroom blocks. This, in keeping with increased sun safety awareness, provided cover for assemblies and hand games. The school also entered into an ongoing site maintenance agreement with a contractor. This included the regular painting of buildings and replacement of such items as rusted gutters and down pipes. Everything was done to keep the external appearance of the school at a high level. Not only did this keep a neat school before the general public, but it also helped engender spirit and pride within the school community. Another of Robinson’s initiatives was to bridge the ‘River Jordan’. A pedestrian walkway was constructed across the creek thereby facilitating movement between the two schools. In recalling this, Robinson did not mention whether this project was negotiated with the Brisbane City Council. After all, as noted in an earlier chapter, the Council claimed proprietary rights over a strip of land on either side of the drain.

A Conversion Experience Mr Brian Robinson not only established two computer labs, he also made computing facilities available to staff. Being an innovation, Robinson recognised the need to start with a few teachers who in turn would become change agents for the rest of the staff. He decided that the teachers in the English department best met his criteria as leaders in adopting the new technology. After all, they did seem to produce a lot of typed material for class use. So the English department was invited to lead the way. To his surprise one of the senior English teachers resisted strongly and declared emphatically: “My trusty typewriter has served me well all these years and will see me through to the end of my career, thank you!” Others, however, in the English department began to use the staff computer. It was only a matter of months, however, before Robinson began to receive staff complaints. “We can’t get access to the staff-room computer.” “Why?” Robinson inquired. “Well, Mr H is always hogging it and won’t give us fair time.” It would appear that Mr H had experienced a Damascus Road-type conversion. He never explained, however, how or why he pensioned off his beloved typewriter.

. A New School Emerges , This pedestrian way was in a sense symbolic of a trend between the two schools which flowered in the mid-1990s. This included regular joint consultation involving both administrations with a view to streamlining and coordinating planning and development. This was taken further when about 1995 it was agreed to adopt the name Brisbane Adventist College and that the two campuses would be designated BAC Primary and BAC Secondary respectively. It was also agreed to place the two schools under a joint board. In this new arrangement the principals of the two schools would alternate on a yearly basis serving as the Board secretary. The other logical merger was for one Home and School Association to serve both campuses. To use a secular analogy, the two schools were living together and all that remained was a formal wedding. Robinson was also responsible for increasing the number of weekly chapels to two. He did this to provide opportunity for greater student participation, to facilitate greater exposure to BAC values, and to enhance further the spiritual development of both students and staff. Robinson also saw the role of his school in serving the wider Adventist community. Under his guidance an agreement was negotiated between the Conference, Adventist Book Centre and the school to locate an on-campus ABC Centre to serve church membership in Brisbane’s south. The school made a classroom available for this purpose. During his principalship, the high school enrolment continued to increase and reached a high of 328 students in 1995. In part this growth was due to a scheme to subsidise the fees of students who might otherwise not be able to attend. The student subsidy scheme was built into the annual budget. In a 1996 decision, the Conference placed a strong curb on the scheme and this resulted in a dramatic drop in student enrolments in that year. Both the primary and high school principals experienced dismay at this decision and felt their capacity to assist needy families and grow their schools had been severely curtailed. Both principals felt further unease when in 1997 the Conference invited eminent educator, Dr Robert Andrews, to chair a commission charged with examining both schools, with particular emphasis on financial management and administrative structure, and to make recommendations pertaining to both schools. While the Conference sought financial savings, the two principals felt the need for the commission reflected upon their stewardship of the respective schools. On the positive side, Robinson recalled with pleasure and appreciation the support he received from Pastor Peter Colquhoun during his presidency in South Queensland. As Robinson notes, Colquhoun is “the only president in my experience who took the time to periodically pop in to the school just to say hello, ask how things were going, and have prayer with a busy but grateful Principal.” Likewise, Robinson appreciated the unstinting support he received from Mr Nick Roussos during the several years he served as chairman of the High School Board. At the end of 1997 Robinson was appointed to another Adventist high school. This appointment came, however, at a most inopportune time with one of his children scheduled to complete high schooling in 1998. The Robinson family therefore opted to remain in Brisbane and Robinson found employment within the commercial world. Robinson’s successor was Dr Arnold Reye. Reye, after a career as an educational administrator at school and systems level, had retired from church employment at the end of 1996 and located to a property south of Brisbane. Reluctantly he agreed to be the stop-gap principal for 1998. As part of his briefing by the Conference education director, Mr Grant Watson, Reye was made aware of the work carried out by the Andrews Commission. One of the chief recommendations made by Andrews had been the formal amalgamation of the three entities—pre-school/day care centre, primary school and secondary school—into one school under a single administration. To facilitate the implementation of this recommendation a sub-committee had been appointed under the chairmanship of Mr John Oxley. To this group was given the responsibility of recommending the form the amalgamation should take. The mandate from the Conference was that the amalgamation should seek financial savings, and at the very least be cost neutral. 28

. A New School Emerges , The Oxley committee met several times during 1998 and recommended that Brisbane Adventist College consist of three schools: the early childhood centre, the primary school, and the secondary school. Under the principal there would be three heads of school. It also recommended the appointment of deans to assist the heads of primary and secondary schools. These deans would be responsible for curriculum and student affairs. A small financial saving was achieved, but it was hoped the gains would be more in the area of efficiency and in the marketability of the school. Within the non-government sector the model of one school providing for a seamless progression through the primary and secondary years of the student was gaining popularity. The BAC Board and the Conference Executive Committee endorsed the recommendations. Having helped to flesh out the structural details of the amalgamation, Reye agreed to remain at the school for a further year to guide BAC through the first year of its new structure. One of the first issues was the location of the BAC administrative centre. Reye felt that an office in either the primary or secondary departments would create difficulties for either of the new heads of schools. There would always be the temptation to micro-manage. It was therefore decided to renovate the old primary principals’ cottage on Broadwater Road to serve as the new administrative centre. Mr Stuart Hemsley, an experienced project manager, undertook to draw up plans and oversee the work. The 1999 school year therefore commenced with all in place for the new-look Brisbane Adventist College. During 1999 Reye saw his major tasks as being to fine tune the new administrative structure, to take deliberate steps to shift the thinking of three separate staffs into a one-college mode, to develop job descriptions for each of the new roles that had emerged, and to develop school-wide policies to govern BAC operations. In this he was well-supported by the heads of schools—Mrs Carolyn Barnett, Mr Gary Greenland, and Mr Graham Baird respectively, and by Dr Ross Cuthbert, chairman of the BAC Board. It Started at BAC Queensland is used to boiling up a storm or cyclone or two. We know, for we have just had Cyclone Yasi blow through. In 1992-3 a storm of another kind was born. It began with some students talking with the BAC chaplain, Mr Jerry Unser, and urging that he find them some activity that would witness to their faith. Unser mulled over this and together with the students came up with the idea of creating a storm in western Queensland towns that had no permanent Adventist presence. You could call it a drought-stricken region of Queensland. The idea was to spend a week to ten days helping the local community in any way possible—painting community facilities, carrying out repairs, cleaning unsightly areas, planting gardens—and to provide special programs for the children. The first STORM CO (Service to Others Really Matters) team went to Charleville. It was an adventure and it proved to be a fun thing. Most storms strike once and then dissipate, but not STORM CO. This storm refreshes the parched inland at least once a year and sometimes more frequently. Furthermore, this tempest has spored similar happenings in other parts of Australia and New Zealand. Although not all STORM CO participants are Year 12 students, some are even past students, yet there are those who on the completion of their final year studies elect to engage in a week of serving others as their right of passage from high school to the wider world. How this behaviour contrasts with the notorious Schoolies Week with its focus on self-pleasure and29self-indulgence! And let’s not forget that kicking up this kind of storm started at BAC.

. A New School Emerges , Communication is a major tool in bringing disparate parts together. Previously the primary and secondary schools had their own regular newsletter which shared information and gave notice of up-coming events. There was now a need for a single weekly publication whereby the school would communicate with students and parents. Students were invited to submit their suggestions for a name for this new newsletter.

‘BAC Chat’ was the imaginative suggestion of one primary school student and so BAC Chat became one important means whereby three separate entities became integrated into one College. By coincidence the primary and secondary schools in 1999 became due for re-accreditation with the South Pacific Division Commission on Accreditation. In one sense, this was a pressure BAC could have done without. In another sense, it was a fortuitous opportunity for the three staffs and parent representatives to work together in assessing the new BAC against objective criteria. It proved to be a unifying task. All felt delighted and justifiably proud therefore when the external assessors recommended that BAC be accredited for six years, the maximum term permitted. During the Robinson years a start had been made in thinking about meeting the need for a school hall cum function centre. This planning took on a more serious perspective during 1999 as the needs of the total school were considered. Possible designs, the financial requirements, and other planning issues take time, but the form of a Student CentreAssembly Hall moved forward at this time. Reye, however, was happy to complete his agreed service at the end of 1999 with the basic underpinnings for the school’s future ready for a younger and more dynamic leadership.

A New Millennium The new millennium was viewed with some degree of trepidation. Warnings had been issued that suggested computer systems would crash and some degree of chaos would follow. Late 1999 the BAC Board instituted a review of its internal systems, evaluated what might happen were they to fail, and made contingency plans to avert disaster. Fortunately the prophecy of massive computer failures was not fulfilled and the new millennium dawned with optimism and hope. This new day included a new principal. Following ten years as principal of Auckland Adventist High School, New Zealand, Mr Gavin Williams assumed the leadership role at Brisbane Adventist College. The process of appointing Williams was a departure from the usual method used by the Church to appoint teaching and administrative staff. Traditionally the staffing of Adventist schools was managed from Church headquarters in Sydney. However, under urging from the BAC Board chairman, Dr Ross Cuthbert, the South Queensland Conference agreed that the position be advertised and applicants be interviewed. The final recommendation would be endorsed by the Board and then forwarded to the Conference for confirmation and processing. This worked well, some quality applications were received and three were interviewed. Gavin Williams was the successful applicant. Thus BAC led the way in greater local input to the staffing process. When Williams arrived on campus the first thing that struck him was both the size and the attractiveness of the campus and the considerable distance between the primary and secondary buildings. In particular the efforts by the groundsman, Mr Geoff Lorensen, were a credit to his creativity and work ethic. During the growing summer months Lorensen was assisted in lawn mowing by his wife, Jenny, otherwise he carried the load alone. The value of the Lorensen’s contribution to BAC cannot be quantified, but the principal of a NSW state high school upon visiting BAC in 1999 commented that a comparable campus in his state system would require three groundsmen. In Geoff Lorensen BAC had the proverbial Singers ‘three-in-one’ good oil. When Williams took over in 2000, the combined campus BAC was but one year old. Williams recalls that the South Queensland Conference Education Director, Dr Grant Watson, had an early conversation with him in which Watson stressed the need to continue the process begun in 1999 of building staff cohesion. As Williams noted: “staff who had worked in the child care facility as well as the primary and secondary schools, were coming to grips with the fact they were now part of one large college.” This was no small task, but Williams was greatly assisted by the construction of the new Student Centre. Designed by architect Mr Allan Young and built by Mr David Bannister, this $2.3 million project included a gymnasium, classrooms, kitchen, music studios, teacher offices and storage areas. It was funded by a $1 million Commonwealth grant and the rest through a bank loan. The opening of the Student Centre fulfilled a long-held dream, but more importantly, it formed a bridge between the Mansfield and Wishart sections of the College as it catered for the entire student population. Williams described this facility as “an excellent educational asset.” Alas, this educational asset did not include a swimming pool!

. A New Millennium , The Student Centre was opened by the local Federal member and later Australia’s Prime Minister, Mr Kevin Rudd. Beginning in 1999, Rudd often called at the school to chat with the Principal and to mix with the students. He particularly enjoyed conversing in Mandarin and interacting with overseas students from Taiwan. In that BAC offered Japanese as a foreign language, Mr Rudd instituted an annual award for the best foreign language student. He seemed to have a genuine interest in BAC. Under Williams both BAC’s primary and secondary departments expanded their participation in inter-school competitive sports. Of particular satisfaction for Williams— he was the team coach—was the level of skills achieved and success enjoyed by the girls’ senior volleyball team. He was particularly proud of the fact that in five of the six years he coached the team they made the Metropolitan Championship finals. The girls travelled to and from their venues in the school Toyota troopy, otherwise known as ‘The Beast’. Williams recalled that often, after another victory, ‘The Beast would find itself parked outside a food store where the girls were ‘shouted’ a pick-me-up snack as a reward for their sportsmanship and their victory. While representing BAC built school pride and bonding within the teams, emphasis was also placed on academic success. The Federal Government introduced the NAPLAN key skills testing for Years Five and Seven and Williams and his staff took pride in the fact that “in all skill areas our average student scores were well above those for the State.” Furthermore, with commensurate emphasis on literacy and numeracy, the NAPLAN scores showed continual improvement. During his time at BAC Williams supported a number of ‘big’ events. Students and staff produced two challenging musicals, namely ‘Joseph and His Amazing Technicolour Dreamcoat’ and ‘The King and I’. These two musicals involved students from both the primary and secondary departments. It also involved considerable staff and parent involvement. Williams recalled that “All adults involved in these productions were simply outstanding and I continue to be stunned that we could pull off such a feat.” Two highly talented teachers led the production team: Mrs Kym Hassen, choreography, and Mrs Sylvia Cody the musical component. It was, however, the “amazingly talented students” who ensured the success of the two productions. Williams also instituted what became known as ‘Community Fairs’. On the primary campus and under the trees that run along Broadwater Road, members of the local community were invited to visit BAC, listen to student musical and other presentations, and generally have a good time. Williams estimated that over 2000 locals participated. He saw this as “a great way to showcase our College and the talents of the students.” Williams concluded his principalship at BAC at the end of 2005 when, as still a relatively young man, he went west to be principal at Carmel College in Western Australia. In reflecting upon the six years he spent at BAC, Williams gave particular credit to the work of the BAC Board chairman, Mr Alan Windus. In addition to the skills he showed in chairing board meetings, Williams valued his vision and passion for BAC and for the business management skills he brought to his role. Asked to sum up his years at BAC, Williams wrote: “I thoroughly enjoyed my time at BAC. . . I believe we made significant progress in building a happy and united place where both students and staff felt valued . . , happy students make the best learners and this was a definite goal during my time.” Williams concluded with these words: “I was blessed to have some excellent staff members and campus leaders to ensure that the targets we had set for BAC could be reached.” There was no nepotism involved when Williams was replaced by Mr Jack Ryan. Ryan also came from principalship of the Auckland Adventist High School, and where previously he had been Williams’ deputy. The appointment of Ryan was in fact the responsibility of the 32

. A New Millennium ,

Construction of the Student Centre in 2003 and its completed state.

. A New Millennium , recently establish South Queensland Conference Board of Education which had legislative and legal responsibility for the Conference schools. Although Ryan spent three years as an Applied Arts teacher at Lilydale Adventist Academy, his educational perspectives and administrative experience were largely nurtured in New Zealand. Fortunately, Ryan proved highly adaptable and a fast learner. He quickly noted that a major task was to continue the integration of all departments into the ‘one-school’ model. In 2008 BAC entered into a re-branding process. This involved reformulating the College’s purpose statements and the creation of ‘The BAC Way’, that is, an articulation of the desired culture of the College. Ryan took this process further. Perhaps reflecting his artistic insights, he had all school buildings repainted in one colour scheme; in his words, “to visually unify our campus.” BAC has taken this further, and from 2011 there is a new Prep12 uniform which will contribute its part to the unifying and branding of the College.

. A New Millennium , Toward the end of Williams’ tenure, discussions were entered into between BAC and the Mt. Gravatt Seventh-day Adventist Church. This latter congregation has sold their church and needed to relocate. Both groups perceived the benefits of working together symbiotically. The Church constituency would save the costs of purchasing land; BAC would acquire the use of a chapel for its religious exercises. Under Ryan these negotiations proceeded successfully: a location was decided upon, protocols for dual use were agreed to, the church design was finalised, and building commenced. The outcome is a beautiful structure that serves as a community church and the College Chapel. A strong influence in this process was Mr Stuart Hemsley, a long-term supporter of BAC and with extensive experience in building. A new chapel was not the only building project of recent years. Since its inception, the PreSchool department had operated in limited accommodation under Block B of the Primary Department. Under Ryan’s guidance a new purpose-built Pre-School was constructed. Other projects included the refurbishment of the Primary Learning Resource Centre, Primary Block A classrooms, and two Secondary Science Laboratories. Very aware that the learning process is in the digital age, Ryan reports that “21st Century learning tools [have been placed] in the hands of our students, including interactive whiteboards for Prep to Year 2, increased access to computer labs for Years 3 and 4, 50% shared access to Netbooks for Years 5 and 6, and [with] a 1:1 laptop program for Years 7 to 12 commencing in 2011.” Ryan takes pleasure from his students’ continuing involvement and success in academic, sporting, cultural and community activities. As noted previously, not every student is interested in sporting activities and have opted during the sports periods to engage in small community service projects such as weeding gardens, mowing lawns, cleaning houses, and simply talking with elderly citizens. A Modern Parable - 2 Was Mrs L. lucky? Or was she lucky! To her horror, one day she discovered that the central diamond in her engagement ring was missing. When and where did it disappear? It could be anywhere: home, school, shopping centre, church, anywhere she had been in recent times. Its recovery seemed an impossible task and searches reinforced this belief. Despite prayer, the diamond was gone for good. God, however, works to His own timetable. Remarkably, or was it Providence, one day a sharp-eyed student spied the missing gem in the playground, recognised its significance, and happily presented it to Mrs L. That student received the most appreciative hug that Mrs L. could give.

Of particular pleasure is student involvement in larger projects such as ‘Sonship’ trips to the Solomon Islands and ‘StormCo’ trips to outback Queensland. The last StormCo project for the year takes place during the annual Schoolies week. Instead of carousing with the crowds on the Gold Coast, BAC students choose to contribute to the benefit of society by bringing social activities to the children of an outback town, and by improving the local amenity by clearing rubbish, painting community buildings, and planting trees and shrubs.

BAC students on various StormCo trips.

Ryan notes that students can make a difference when their “focus shifts from themselves to what they can do in their country and in their community.” That is indeed consistent with the values of a Christian education. When the unified BAC was formed in 1999, the administration of the school was established in a refurbished house adjacent to the primary campus. This was seen as a temporary measure until a designed administration block could be built. To the credit of the several administrations since 1999, an administrative centre has remained secondary to the needs of the other BAC departments. Twelve years on, and with most of those other needs having been met, Ryan sees the construction of the administrative centre as one of the next building projects. While men (and women) plan and dream, however, Ryan concludes: “I daily pray that God will set the future course for our College.” To that we can all say ‘Amen’.

Newly renovated Block A - Primary campus and new smart classrooms.

The Prep Centre and one of its modern classrooms including interactive whiteboards.

The new bridge linking the Primary and Secondary campuses (left) and new covered areas on Secondary (right) .

Appendix The Principals Mt Gravatt Adventist Primary School

Brisbane Adventist High School

Alex W Lowe 1966 – 1972

Desmond J Cooke 1973 – 1979

Wal Dawson 1973 – 1975

Keith R Dickins 1980 – 1982

Irwin G Low 1976 – 1980

Barry J Wright 1983 – 1991

Cyril J Hill 1981 – 1984

Brian L Robinson 1992 – 1994

Phillip D Lomman 1985 – 1988

Brisbane Adventist College, Secondary

Peter Michalski 1989 – 1994

Brian L Robinson 1995 – 1997 Arnold C Reye 1998

Brisbane Adventist College, Primary Peter Michalski 1995 – 1997

Brisbane Adventist College

Gary Greenland 1998

Arnold C Reye 1999 Gavin R Williams 2000 – 2005 Jack Ryan 2006 – present

303 BROADWATER ROAD MANSFIELD 4122 QUEENSLAND AUSTRALIA P 07 3347 6444 info@bac.qld.edu.au www.bac.qld.edu.au