SPECTEMUR Issue 1 - 2020
From the Headmaster’s Desk...............................................1 2019 VCE Results.................................................................2 Green Pages........................................................................5 Borneo Community Service Tour..........................................6
Staff Profile – Rick Mason.....................................................8
Meet our ‘Friends of’ Groups.............................................. 10
Murdoch Centre for Educational Research and Innovation... 12 House Music...................................................................... 13 Courage: I Can and I Am ................................................... 14 Middle School Courage ..................................................... 16 Trips, Camps and Excursions ............................................ 18
Connect With Us................................................................22 Sport.................................................................................. 24 Community Connections....................................................26 Events................................................................................28
From the Archives..............................................................23
News of Old Boys...............................................................33 Old Boy Profile...................................................................35
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FROM THE HEADMASTER’S DESK
Except a creature be part coward, it is
Courage Except a creature be part coward, it is not a compliment to say he is brave; it is merely a loose misapplication of the word. Mark Twain, Pudd’nhead Wilson, 1894. Life at times can seem frightening. Over the past summer alone, our country has faced devastating bushfires, droughts, floods, dust storms and most recently a virus which has become a global pandemic. We would be foolish to think that there is nothing to be afraid of in this world. There are many dangers in it, and sometimes there are monsters too. Fear is sometimes our friend: it prevents us from taking unnecessary risks and putting ourselves into needlessly dangerous positions. A small amount of fear can be healthy, but fear and anxiety can also be seductive, and they can ultimately become paralysing. Persisting in the face of fear, carrying on in spite of it, is the very definition of one of our key school values: Courage. As Mark Twain suggests, courage only exists in the face of fear. Courage is sometimes physical. That sort of courage is a response to an external risk – pushing someone out of the way of an approaching car, jumping out of a plane to try skydiving, or abseiling down
not a compliment to say he is brave; it is merely a loose misapplication of the word. a cliff face. At the highest level, it can be seen in the actions of Valery Legasov, the scientist brought in to help clean up after the disastrous meltdown at Chernobyl, and who knowingly sacrificed his life to save the lives of thousands, when he exposed himself to radiation in the aftermath of the explosions. That courage is real, and it is impressive, but Mark Twain thought that that sort of physical courage was fairly common. He argues that it was much rarer to find examples of moral courage: the courage to stand up for a belief, or to defend the rights of someone who was oppressed, or going against the crowd when the crowd is wrong. Moral courage is often small and personal, such as a commitment to oneself to always tell the truth or not to steal. It can be the courage to reach out to a student in the playground who looks lonely, and to invite them into your game. It can be the courage to try as hard as you can to achieve something while facing the very real possibility that you might not succeed. For some people, it can even be the courage to get out of bed in the morning in order to go to school to face another day. Many of these small acts of courage in the face of our fears go unnoticed by many, but are significant, nevertheless. And we should not underestimate the courage that these acts require, even though it is expressed quietly, and privately.
In the face of fear, reason and science can give us comfort and direction. The rational mind can guide us in the face of hysteria and panic. Sometimes we need to work through evidence carefully before we respond with the crowd. This too, is not always easy in a world in which the authority of ‘the expert’ has been undermined, often by cynical politicians appealing to a populist demographic. But the experts, the people with deep knowledge and understanding, are our best defence against fear and our best hope of finding solutions. It takes courage to remain optimistic (another of our values) when there seems to be so much going wrong around us. And yet schools, by their very nature, are optimistic places. Our work centres around teaching students to be the best people they can be, and to believe that we collectively have the capacity to address the issues facing our world. That work takes courage too, and a belief in the inherent goodness of all people and the power of rational thought. Our challenge is to nurture a spirit of optimism and courage, having faith that the good in all people, and in the brilliance of the human mind, will help us to dispel the shadows we now face. Dr Paul Hicks Headmaster
Spectemur | Term 1 - 2020
2019 VCE RESULTS
I congratulate our Class of 2019 for their outstanding VCE results. All 171 of our students who completed the year satisfactorily met the requirements of the VCE and we are very proud of them all. Their results are very impressive. Four of our students achieved a perfect score of 99.95. Twenty eight students (16%) achieved an ATAR of 99 or better, placing them in the top one per cent of the State. Sixty three students (37%) achieved a rank of 95 or better, while 51% of our students achieved a score of 90 or better, placing them in the top ten per cent of the State. Ninety-five percent of our students were in the top 50% of the State. Our median ATAR score was 90.45. These are again extraordinary results and I congratulate our students and their teachers for the hard work they did to achieve them. Having said that, it is fitting to recognise the hard work and achievement of our highest scoring students. There were eight perfect study scores across a wide range of subjects: Thomas Bowers (Year 11, Accounting), Aidan Oh (Biology), Ian Chen (Chemistry), William Dai (English), Lachlan Melville (Legal Studies), 2
Divjot Walia (Legal Studies), Joshua Choong (Further Mathematics) and Philip Wang (Year 11, Mathematical Methods). Twenty‑six per cent of all study scores were 40 or above, which given that we tend to do the more ‘difficult’ VCE subjects is an excellent result. The 2019 Duces of our School were Ian Chen, Lachlan Doig, James Gunasegaram and Andrew Zeng, all of whom scored 99.95. Our Proxime Accesserunt were Lucas Liu and Oliver Papillo, who each scored 99.90. All six boys were clearly actively involved in the full life of the School and worked very hard at their studies. Ian Chen dedicated himself to his studies and excelled in Mathematics, Sciences and Languages. In addition, he participated in the School Orchestra and was heavily involved in Derham House. In Year 11, Ian scored 49 in Mathematical Methods. Last year, he scored 50 in Chemistry, 47 in Physics, 47 in Specialist Mathematics, 47 in English Language and 34 in Latin. Ian also undertook University Enhanced Mathematics through the University of Melbourne. Lachlan Doig also involved himself in a wide range of School activities. He was
Captain of Macneil House and Treasurer of the Rotary Interact Club. Lachlan’s strength in public speaking and language skills were evident in his performances as a Debating Association of Victoria finalist, his selection as an Australian representative at the 2019 International Lingustics Olympiad, winner of the School’s United Nations competition, the Gladwyn Cup, and on stage in Senior School theatre productions. In Year 11, Lachlan scored 50 in Mathematical Methods. Last year, he scored 46 in Specialist Mathematics, 43 in Chemistry, 43 in Literature, 39 in Latin and also took University Enhanced Mathematics. James Gunasegaram was the School Prefect for Publications, Captain of both Fencing and Orienteering and served as the Vice-President of the Rotary Interact Club. He also participated in a range of public speaking competitions and was able to share his experience and love of learning as a Junior School Mentor. James was also a member of the Senior School Orchestra and Highton Strings. In Year 11, James scored 50 in Mathematical Methods and 48 in Biology. Last year, he scored 47 in English, 45 in Chemistry, 44 in Specialist Mathematics, 41 in Accounting and 37 in Latin.
FourÂ of our students achieved the perfect ATAR score
students achieved an ATAR
placing them in the
TOP one per cent of the State
37% SIXTY THREE
students achieved an ATAR
95 OR BETTER
51 % students achieved an ATAR
placing them in the
ten per cent of the S t ate
90.45 median ATAR score
95 % students were in the top
of the S t ate
Spectemur | Term 1 - 2020
Andrew Zeng was the Vice-Captain of the School, Captain of Baseball and Captain of Kayaking and won the School’s Sportsmanship Prize in 2019. He also represented the School in AGSV Swimming. Andrew was heavily involved in a range of musical ensembles and proudly acted as Arranger, Conductor and Instrumentalist for Summons in the House Music Competition. Andrew also participated in a range of public speaking competitions and assisted in the Junior School as a Mentor. In Year 11, Andrew scored 46 in Chinese Second Language and 47 in Mathematical Methods. Last year, he scored 49 in Literature, 47 in Specialist Mathematics, 46 in Physics, 45 in Chemistry, 39 in Latin and also took University Enhanced Mathematics. Lucas Liu was a member of the School’s Music Academy, where he participated in events such as the Booroondara Eistefdfod and added strength to the Highton Strings and Senior School Orchestra. Lucas earned House Colours for Steven, where his calm and mature approach positively influenced his peers and younger Housemates. In Year 11, Lucas scored 50 in Mathematical Methods. Last year he scored 48 in Chemistry, 47 in Specialist Mathematics, 43 in English Language, 42 in Physics and 34 in Latin. Oliver Papillo was the Prefect for Public Speaking and Debating and undertook a diverse range of subjects and participated in a wide range of activities throughout his time at School. An outstanding mathematician, Oliver scored 46 in Mathematical Methods whilst in Year 10 and in Year 12 he studied University Enhanced Mathematics. Oliver won a 4
silver medal in the Australian Mathematical Olympiad and represented Australia at the International Linguistics Olympiad. Beyond his public speaking roles, Oliver excelled at inter-School chess, played bassoon in the School Orchestra and played Water Polo, Cricket and Football. Oliver also found time to assist in the Middle and Junior School Mentoring Programs. In Year 11, he scored 50 in Global Politics and 42 in Algorithmics. Last year, he scored 47 in Specialist Mathematics, 46 in Physics, 45 in Chemistry, 40 in Latin and 39 in English Language. A further twenty-two students earned scores of 99 or better. These boys also studied a wide range of subjects and actively involved themselves in the life of the school: Nicholas Browne, Joshua Choong, Joshua Dai, William Dai, Alang Jiang, Ian Kaharudin, Thomas Lee, Kevin Li, Lachlan Melville, Michael Pham, Lachlan Purcell, Justin Qiu, Max Ramm, Dean Roff, Oscar Tong, Jason Tran, Niko Verrios, Divjot Walia, Jason Wang, Roy Wang, Edward Wu and Tianyi Zhou. I am equally proud of those students whose scores may not have made it into newspaper reports or league tables but have achieved a score which represents their very best efforts. No score on its own can reveal the story behind a student’s year. Some of our students faced significant issues throughout the course of the year and nevertheless did the very best they could. We should celebrate their achievements as much as we celebrate those of the boys with the top scores. The ATAR is a ranking system and by definition
some students cannot obtain as high a rank as others. I am very proud of all of our students who did their best, no matter their score. All students try their best given their ability and the realities of their lives. ATAR numbers will soon be forgotten, but the lessons learned at School, and the values and skills learned here will last forever. We value each one of them, and congratulate them all. I congratulate those of our students who have done well, I commiserate with those who may be feeling disappointed, but I encourage both groups to keep these results in perspective. This is just one day in a long journey still to come. There is a world of opportunity ahead for all of these young men. Whilst celebrating these great results we should also pause to remember two great VCE teachers who left us last year. I know that Ms Suzan Davies and Mr Mark Williams would have been very proud of their students. I would like once more to publicly acknowledge our remarkable teaching staff who helped our students to achieve these wonderful results. I know that they too are very proud of their students. I also congratulate and thank our parents, who have encouraged their sons by supporting them through the ups and downs of a VCE year. Congratulations once more to the Class of 2019 on their excellent results. It is pleasing to see that their hard work has been rewarded so generously. Dr Paul Hicks Headmaster
GREEN PAGES COURAGE TO DO BETTER
New Home for the CGS Bees The sight of their fuzzy yellow and black bodies buzzing around a picnic table is enough to make even the most stalwart person jump and scurry away. Most people will unhesitatingly lament their displeasure with bees and the possibility of being stung, but these tiny, buzzing creatures carry the weight of the world on their backs. The Towards2050 group recently endeavoured to increase the number of bees within and around the school. To much delight of the students and staff a beehive was installed on Friday 7 February. We are yet to complete a consensus on how many bees have been sighted but anecdotally the numbers have increased around flowering plants and produce. Having a beehive on the school grounds is just one of many steps the group would like to take to increase the biodiversity within the school. We will be using the wax to make beeswax wraps, increasing awareness and wakefulness, cultivating more flowering and native plants around the school and in the near future having garden beds spread throughout the school that have produce and vegetables that are pollinated by the bees. Ms Katrina Massey Towards2050 Coordinator
Spectemur | Term 1 - 2020
BORNEO COMMUNITY SERVICE TOUR
Courage to push yourself
through new experiences
On 30 November, 11 students and two staff members gathered at Melbourne Airport to venture on the inaugural Community Service Tour to Borneo. Not even the teacher or the Camp Leader or the Camp Leader, Rich, knew of the exciting and once-in-a-lifetime opportunity that lay before them. Prior to the trip, money was raised through different individual fundraising endeavours including; a music concert performed at school, part-time jobs and even a golf day! After transferring flights to Brunei, and then Kota Kinabalu, the group made an eight-hour bus trip to Batu Putih. There we met Martin, the leading tree
conservationist at this camp, who explained that our group would be the first to attempt their new method of tree planting in order to preserve endangered local tree species. After two and a half days at Batu Putih, another bus ride took us to Sepilok, where the Sepilok Orang-Utan Rehabilitation Centre and the Bornean Sun Bear Conservation Centre are located, both of whom aim to improve the welfare and rehabilitation of these endangered species and help illustrate the importance of our tree planting work over the previous days. Following this was a bus transfer to Bongkud Village where we spent two days undertaking cultural activities, brick laying the new community centre, transporting stone drains and playing a soccer game with the locals. The next
stage of our trip was a five-day jungle trek. Each day presenting its own challenges: an undulating path, a knee-height river crossing or traversing up a steep cliff face of rock. We were rewarded with a rest each afternoon, as well as a dip in the river or stream near the camp. After arriving back at Camp Bongkud, we spent two more days concreting a main road, repairing numerous desks at the local primary school prior to the students’ return bead making and cooking local dishes. Following our stay at Bongkud, a threehour bus trip took us to Camp Tinangol, the group’s final opportunity to be able to make a difference to communities we visited. However, consistent and torrential rain halted this process, and some sessions of project work were replaced with bead making and weaving bamboo leaves as well as project work around Camp Tinangol, such as fixing up brick paths, cleaning the basketball court and fixing up locks in bathrooms and showers. We also helped concrete a road, install a drain pipe and wash out water and dirt from the unbuilt volleyball site, which was all completed in heavy rain.
Our second last day in the country was spent doing some light project work in the morning and playing games, singing songs and interacting with about 35 kids from the local Tinangol area. Our final day in the country began with a four-hour bus drive back to Kota Kinabalu, a stopover at the Sumangkap Gong-Making Village, which boasts the biggest gong in Malaysia, and the rest of the afternoon was spent in the markets and shopping centres. Our final dinner was at a burger joint near our accommodation and then we visited three night markets to make any final Christmas or souvenir purchases. With a total of 35 kilometres on the hike, constant hours of community and project work, and three weeks away from home the group learnt valuable lessons and skills, not only practical and factual, but also the ability to work as a team and independently away from family. Weâ&#x20AC;&#x2122;d like to thank MrÂ Devine and MrÂ Mason who planned the whole trip and its activities expertly. Our gratitude also goes to Rich, our Camp Leader, who not only kept us safe but also gave us great insights from his wealth of travel experiences. Liam Ly Year 11
Spectemur | Term 1 - 2020
STAFF PROFILE RICK MASON
BORNEO COMMUNITY SERVICE TOUR Mr Rick Mason, our Head of English, talks about the first CGS Community Service Tour to Borneo that took place at the end of 2019. Mr Mason and Mr Devine led the tour of the 11 students from Years 10-12. The tour was a once-in-a-lifetime experience where students made new friends and lived out of their comfort zone for a few weeks. We also ask Mr Mason about his Action Research Project and how this project and the Borneo tour relate to the concept of courage. Tell us a little bit about the recent Borneo Community Service Tour. What was the reason for the trip? The school offers many wonderful experiences both here and overseas. From camel treks in outback stations of the Macdonald Ranges, caving, biking, paddling ... to sailing maxi yachts in the Whitsundays, the boys are exposed to
many wonders. When coupled with student exchange programs and opportunities to attend tours such as Galapagos, NASA, Latin, French, US Basketball, UK Cricket, European Music and other adventures, the boys at Camberwell are provided with some amazing opportunities. The rationale behind the Borneo trip was to provide an opportunity for boys beyond the current offerings. Namely, to be of service to others. The Borneo trip challenges students to live out of their comfort zone for a few weeks. It offers an important opportunity for young men to recognise that there is power in volunteering to help others, not just for the recipients but for themselves. The cementing of the connection between fundraising and practical, group, hands-on assistance is life-changing. What are some of the activities that the boys participated in on this tour? The boys were exposed to a range of activities. Environmental awareness was heightened with an extensive tree planting
exercise in the jungle and a visit to a wildlife sanctuary with orangutans and sun bears. Lessons about sustainability moved from the classroom to one of practical witness. Students also moved around to villages and assisted with local community projects. Helping to construct walls for a room to house sporting equipment, concreting roads, cleaning and repairing school desks, improving drainage systems and mingling with the locals with sport or through activities with the kindergarten kids were some of the activities undertaken. Personal challenges also existed with a five-day jungle trek. Boys carried their hammocks and other belongings between campsites, crossing rivers and climbing mountains in humid and slippery conditions. The local guides helped the boys prepare meals, teaching them such things as cooking rice in bamboo and the use of curries as well as how to start a fire.Â What do you think the students learnt on the trip, particularly relating to the concept of courage? There were many lessons learnt on and even before the trip. Students were encouraged to make personal contributions to the cost of the trip and to generate some fundraising for projects in Borneo. It takes courage to work outside your comfort zone and make ways to generate money. Boys had a range of fundraising methods â&#x20AC;&#x201C; golf days, musical concerts, dog walking, mowing lawns, etc. were activities that required time and organisation. It took a sense of sacrifice not just in terms of financial interest but in terms of time to attend this trip. We had two Year 12 students in the group who
T he project is a test of courage on many levels,with
theto plunge commonintoelement being the fortitude required the unfamiliar and the unknown.
used this as a way of participating in a meaningful ‘schoolies’ adventure. The remainder of the group were from Years 10 and 11. The boys were strangers at the start but formed strong friendships through their shared experiences. No doubt, it takes a sense of courage to set off for three weeks into an unknown country with a group that isn’t inclusive of your family. The test was not just the separation from family but the comforts of all that home has to offer. It takes a strength of character to cope with challenging conditions for a sustained period of time. The boys were impressed by the friendly and cheerful nature of the villagers, who were not just visitors to the hardship. Tell us a little about the Action Research Project that you will be presenting at the IBSC (International Boys School Coalition) conference in Barcelona and then in Dallas next year?
The Action Research Project that I have recently undertaken is an opportunity to investigate issues under the 2021 Conference title of ‘Boys and Technology: New Horizons, New Challenges, New Learning.’ Being a teacher of English, it has always been of interest the link between boys and books and the apparent wane in interest in the teenage years. The benefit of this sort of research is that the theories inform a very practical, local outcome. My focus question is yet to be finalised but will deal with the underlying question of whether technology is friend or foe to the adolescent reader. How do your research findings relate to the theme of courage – either your own courage or in terms of the themes you are writing about? The project is a test of courage on many levels, with the common element being the fortitude required to plunge into
the unfamiliar and the unknown. Being exposed to a global network of educators can be both invigorating and daunting. However, as a friend of mine is often heard to say, “Don’t let fear hold you back!” Is there anything else you would like to say in relation to the topic of courage? Being able to differentiate between courage or bravery and stupidity is often confusing, especially for a young man trying to prove his worth amongst his peers. Every day we witness others amongst us confront fears, overcome obstacles, remain passionate, resolutely working toward a better self and a better world. Fortunately, the lessons about courage (or the lack of it) do not always have to be experienced first-hand. Thus, the beauty of turning to a book, with the invitation for all to have the courage to change their view of the world and their place in it.
Spectemur | Term 1 - 2020
MEET OUR ‘FRIENDS OF’ GROUPS Meet the amazing parents of our many ‘Friends of’ Groups we have at Camberwell Grammar. Learn what each group is all about and how you can become involved. The Parents’ Association was established as the umbrella organisation and provides support to the various parent groups as they ‘friendraise’ and fundraise within our community. The PA meets a few times a year and has an executive team that manages the various groups and connections within the school executive.
Stuart Harker Parents’ Association
Allison Guerrieri CGS Auxiliary Friends of Basketball’s key objectives are to promote the basketball program and to assist with developing a CGS basketball community by engaging family’s involvement. To do this we organise social opportunities such as BBQs, a season launch and a presentation night.
Michelle Haintz Friends of Basketball
Josie Hunting Cadet Auxiliary Friends of Cycling aim is to support the cycling team, staff and parents, as well as promote the sport of cycling at CGS. We hold social events, as well as promote cycling at Open Day.
Friends of Cricket aims to support the school’s cricket program. We do this by organising various social functions including free BBQs, the annual post season First XI dinner, the Season Opener and End of Season function. Friends of Cricket also runs a stall and raffle at Open Day; with great engagement from parents across the Middle and Senior School.
All parents are invited to participate, either by getting in contact, attend races, social events or joining Friends of Cycling.
Maria Stambe Friends of Cycling Martin Ross Friends of Cricket Friends of Football’s vision is to provide financial and social support for the CGS football program. We do this through promoting and organising social events in collaboration with the school. Typically, this is through a season launch and presentation night as well as running the weekly canteen.
Matthew Chun Friends of Football
With a proud tradition dating back to 1888, the Camberwell Grammar Cadet Unit is one of the longest-established units within the Victorian school system and is the largest volunteer school Cadet Unit in Victoria. Made up of cadet parents, we meet each term and work to encourage the boys, promote the unit and raise funds.
The CGS Auxiliary provides opportunities to get involved in the community through friend and fundraising activities. Volunteers can help by assisting in the cafeteria or baking for the Cake Stall on Open Day. You can also join us in making the much loved CGS Christmas Puddings.
Tim Oldham Friends of Hockey
Our vision is that all boys wishing to take up and play hockey are able to do so, to enjoy their school experience and to continue to be involved in hockey beyond school. Our aims, working with the Sports Department and Sports Academy, are to stage events that provide foundational skills-training led by senior/elite players for our junior years, provide specialist skillstraining for all who desire it, create leadership and mentorship opportunities for senior players and opportunities to participate in a regional tour in middle years and an international Fiona Lewis tour in senior years. Friends of Kayaking
Friends of Kayaking provides support for boys who paddle, and a social network for their families. There are lots of ways people can become involved – coming to our social dinner, coming to or helping at our welcome BBQ breakfast by the river, volunteering to tow boats to a meet, packaging up croissants for our annual fundraiser or joining the committee.
Friends of Norge is a parent group that supports Junior School activities and is open to all parents. We strive to foster a spirit of community and enhance a sense of belonging within the Junior School. Parents can either volunteer as a class representative or as helpers at school events such as Mother’s Day and Father’s Day breakfasts, Open Day and the weekly book covering.
Melissa Kuti Friends of Tennis
Debbie Cheong Friends of Norge
It’s amazing how complicated a simple game involving a bat, a ball and four bases can be but as the great Yogi Berra once said: “Ninety percent of this game is half mental”. Our goal in Friends of Baseball is to help with the ‘half mental’ and promote community spirit amongst the CGS baseball families. This is a great game that you and your boys will enjoy and we are always happy to see new families involved. Welcome to the 2020 season and see you at the ball game.
Friends of Tennis aims to bring exciting events, guest speakers and opportunities that showcase tennis to our CGS players. You can participate by volunteering at our events and attending any of the Friends of Tennis meetings. We are especially keen to hear from anyone who has skills in sports photography, auctioneering, graphic design, or has connections at Tennis Australia!
Tim Rigby Friend of Baseball
Friends of Performing Arts (FoPA) promotes and fosters music and drama in the CGS community. FoPA members volunteer at school performances by serving refreshments and assisting backstage. We welcome all parents of boys with an interest in theatre or music to become involved with our friendly and supportive group.
The Pre-Loved Uniform Shop (PLUS) provides a place for parents to buy and sell second-hand school and sports uniforms. It is a busy, volunteer/ parent run operation. PLUS is always looking for new volunteers as it would not be viable without this valuable help! The commitment is minimal and provides a great opportunity to meet other school parents and often bag a bargain!
Karen Ellwood-Branson and Jennifer Bite Friends of Performing Arts The Friends of Soccer group play a pivotal role in supporting all the players by building a soccer community of parents which raises the profile and awareness of our global sport. You can become involved in our season launch, presentation night or Open Day. Feel free to join us at one of our social events or committee meetings.
Vicki Gazis Friends of Soccer
Vivienne Katsoulotos Friends of Library
Vivian Lathouras and Tracey Guorgi PLUS (Pre-Loved Uniform Shop)
We aim to support both the Senior and Junior libraries by providing financial assistance where possible, to improve the quality of learning, and facilities within the libraries. We also assist parents with the purchase of textbooks through our annual book exchange.
Friends of Aquatics has been established to support various aspects of the school’s swimming and water polo program. Through social and fundraising activities, we aim to offer support to the school, the teaching staff and coaches and most importantly the boys. Funds raised will assist in purchasing and subsidising extra equipment, awards and presentation nights.
Simon Meers Friends of Aquatics
Want to get involved in any of these groups? Contact Karley Knight in the Development Office on (03) 9835 1742 or firstname.lastname@example.org More info on the individual groups can be found here: https://www.cgs.vic.edu.au/our-community/parent-groups Spectemur | Term 1 - 2020
MURDOCH CENTRE FOR EDUCATIONAL RESEARCH AND INNOVATION Courage in the Classroom In a school, it’s easy to envisage courage on the sports field – we even have a school prize for it. Many of us have seen courage in Cadets, when a student has had to face his fears and abseil down a cliff, or on the stage when a student gives a solo performance to a packed house, or delivers a soliloquy from Shakespeare. But courage can also be seen in more mundane settings, away from the razzledazzle and excitement of a big event. What does courage look like in the classroom, where our students spend almost all of their school day? One everyday courageous act can be the simple one of putting a hand up. I think that one of the biggest fears our students have is asking questions in class. For some students this is never a problem – they always seem to have their hand up. But many students dread asking questions or – even worse – being asked a question. Often it’s a fear of appearing foolish in front of their peers. Boys in particular are sensitive about their social standing and don’t want to lose face – so better to remain silent than ask a question which might reveal they don’t understand. Students are quick to learn tactics for this. They might answer the easy questions, so they are seen by the teacher to have done their bit – and won’t be called upon to answer the hard questions. They might even act out in class to avoid being asked a question, or mumble incoherently in the hope the teacher will give up. Many are only happy to put their hand up when they know the answer, while others just hope for the earth to swallow them up. Often a reluctance to ask questions masks a bigger issue – a fear of being seen to be stupid. Of course, students would be better if they remembered the advice of Mark Twain: “He who asks is a fool for five minutes, but he who does not ask remains a fool forever.” But the reality is that many boys would rather misunderstand whole sections of work than risk others in their class thinking they are not as smart as everyone thinks they are. This destructive fear needs to be overcome – and it can be, with the help of parents, teachers and fellow students.
The problem lies in students’ attitude to mistakes. As a society, we lionise the winners, the people who can run the fastest, hit the most runs, know all the answers. What we tend to respect less is the people who slip over, miss the ball or come up with the wrong answer. But really this is all backwards. Nobody became a great batsman by being instantly able to hit the ball perfectly – their success came about through hours and hours of practice, and mistakes. The key difference is that they are the people who make mistakes, reflect on what they can learn from them, and then have another go.
T hey are the people
who make mistakes, reflect on what they can learn from them, and then have another go.
Aversion to mistakes is not something inherent in us as human beings – it is a learned behaviour. If you want to see an example of someone who doesn’t get phased by making mistakes, but learns each time and keeps trying, watch a baby learning to crawl or walk. The reality is that it is us – the teachers, parents, siblings and friends, who shape a student’s attitude to making mistakes. We often do this subtly, sending out messages that children absorb about who they are and what we like in them. These messages come out in what we select to praise in them. Picture a child who has been praised from when he was small as a genius – “You’re so smart! You can do that without even trying!”. The overt message we give is that the child is clever, we like that and want that to continue. The subtle message is that in this instance the child’s cleverness is an inherent quality, and that he can demonstrate it without any signs of effort – therefore if he does show effort, he is perhaps not so clever as we thought.
What happens then when this child makes a mistake? If his whole identity is predicated on him being the one who never makes mistakes, who gets 100% on tests, a mistake can be devastating. Is he perhaps not so smart after all? If people – especially his parents – value him because he is so smart, will he lose their love and respect? This becomes simply too much for a child to risk, and so the student starts taking extreme measures to ever be seen making a mistake: he cheats in tests, or finds an external target for the mistake (“the test was badly written”, “the teacher hates me”). Rather than make a mistake he might avoid a testing situation altogether – many teachers will recognise the clever student who is somehow always absent for tests – or claim that the result doesn’t count, “because I wasn’t trying anyway”. This is the child who shows promise early but fizzles out, because real learning necessitates being placed outside your comfort zone, making mistakes – and learning from them. These ideas were investigated by Professor Carol Dweck from Stanford University, who wanted to know why some students succeed and others do not – a TED talk of her explaining her ideas is a good introduction https://www.ted. com/talks/carol_dweck_the_power_ of_believing_that_you_can_improve. So to make a child more mistake-friendly, we need to consider what to praise in him – what message we will send about behaviours we want to see. So instead of saying, “You’re so clever!”, if we say “I really like the way you stuck with that difficult problem – you got it wrong, but never gave up”, the child learns that perseverance and effort are valued, and making mistakes is OK and all part of the learning process. The words we use to children are powerful and important, and can change the way they view themselves and the way they behave. So let’s have the courage to make mistakes. Let’s make glorious, wonderful, silly, crazy mistakes. Let’s not beat ourselves up, or jeer at mistakes, or cocoon ourselves from ever making mistakes, but treat them for what they are – friends that will guide us on our learning journey. Dr John Tuckfield Director of the Murdoch Centre for Educational Research and Innovation
HOUSE MUSIC After months of researching, planning and arranging over four intense weeks of rehearsing, the 54th annual House Music competition had arrived. House Music is very much a team sport. It requires the cooperation from absolutely everyone in the House, making it arguably the most anticipated and celebrated competition in the school. The rules for the night are; each House must present an instrumental item comprising of at least four players and two songs, one of which must be a part song, arranged in harmonies. The theme for 2020 was ‘100 years or older’, meaning one of the songs had to be written at least 100 years ago. The evening was adjudicated by the wonderful Mr Dermott Tutti, whose comments were invaluable to next year’s competitors. The evening featured a wide variety of music, with works ranging from Schofield’s rendition of Hey Jude, to Vivaldi’s Gloria from Steven, to Macneil’s Teddy Bear’s Picnic.
the Middleton Theatre behind the main stage was used to seat boys, as a three-House movement system was trialled after each House sang. The arrangement was very successful, with the competition finishing three minutes earlier than the previous year. Tremendous thanks must be extended to Ms Doutch for organising the complex movement system.
Being Courageous on the Stage
Competition was extremely fierce this year as the standard reached a new high, with all Houses determined to stop Steven House’s streak, having won the previous three competitions. Despite the efforts from the other seven Houses, Steven House emerged victorious yet again with their fourth consecutive win, making history as the first House to do so. Congratulations to all boys, and good luck to all those competing in next year’s competition. Arman Cakmakcioglu Captain of Music
This year’s competition presented some new challenges, as the seating arrangement was reorganised. To accommodate for more guests, Spectemur | Term 1 - 2020
PARENT EDUCATION SEMINAR
Courage: I Can and I Am Inflating Balloons of Self Belief
Motivational-speaker James Shone spoke at a Parent Education Seminar on 26 February about different techniques to foster courage in children and adults. Change Requires Decision Look Down at Your Problems
James Shone’s Story Following a 16 year teaching career and having been offered a job as Headmaster in 2012, James was diagnosed with a brain tumour. Following 27 hours of brain surgery James unfortunately lost the majority of his sight. However, James is a man who embodies a positive attitude to life and a determination to turn setbacks into springboards. As a teacher, this was at the heart of his pastoral message and his focus now is on spreading the messages of ‘I Can & I Am’ to as many individuals across the UK and beyond as possible. James recently gave a Parent Education Seminar at a joint Camberwell Grammar School and Camberwell Girls’ Grammar joint event. 14
Whilst I have been mentoring young people recently, I have been struck by the importance of encouraging concrete decisions to be made. I don’t think we should be satisfied with young people responding to a challenge with “I’m just going to try harder” or, “I will change” – what we want them to offer is concrete suggestions of what they are going to do that is actually going to make a difference. If they can then demonstrate that change and a difference is made, it is our job as parents and pastoral leaders to then ‘notice’ and applaud them. When we are wanting to see change in a young person, the conversation should start by discussing specific actions rather than general statements which can often lead to nothing at all. I look back over my time as a pastoral leader and I know that sometimes I accepted a sincere facial expression accompanied by a nonspecific action and that often then lead to no change taking place. Helping our young people to make strong and wise choices is central.
I remember meeting my surgeon 3 years after having brain surgery and him asking me whether I’d taken the job as a Headmaster. When I said that I hadn’t because of my eyesight, I assumed the position of ‘poor old me’ and the victim mentality. He was quick to tap me on the shoulder and tell me how lucky I was to be walking and talking and not always to stare at the insurmountable problem. Instead I should shift my gaze and be thankful for what I do have and can do. I think this is an endemic problem for so many young people. It’s all too easy to spend their life ruminating on what they don’t have and can’t do and this can semi paralyse them. Often the simplest way of breaking this is to encourage them to change their mindset in to a thankful and appreciative place where they dwell on what they do have and can do. I often have to force myself to remember this interaction I had with my surgeon and what a game changing conversation it was.
Proper Pressure Comes From Within, Not From Others It was listening to a podcast [recently] where I heard this quote and it really struck me since so often we hear pressure being talked about in the context of young people. The quote comes from one of my personal heroes – the legend that is Jack Nicklaus (the winner of 18 major golf tournaments). In the world of education today we often bemoan pressure. It is often seen as a good reason to avoid those schools where the pressure to perform is at the forefront of what’s on offer. However, if we are going to move forward in life we need to be energized by a pressure to achieve that comes from within ourselves. So the big question that educators and parents must ask is ‘how do we light that fire in our young people to create just enough internal pressure to help them succeed?’ I’m reminded of my late father, again a great golfer, and how he used to return from work and not allow himself to have supper until he had holed 30 eight-foot putts in a row. If he missed one he would
have to start again. He would bemoan my childhood and how easy I was on myself. Is ‘pressure from within’ innate or can we develop this? I think this is a key question. The determination of Jack Nicklaus and the pressure he put on himself clearly had a huge impact on his success. However, extraneous pressures can so often be a real hazard and problem for young people. So as always there’s a careful balance at play here. We want to create just enough internal pressure but not so much that it causes damage to mental health.
I Can! This idea comes from playing cricket with my 11 year old son. He bowled a few balls which were all rather wayward and his head dropped. We then started to practise some catching and he kept dropping the ball. This was a moment where he was close to saying “I give up, I’m going in”. This was not ideal as far as Dad was concerned! We went and sat on the wall and had a long chat. It was at this point that I said “it’s simple, you have a CHOICE. Your choice is now either
– I can do it or I can’t.” I then gave him the bat and he started to hit the ball out of the middle and the smiles returned to his face. It was later that day that he came up to me and said “you know that choice you made me make earlier? Well it really worked!” This caused me to ponder. So often it is as simple as this – we put the ‘I can’t’ in the way of far too many things. But a growth mindset encourages us to say “yet” ie “I can’t do it yet”. So I think this week, whenever we say ‘I can’t’ I want us to simply ask ourselves this question – “why not?”
You can learn more about James Shone here https://icanandiam.com/ or watch his TEDx talk here: https://www.youtube.com/ watch?v=Hr5a0HMM6TU Spectemur | Term 1 - 2020
MIDDLE SCHOOL REFLECTS ON COURAGE
What are some of the highlights of Year 7 so far?
An interview with Year 7 student Josh Taylor on Courage. This edition of Spectemur highlights the interconnectedness of Courage with all of our School Values. At Camberwell Grammar School we value courage because we see its benefit every single day. Here we explore courage and take a look at how it is viewed by members of our Middle School. Through our interactions, it became clear that courage takes shape in many forms and varies from one student to the next. Courage allows us to stretch our comfort zones and accomplish feats that we did not think we were capable of. In academia, in our professional lives and in all of our favourite endeavours it is courage that allows us to continually exceed our personal best. Establishing a culture that fosters courage requires respectful relationships at the core of the community. It is only when there is sufficient trust that we are prepared to remove our armour and wrestle with vulnerability. Mr Troy Stanley Head of Middle School
Well right now it is camp, I like being on camp. But in starting Year 7 also we are starting a new era in a new community. Not just that but the [school] work is also a highlight. What are some of the biggest challenges and changes in going from primary school to Year 7? The qualities of the school - it’s a bigger school, but a very nice community too. I’ve only been here seven weeks but there are very nice people, very nice teachers. The uniform is different as well, I have to wear a blazer and a tie. I’m still learning with the tie, my Dad is helping me though. Who has been helping you this term with the challenges? My family, Mum and Dad and my Brother, they help me. They encourage me a lot. Like when I started, I knew some people, but on the first day they told me to look around and find new friends. How is that working out for you? It’s good, I’ve got new friends. I have maybe 15 new friends. How did you meet them? Just by playing with them, playing sport, and meeting them in the form, House, and lunchtimes. Can you think of anything else that has helped you make friends and settle in to Year 7?
The Teachers said in the first week, find some new people and hang out with them for the week, and you should make some new friends. I did that, I met some new people and we became friends. Yes, I’ve noticed that even from day one, at Orientation Day, you were going around and really supporting the other guys in your House. Yes I find if you go around and make nice comments and encourage people then you will make new friends, and they will also like you and they will see you are a good person. That helps. Courage is one of our School values, can you think of any way that you or others students have shown courage this year? I have used courage in terms of sport, but also with my school work. I have had the courage to put my hand up and answer questions [from the teacher], if I get it wrong I don’t mind, maybe I’ll get the next one right. And in terms of my friends, one broke his arm, and he still came to cricket as a team fielder. That showed courage. Another one of my friends sprained his ankle, he was trying to keep himself happy even though he could not go to camp. In terms of new students starting Year 7, is there any advice you could offer them? Give everything a go and try your best. If you don’t get into the thing that you want to just try harder. Don’t talk yourself down, talk yourself up, and keep your head up.
Poetic Reflections on Courage Year 8 Students Courage is the strength in the face of grief, The ability to do something that may frighten you, The courage to care is not judging someone on their belief, Courage is the ability to help them see it through. Courage is being an upstander, When another is looking to you, Courage is being better than a bystander, When somebody is feeling blue. The courage you show can change one’s life, When they are down and in a lot of strife, From the country to the city and everywhere in between, If you show courage it will be seen. Josh Day
Brave and cowardly people are both fearful, but what differentiates them both is that one will face their fears. Courage can come in many forms. As a kid, we are taught to always stand strong, brace and face our fears. This was represented in our minds typically as a brave knight fighting a dragon, or even Jack climbing the beanstalk. Courage is not always about brute strength though. It comes in many forms. People need a clear and good mindset in order to face what they dread; and once they succeed, a feeling of gratitude is cast amongst you. Even taking a few steps in the right direction would send you on the correct path to show your courage. You might be a slow walker, but the thing to remember is to never walk back.
COURAGE IS The ability to do something, that frightens one, But once you succeed, You’ll have loads of fun. Anything is possible, (Don’t take that too literally,) Just find the courage, And fill yourself with glee. I’m not very good at poems, I apologise for the poor rhymes, Maybe I could’ve done better, But I simply didn’t have the time. And to finish this poem, I’ll end with a saying, Sorry it doesn’t rhyme, Cause I know that’s what you’re craving.
BULLIES AND COURAGE
Success is not final, And failure is not fatal, It is the courage to continue, That counts.
You stand up tall, to every strike,
Resolve and confront hardship with
that is courage, hidden in your dread.
Audacity. Go and be strong and Endure difficulty with courage.
Even when you say you had enough,
Their mere presence triggers cold sweat.
Courage is the willingness to
There is courage in every tear you shed. By a dim-lit corner, you cower alone, Bullies are weak, cowards in disguise,
Courage is virtue, to help when you’re afraid,
Ignore them, wear a smile instead.
On all and every occasion, when for your fear you would have paid.
Fear is real if you let it cripple you,
Understanding to face your fears, that’s what courage is.
“Escape isn’t your sole option,
Realising that it’s best to try, that is your important quiz.
For once listen to what it has to say. bravery is just a thread’s width away.”
Although fear is a fighter, you will be the winner, Gallant shall you be, Every time you have valour. Jonty Neil
Spectemur | Term 1 - 2020
TRIPS, CAMPS AND EXCURSIONS Our students experienced rock climbing, surfing, art at the NGV, canoeing, hiking, abseiling, obstacle courses and lots more indoor and outdoor activities during a range of trips, camps and excursions this term. Year 4 Camp
Year 5 Camp
Year 7 Camp
Spectemur | Term 1 - 2020
Year 8 Rock Climbing
Year 8 Surf Camp
Year 9 Art Excursion
Spectemur | Term 1 - 2020
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FROM THE ARCHIVES March 2020 In my capacity as School Historian I have recently completed a history of the School in the First World War – Sustaining the Glorious Empire: Camberwell Grammar and the Great War, 1914-18.” This history of a sad time in the past of our School and nation is now available online and in hard copy. As mentioned in the history, the pictured Honour Board with the 245 names of Old Boys who had served was unveiled at the School in November 1920.
‘Sustaining the Glorious Empire’ Camberwell Grammar and the Great War 1914–18 Dr David S. Bird – School Historian
The project that I have now undertaken is examining the history of the first six headmasters of Camberwell Grammar, beginning with Arthur Taylor in 1886 and concluding with the retirement of the Reverend Timpson in 1966. My focus is not only to provide an aspect of the history of the School in these first eight decades, but chiefly to examine the character of these men and their roles in the development of the institution they headed. I am conscious of the warning provided by Anthony Trollope in 1880 when this renowned novelist turned his attention to biography: In discussing the character of a man, there is no course of error so fertile as the drawing of a hard and fast line. We are attracted by salient points and seeing them clearly we jump to conclusions, as though there were a lighthouse on every point by which the nature of the coast would certainly be shown to us. And so it will if we accept the light only for so much of the shore as it illumines. Nevertheless, the lives of these men before they assumed office at Camberwell Grammar, during their time as headmaster and later, are clearly of great interest to anybody interested in the story of our learning community.
I am currently researching the story of Arthur Bertram Taylor, the entrepreneurial educator who founded the School in February 1886, at first in the modest conditions of St John’s Church near the Camberwell Junction, then proceeding to the more comfortable environment of Fermanagh Road, Prospect Hill. His early life prior to the establishment of his own ‘private’ school – from the time of his English birth (in August 1857) and his arrival in Victoria in the following year to the opening of the School’s doors on that Tuesday in February 1886 – makes a fascinating story, so typical of the booming colonial society in which he lived. The new “Head Master” [sic] was only twentyeight-years old, but he was already an accomplished businessman, property developer and schoolmaster by 1886. His father, George Taylor, was a prominent solicitor and local councillor in the Boroondara district and had constructed a very comfortable residence set off Burke Road, Canterbury, in 1865 in which Arthur, the youngest of what would number six surviving children, had lived whilst attending Scotch College as a boy and the University of Melbourne as a young man. He returned to this property, “Mountfield” (pictured), briefly in 1886 following a domestic tragedy, so the building is an interesting component in the account of his life and of his School, now located only a short distance from the site of this villa. The original address of this property was listed as ‘Survey Road’ as Mont Albert Road was then known, some indication of the relative meagre development of the area at that time. “Mountfield” was a typical upper middle-class brick villa of the period with its mandatory English name and mock-Tudor, “cottage orné” style, set amongst valuable ten acres as a ‘farmlet’ at a time when smaller suburban blocks with a sixty-foot frontage were being sold for £1,500 (well in excess of $200,000 by today’s standards which in many respects complement those of “Marvellous
Melbourne” prior to the 1890s crash). The property was enclosed within the presentday streets of Mont Albert Road in the north, Burke Road in the west, Woodstock Street in the south and Parlington Street in the east. The “Mountfield” block was sub-divided following George’s death (aged 65) in October 1886, the former driveway becoming Mountfield Street. The property was then described as ‘commanding the most magnificent views within six miles of Melbourne [with] the finest Oak and Elm trees in the colony’. There were no native trees, offering the Taylors and their successors an accurate reproduction of life in the Old Country. A large part of the land was acquired by the Grey Sisters Order, still in situ at no.6 Mont Albert Road. “Mountfield” itself had passed through various private hands but was purchased by the Order in 1945 for the handsome price of £12,000 (just under $900,000 by today’s figures), then used as part of the O’Connell Family Centre for over half-a-century, the ballroom being converted into chapel. Following further sub-division, “Mountfield” was purchased by the Camberwell Girls Grammar School in 2006, utilising it as a component of their Junior School. It is a fine building which still offers the impression of Victorian prosperity and bourgeois solidity with its stained glass and accomplished woodwork interior. The archivist of CGGS, Ms Melissa Campbell, recently allowed me to tour the building and to experience the ambience that buildings of such character possess. “Mountfield” is simply the first fortunately surviving structure that will allow me to cast some of Trollope’s illuminating light on the early history of the School under the guidance of its founder, A.B. Taylor, a man of vision and enterprise whose role in the story of Camberwell Grammar has not received the attention it deserves. Dr David Bird Archivist and School Historian
Spectemur | Term 1 - 2020
Congratulations to all award winners for the 2019-2020Summer Season The AGSV Summer Season proved to be one of our most successful for some time with all Firsts teams finishing no lower than fifth on their respective premiership ladders. Table Tennis had another dominant, undefeated season to claim Camberwell’s sixth premiership in a row and 19th overall. Ethan Tang was a member of all six premierships, while Nathan Shi finished his School career having not lost a single match across 5 years. After stellar seasons, both Ethan and Nathan, as well as Bryden Tan gained AGSV Representative selection. Volleyball and Tennis made the finals for the first time in many years and both finished a commendable fourth. Departing Captain and Coach combination, Frank Bite and Liam Gibson were instrumental in the Volleyball team’s success. The Tennis team looks set for future success with a very young side. Year 9 student, Matthieu Gibert played the season as Number 1. Basketball and Cricket both had much improved seasons, finishing in fifth place and narrowly missing out on finals. Students who gained AGSV Representative selection included Ellis Biggar (Basketball), Connor Laird, Jordan McCleery (Cricket), Nathan Shi (Captain), Bryden Tan, Ethan Tang (Table Tennis), Frank Bite and Ming Jin Low (Volleyball). Unfortunately the matches were not played, however the students can be proud of their season performance and selection. 24
Orienteering claimed a premiership in their Wednesday Evening Park Street competition, our top Squash team won their division and our top Lawn Bowls team were runners up in the unofficial AGSV competition. The Cycling squad showed remarkable improvements and recorded outstanding results. There were many podium finishes throughout the season, but consistent performances saw Zac Kelly win Senior A Grade (back-to-back), Alex Guorgi finish second in Senior C Grade and Luke Ryan win Senior D Grade. The AGSV Swimming Finals were due to take place towards the end of Term 1 but were postponed until later in the year.
The squad is strong this season and look set to push for a top 3 finish. While most end of season presentation nights were unable to go ahead, congratulations to all award winners for the 2019/2020 Summer Season. Thank you to the Parent Groups for your continued support of the Sport Program. Mr Lachlan Crawford Director of Sport
AGSV Centenary The Associated Grammar Schools of Victoria (AGSV) was established in 1920 by its founding schools, which included Camberwell Grammar School, All Saints, Brighton, Caulfield, Haileybury, Ivanhoe, Malvern, St Thomas and Trinity. After significant transformation up until 1971, it has grown into how we know it today with its nine schools. This year we are celebrating the Associationâ&#x20AC;&#x2122;s Centenary. As one of the founding schools, we have a rich history in the competition and our boys have flourished in the variety of sports in which the AGSV offers.
The Summer Season was recognised with its own Summer Centenary Round on Saturday 8 February. The Camberwell Room was set up with a display of the Schoolâ&#x20AC;&#x2122;s sporting history, while the AGSV Centenary logo was featured on the Keith Anderson Oval, on cupcakes and on balloons for students to enjoy. Firsts teams were celebrated in a unique way, as all schools from across the competition played at the same time and similar venue in the week leading up to the Summer Centenary Round. All students and staff involved were thrilled to be part of such significant events.
There will also be a Winter Centenary Round, scheduled for Saturday 2 May in another effort to recognise the milestone. Other major celebrations will include the AGSV Athletics Championships and the Centenary Dinner.
T he Associated Grammar Schools ofestablished Victoria was in 1920
Spectemur | Term 1 - 2020
COMMUNITY CONNECTIONS Courage to Care During Term 1 our Year 8 students were privileged to hear first-hand accounts from Holocaust survivors from ‘Courage to Care’. The stories illustrated how their survival was only possible through the courageous acts of strangers throughout the period of WWII. The volunteers had great things to say about our students, for the mature and thoughtful manner that
Youth in Philanthropy The Youth in Philanthropy program was established by the Lord Mayor’s Charitable Foundation in 2002 to help young people learn about philanthropy and community leadership. The aim of the program is to inspire young people to use their enthusiasm, creativity and energy to begin a life-long commitment to giving through activities that have a positive impact on the communities they live in. The Foundation appoints experienced mentors who will guide some of our Year 10 students through the grantmaking process including assessments of funding applications, interviewing potential grant recipients and making funding recommendations. Students attended the Youth Grant Makers Forum at the State Library on Tuesday 10 March where they were given a detailed overview of the program and introduced to their mentors and
they conducted themselves during the workshops. This is now the third year that the organisation has visited CGS, which serves the secondary purpose of consolidating student’s foundational knowledge for the study of John Boyne’s novel The Boy in the Striped Pyjamas.
key Foundation staff. Each school is allocated $10,000 from the Foundation to distribute among three charities, however some fundraising is expected to boost this figure to closer to $13,000. The students, accompanied by their mentor, Mr Paul Wheelton (1973) and teacher Mr Andrew Warne, will visit their chosen charities to see them in operation.
Casual Clothes Day On Friday 20 March, students had the option to wear plain clothes and make a donation to a good cause. A fundraiser was organised by the School Prefects, with all donations going to support Bushfire Relief. Well done to all who participated in what was a successful day of fundraising, raising close to $4000.
And There Was Light If you are heading through the Sports Centre, take a moment to view the huge painting Et Erat Lux: And there was light hung near the sitting space, outside the Chapel. The school commissioned the work by highly respected Australian artist, Julie Davidson. Our painting is a still life featuring the ceramic work of one of our past students, Jack Balfour (2014), and another well known and very experienced ceramicist, who influenced the work of Jack, Arnaud Barraud. In that sense, the painting shows the work of the master and the apprentice. The painting features persimmons and fig, both often used to symbolise wisdom and knowledge. The simple setting of the painting features a shaft of light falling across the scene and this resonates with our School’s desire to cast light into the lives of our students and our mission to encourage them to do the same for those they meet in their lives.
Spectemur | Term 1 - 2020
WA Network Function
CBD Networking Breakfast
THURSDAY 26 SEPTEMBER 2019, PETITION BEER CORNER, PERTH
TUESDAY 15 OCTOBER 2019, RACV CLUB MELBOURNE
OCGA Lawn Bowls
60 Year Luncheon (pre 1959)
40 Year Reunion (1979)
SUNDAY 20 OCTOBER 2019, MCC BOWLS CLUB, HAWTHORN
WEDNESDAY 20 NOVEMBER 2019, CAMBERWELL ROOM
Â FRIDAY 22 NOVEMBER 2019, CAMBERWELL ROOM
Spectemur | Term 1 - 2020
Junior School Welcome Drinks
THURSDAY 30 JANUARY 2020, CAMBERWELL ROOM
Middle School Welcome Drinks
FRIDAY 31 JANUARY 2020, CAMBERWELL ROOM
Senior School Welcome Drinks
FRIDAY 7 FEBRUARY 2020, CAMBERWELL ROOM
OCGA Annual General Meeting
TUESDAY 3 MARCH 2020, CAMBERWELL ROOM
Year 10 Careers Night
THURSDAY 12 MARCH 2020, WHEELTON CENTRE
ARCHITECTURE David Wagner
Architecture, WARC Studio
BUSINESS David Weickhardt
General Manager â&#x20AC;&#x201C; Product
Advertising and Digital Marketing
ENGINEERING/SCIENCE Edward Smith
Senior Development Manager
Software Engineering Student
Medical Oncologist/General Physician
Managing Director, Revium
Windows Technical Team Leader
Patrick Campbell-Dunn 2003
ENTREPRENEURS Gregor Sandie
Jonathon Henshaw 2013
Digital Marketing Specialist
Senior IT Security Advisor
LAW Stephen Parmenter
Federal Policeman Spectemur | Term 1 - 2020
OCGA Golf Challenge
FRIDAY 28 FEBRUARY 2020, KEW GOLF CLUB
NEAREST THE PIN (HOLE 4) Ross Napoli (Guest)
LONGEST DRIVE (MEN) Jake Smith (Gippsland Solar)
NEAREST THE PIN (HOLE 11) Tim Heavyside (Fletchers)
STRAIGHTEST DRIVE Shane Clayton (Gippsland Solar)
LONGEST DRIVE (LADIES) Sally McLean and Michelle Cole (Accru Melbourne)
AMBROSE WINNERS Andrew Parker (2012), Ben Ebbage (2012), Anthony Jude (Past Parent) and Tom Frame (Guest)
NEWS OF OLD BOYS
Charlie Halliday, son of David Halliday (1999), with his CGS teddy.
Congratulations to Howard O’Brien (2013) on his wedding to bride Yasmin Seeley at St Peter’s Anglican Church, Glenelg, SA, on 14 December 2019.
Ben Crane (2013) caught up with Hamish Green (1979) at Gilweroo Scout Camp, an annual Scouts Victoria activity attended by over 2,000 scouts, including many current CGS students. Ben is a former CGS Army Cadet Sergeant and has maintained his interest in the outdoors and leading others as a Scout Leader at the 2nd Prahran Scout Group. He has recently completed a double degree in Business Information Systems and Commerce at Monash University.
Congratulations to Ayce Taylor (2018) for being drafted to the Adelaide Crows Football Club.
Andy Lee (1999) won a 2019 YABBA Award for Picture Storybooks for Seriously, Do Not Open This Book!. This is Andy’s third award with a 2018 YABBA Award for Picture Storybooks Do Not Open This Book Again! and 2017 YABBA Award for Picture Storybooks Do Not Open This Book. All three books were published by Michael Horgan (1999) of Lake Press.
Spectemur | Term 1 - 2020
As a result, our group was formed around 2010 and we loosely appointed a President, Warren Sanft. We now have around 20 members and meet every 3 months at the Palace Hotel in Camberwell, meetings being at 6pm on the first Friday of March, June, September and December.
1973 CGS Cohort Camberwell Grammar School has organised gatherings every five years since our 20 Year Reunion in 1993 which have been well attended and usually included Warren Sanft, Andrew Wilson and myself (Peter Buchanan) amongst others. In 2009 Warren had just returned from living in Mansfield when he and Andrew were having a beer at the Palace Hotel in Camberwell and I had a chance meeting with them. We decided to meet again at some point down the track and invited others including Michael Sigalas, Paul Wheelton, Greg McCormack and Michael Buscumbe. The group was formed and quickly grew with the reunions at the School being the foundation. However, there was some thought that these CGS reunions don’t come around often enough.
More often than not these nights tend to end at a local pizza restaurant. Also in recent years we have organised a sit-down Christmas lunch and were privileged to have the Headmaster, Dr Paul Hicks, and Director of Development, Ryan Whitehead, join us in 2019. Whether it be at our Christmas lunch or quarterly meetings, we enjoy catching up, renewing friendships and reliving some great memories at Camberwell Grammar School. Unfortunately a couple of our members have passed away in recent years … great mates Michael Sigalas and Peter Rawling, who were regular attendees at the meetings. We would warmly welcome new faces at our meetings, and not only from the 1973 cohort. Peter Buchanan President – 1973 OCGs
Top Arts 2020 Two of our young past students David Bennie and Corey Lyu (2019) were selected for the very prestigious exhibition, Top Arts 2020. Corey incredibly has two works in the exhibition which is an extraordinary achievement.
OLD BOY PROFILE Donald Swanton (1948) An Australian Motor Racing Pioneer
Courage to follow what makes you happy
The family lived in Highton Grove adjoining the school. Don spent twelve years at the school and has very fond memories of his time there. Don was a keen sportsman, involved in football, cricket, and athletics, where his specialty was the one-mile run. The family business was shipping agents, and they had no particular interest or involvement in motor sport at this time. Don bought his first car in 1949 – a big Amilcar roadster with a dicky seat in the rear. He said this car spent more time off the road than on, but it was to teach young Don a lot about mechanical intricacies. In 1950 Don traded the Amilcar for an Austin 7 and proceeded to have some fun. The Austin was sold a year or so later and replaced with a Singer 9. A series of Singer 9s followed, being slightly modified for motorsport events – mudguards removed and replaced with lightweight cycle type guards, special camshafts etc – the racing bug was starting to bite. Don started competing at various local events, including Templestowe, and Rob Roy hill climbs. In 1954 Don sold the Singer and purchased a Cooper 500; this was a real racing car, factory built from England which Don developed and improved through various engines. With the Cooper, Don competed throughout Victoria at circuit races – Fisherman’s Bend, Altona, and local hill climbs, also travelling to Port Wakefield in South Australia. In 1955 Don decided to further his motor racing career by moving to England, with the promise of more intense competition and the lure of adventure. Can you imagine, the enormity of this undertaking for a young man of 25 years of age to pack all your belongings and travel to the other side of the world by yourself to live and work and pursue a by no means easy dream? Don sold his Cooper racing car to finance the trip. He departed on the S.S Strathnaver and about two months later arrived in the UK. His intention was to race as much as possible, as long as finances permitted.
The Lotus at Goodwood 1958
Don then proceeded to set class records at Templestowe and Rob Roy hill climbs. Don at home November 2019
He immediately purchased a Lotus 7 sports car on arrival, and soon after found a job in Birmingham as a serviceman with S.U Carburettors. He raced at Sliverstone, Brands Hatch, Oulton Park, and other local tracks throughout Britain. About a year later, Don sold the Lotus 7 to purchase an Elva sports car. He made many mechanical changes to this car to improve its performance as he progressed. Both these English race cars were road registered and Don was able to drive to meetings avoiding the need for a trailer and crew. At these various race meetings, Don often crossed paths with a young Jack Brabham (also following his racing dreams in England), and the two became good friends. Later Don changed jobs to work for Joseph Lucas in their service division. Shortly before deciding to return to Australia in 1958, Don sold the Elva and replaced it with a Lotus 11 – a very popular racing car in the UK at the time. This new car had quite a history, being an ex-team Lotus car, and would prove very competitive back in Australia. The new car required transporting, so a truck was purchased for this purpose.
In NSW, Don won the South Pacific Sports Car Championship at the Gnoo Blass circuit in Orange, beating a D-type Jaguar into second place, and further back a swathe of Aston Martins and Austin Healeys. Later, he shipped the Lotus to Hobart Tasmania for the Australian Sports Car hill climb championships held in Hobarts Domain, and won. Don competed several times at Bathurst, Orange and Albert Park Circuits, but he said Bathurst was the pinnacle! He held records at many tracks before selling the Lotus and retiring from motorsport in the mid-1960s. Don worked for Mercedes Benz Australia before moving to a horse agistment property in Keysborough, Victoria. Later, Don moved to Mornington for a quieter life. Now at 89 years of age Don lives by himself in self-contained accommodation in the Eastern Suburbs, and still drives himself. He is typical of his age, an absolute gentleman, a man of few words and is fiercely independent. Quite a life, you’d have to say. Chris Charge (1965)
Don raced the Lotus at Goodwood before packing it up for the journey home. Don worked his way home on a ship via Quebec, Canada. He enthusiastically raced the Lotus at home, first at Fisherman’s Bend, then at Bathurst NSW. At Bathurst, Don had a rare accident, hitting the wall when his fire extinguisher came adrift and lodged in the foot pedals.
Spectemur | Term 1 - 2020
OBITUARIES It is with great sadness that we record the passing of the following members of the Camberwell Grammar School community since the last issue of Spectemur. REX KINGHAM (1959)
MARGARET LEONARD [KERSHAW]
22 December 1942 – 31 January 2020
As Margaret Kershaw, this highly respected Englishwoman joined the staff of Camberwell Grammar School in 1957, teaching English and French in the Middle School and was Form Mistress of 7L for 35 years. As such, Margaret was the most demanding and exacting of teachers, establishing those traditional standards of punctuality, neatness in personal identity and one’s work, as well as courtesy and manners – habits which have well served her students throughout their lives.
JOHN SCHAUB (1972) 27 July 1954 – 4 October 2019 GRAEME PATERSON (1958) 1 January 1954 – 30 January 2020 Father to Andrew (1986) and Robert (1988) JUSTIN CROME (1997) 24 April 1980 – 13 February 2020 Brother to Adrian (1993) JOHN ‘HARVEY’ DARLING (1945) 13 April 1927 – 27 February 2020 Father to Richard (1978), William (1980) and Alexander (1981) MICHAEL RICHARD GERNER 26 May 1941 – 05 October 2019 Michael died peacefully after a full and terrific life. He will be missed by his much‑loved and loving family. NICHOLAS TAPLIN (1995) 3 March 1977 – 8 March 2020
However, if her demeanour was traditional, Margaret’s teaching was inventive: boys were writing poetry and short stories, reading contemporary fiction and delighting in their recitations of Roald Dahl’s Revolting Rhymes, arising from her classes in Speech and Drama (a designated part of the curriculum at the time). Margaret will be well remembered for producing the Balloon Debates which featured on Open Day for many years. Indeed, students who needed to be ridded of their Aussie twang in several School plays took advantage of her skill with voice production and public speaking.
In 1960, Margaret appeared as Lady Percy in Max Howell’s production of Henry lV Pt 1, and later, with her husband John, Mr and Mrs Leonard were an unforgettable Mr. and Mrs. Sowerberry in the School production of Oliver. For many years Margaret was a rare female presence in what was then titled the Masters’ Common Room, yet all revealed her graciousness in manner, impeccable teaching practice and concern for her students. Whilst paving the way for the many female teachers to be employed by the School, Margaret provided a model for all staff, irrespective of gender. Colin Black wrote glowingly of her in his 1991 Annual Report printed in The Grammarian: “Mrs. Leonard is a schoolmistress who blends a warmth of manner with a strong commitment to eliciting the very best from her pupils. Her departure after so long will be difficult to accept, but we wish her well for the future.” John Allen Staff
DR IAN JAMES HOPKINS OAM, MD, FRACP 1 January 1946 – 10 November 2019 Ian was a student at Camberwell Grammar School from 1946 – 1951 and was fully involved academically and in the sporting life of the school. He was a member of the senior football team, represented the school in the combined swimming competitions and also represented the school in the Victorian state gymnastics championships. In Ian’s final year at school he gained top honours in Chemistry and Physics and gained a Commonwealth Scholarship which enabled him to go on to Melbourne University to undertake a degree in medicine. He graduated in 1957 and was awarded a medal for surgery and a special medicine award at St Vincent Hospital. In 1962 he was awarded the Syme Medal for the top student in the doctorate of medicine course. Ian then did post graduate training in Paediatrics and Neurology overseas and on returning to Australia he became Australia’s first time specialist Paediatric Neurologist. From 1967 to 2001 he established and maintained a high level of clinical and investigation services and undertook administrative roles including Director of Neurology at the Royal Children’s Hospital. Through his teaching of medical students, paediatricians and child neurologists he established a benchmark for the clinical care of children in this state and beyond.
Ian wrote and co-wrote more than 50 medical papers on topics related to child neurology. In addition to his position at the Children’s Hospital he was Associate Professor of Paediatric Neurology at the University of Melbourne and Foundation Executive Member of the International Child Neurology Association. Throughout his career he demonstrated a gentle compassionate approach to children and their families. At all times he was supported by his loving wife Barbara and their five children. John Tribe (1951) PROFESSOR JOHN TONKIN (1956) 10 October 1939 – 16 August 2019 John attended Camberwell Grammar School from 1948 to 1956 and was Head Prefect, Captain of Derham House and Captain of Football in 1956. He also represented the School in Cricket and Athletics and was an Under Officer in the School Cadets. He went on to Melbourne University where he completed a Bachelor of Arts and then to the Melbourne College of Divinity where he completed a Bachelor of Divinity with the intention of taking up a career as a minister in the Church. Then followed a period living in America where he completed his PhD at Drew University, his dissertation being published as a book entitled The Church and the Secular Order in Reformation Thought. During
this time abroad he came to a decision to change his career direction in favour of an academic career in European history, with a particular interest in the Reformation. On return to Australia he took up a position in the Department of History at the University of Western Australia and went on to serve as Dean of Arts and later as Professor of History. His major work was his book The Reformation in Historical Thought co-authored with English Reformation historian A G Dickens. He was also the author of many academic papers, and a translator of French historical works into English including the book The Trial of Luther by French academic Fr. Daniel Oliver. He was elected a Fellow of the Royal Historical Society in recognition of his scholarly work. John had a particular interest in the St George’s Cathedral community in Perth and wrote the comprehensive book Cathedral and Community: A History of St George’s Cathedral. He also compiled and edited the book of essays Religion and Society in Western Australia. He was awarded the honorary position of Emeritus Professor on his retirement from the University and remained academically active until he was overtaken by debilitating illness. John is remembered also as a gentle man who enjoyed the company of friends, a good joke and a glass of red, and is greatly missed by his family and friends. Doug Tonkin (1953)
Spectemur | Term 1 - 2020