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PEGASUS 1979 The Geelong College Record EDITOR: Robert K. Doyle

COVER DESIGN: Jenny Gustke

PHOTOGRAPHY: Barrie Burton Robert Doyle Tom Fielding Raymond Lancaster Peter McDonald Stefan Ziemer

PREPARATORY SCHOOL CO-ORDINATION: Margaret Hoult Amanda Swaney

EDITORIAL COLLEGE AND COMMUNITY PREFECTS' REPORT HOUSE REVIEW BOARDING RESIDENCE: KEVIN HART THE AMERICAN CONNECTION COLLEGE LIFE VALEDICTION PREPARATORY SCHOOL YEAR OF THE CHILD-PREP STYLE SPORT M.A.D. CHILDREN CAMPBELLHOUSE SPORT CRICKET ROWING TENNIS SWIMMING NETBALL FOOTBALL ATHLETICS BASEBALL CROSS-COUNTRY RUNNING HOCKEY SCHOOL COLOURS

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Literary, Educational Artistic Magazine VOLLXXII

LITERATURE SHORT STORY POETRY EDUCATION SCHOOLS, MORAL RECIPROCITY, AND DEMOCRACY ARTISTIC REVIEW HSC ART PERFORMING ARTS

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EDITORIAL contribution to the form reflected by Pegasus cannot be measured by a count of the number of times one's name appears in sporting, literary, dramatic, or any other section. Any contribution to the 1979 Pegasus aimed to be a part of a jigsaw, not a report of discrete, splintered interests. 1979 was, like every other year, a year of change. Our population is always in a state of flux. Professor John Watson leaves us. Cliff Barley leaves also. Mike Riordan left us laughing. The Kornellys, masterassimilators, return to the States. And every year, students "who could never be replaced" leave us, and are replaced. The College continues, cognizant of each contribution to its sequent, democratic identity. One role of Pegasus is the formal recognition of these contributions. Last year's editorial pointed out that "although we have certainly failed to put The Geelong College into black and white, we have tried." I disagree with the use of the work "failed". We see, not "darkly", but "through a glass, partly". This Pegasus attempts to re-define those parts through which we perceive the whole. Readers must define for themselves the form of that reflected whole. Robert Doyle

Everyone connected with the College community seems to cherish opinions about the function, format, philosophy, role and appeal of Pegasus. These opinions, although sometimes "different", are more likely to be "radically opposed". The guiding criterion I have attempted to follow is the immediate audience of Pegasus. All reports have been written by students, for all students involved in that activity, and for the wider school community. By implication, the emphasis of each report is general, not specific; communal, not individualistic. Some traditional aspects of Pegasus have been omitted, not arbitrarily, but because they are more properly the domain of other publications - Ad Astra, Newsletters, or Archival - and these publications must absorb Pegasus' function as the place to record individual performances, achievements or awards; areas of specific interest or importance. These facets were omitted because of the divisive effect their individual emphasis has upon any attempt to reflect an overall impression of the College. An accurate reflection is general and the Gestalt cliche to which we pay lipservice cannot be found in a Geelong College record of indulgent reminiscence, or transitory and parochial "glory". One's

COLLEGE AND COMMUNITY PREFECTS' REPORT With a seemingly immiscible collection of prefects, we were faced with the prospect of forming a co-ordinated co-operative unit; not for the enforcement of law as Tim Blair will testify, but to act as a source of communication between the students and the school officials, and to hopefully help the students of the school. While in some cases not really setting a great example as far as dress is concerned, (I wonder who?), I think in the more important aspects of school life, the prefects could be proud of their achievements. Constantly emphasizing the "have a go" philosophy, whatever the activity, a prefect would be involved: Wick, Jenny and Sue in their drama productions and in the bush band, Peter McDonald with his photography and his debating, Gary in all musical activities; not to mention the host of sportsmen, including Scotty MacLeod with his hockey, John Nagle, Tony LeDeux, Tony Spittle, Peter Hill, Chris Thorns, Robert Leach, Andrew Komp, all being members of at least one A.P.S. first side, and in most cases two. Robert Leach was also Captain of the Victorian U17 Rugby side. Special mention must go to Tony Le Deux, for whom school posed such an attraction, with its various activities he was rarely home before 6 p.m. each day. If that's not being part of the school, what is? To specifically depict the prefects' role in the school is impossible, as it covers such a wide area. Some of us had a trip to the Prep. School, and were very interested to hear the ideas they expressed about prefects. I hope the role of the prefect and the students who fill that role in the future, are adaptable enough to change with the progressive nature of the school. Another memorable occasion was "the assembly", where we could break through the barrier of tradition and conformity, to show our own ideas about an aspect of the school life we believed needed changing. This proved to ourselves that we had succeeded in creating a unified group, and although we had a few 'organic' versus 'inorganic' clashes, we all benefitted greatly from the experience. My thanks go to all the Prefects and to Peter and Jenny especially, for helping me to endure the 'traumatic' Tuesday luncheons with the Head, and to the Housemasters and the Staff for accepting us for what we were. To finish on a familiar note, "STAND". Geoff Allen

Andrew Komp Lyndsay McKendrick Peter Hill Rob Leach Peter McDonald Chris Thorns Barbara Fyffe Mary-Margaret Tinney GaryEkkel John Nagle Tony Le Deux Tony Spittle Sue Barrett

Iain MacLeod

Geoff Allen Jenny Logan

MOSSGIEL The beginning of a year always brings a challenge to all people involved within a boarding house, and this year has been no exception. It is especially hard for new students, who find the rules and regulations of the boarding house different from those of home. But, as usual, with the help of the staff - Mr. Olsen, Mr. Seeckts, Mrs. Wildberger and the introduction of Miss Slocombe, Mr. McLaren, and Mr. Jacobs, everything has run smoothly. We all like to think of Mossgiel (Mossy to its inhabitants) as a great big family with people from completely different lifestyles, from Toorak to the outback, mixing and "mucking around." All of us, at some time, are smiled at, scouted at, and laughed at by the students and teachers around us, which helps make Mossy what it is. Some things we try not to remember, such as broken windows, gardening and the testing of our nerves when trying to study, or sleep. But we can remember with a smile the entertainment of watching films on Saturday nights, usually followed by the gorging of pizzas; not to mention the illegal waterfights, Sunday afternoons in hot weather. But don't get the impression it's all play and no work. Across the road here, we help one another whether it be school work, sport, or relaxation.

BOARDING

Nicole Mockridge.

MACKIE Once again sixth formers were in Mackie this year. Those who still had their pride remained, while some sold themselves and crossed the road to join the enemy. A defection trial was never held. A modest celebration was held to farewell the Mackie sixth formers this year and wish them all luck in their exams and a good time was had by all. Ross Hazeldine and Hugh Leong provided us with some music and then there were the normal speeches and prizes for various deeds. The 'surprise' prize was an honorary Mackie membership presented by Mr. McLeod to Tim Roberts for obvious reasons. As always, the Mackie men were strongly involved in sport, both playing and spectating. One of the best displays was put on by David Pearson, third form, who not only won the under 15 tennis championship but was runner-up in the open division. Nick Allen and Richard Dennis both gave their best for the cross-country and obtained seconds in their respective age divisions. Our thanks must be extended to Mrs. Oswald without whom we would be like actors lacking a production crew. Mrs. Oswald makes the year a success time after time. Of course the ushers (or masters) are an integral part of the whole performance. This year one of our longest serving ushers is leaving for Broadway. Mr. Barnett, who has been associated with the College both as a student and a master for over a decade has taken the great step and is building a house in Ocean Grove where he will live. Overall the year was as harmonious as any previous years and boarding, through lower numbers, is not lowering its spirit. Stefan Ziemer

RESIDENCE: KEVIN HART

Kevin Hart, a resident in 1979 [others were Chris Constable (Art)and Monte Miller (Drama) ] has contributed three poems to Pegasus: all are from his forthcoming book "The Lines of the Hand". POZIERES The moon shines over the field, it looks at itself from the bottom of the Somme: it enters the houses of Pozieres and spills across the tables, white as salt. Over the church with its burning candles, over the white-haired man still drinking the moon looks down. This face is pure white, this face remembers nothing. And the people sleep and the moon enters their dreams : a clock that says it is all over now, a plate that says eat all you wish. And at the bottom of the old man's glass the moon sparkles like a coin, but his face remains dark like the other face of the moon.

THE EVENING OF THE FIESTA A clear, calm midnight without wind and on all the sloping roofs and in all the gardens there sits the moon that shines over the distant mountains. My love, the streets are quiet now, and through the balcony windows I see the evening lamps still burning. You are asleep, your tiredness led you to the quiet rooms, and nothing concerns you now, now you cannot tell what great pain sits on my heart. You are asleep. I stand outside, and see the stars that seem to watch over us all, the same stars that govern my useless life. You told me not to hope for you, to wipe away my tears, to live for something else. This day was meant for pleasure but now you rest from wine and song, and perhaps dream of those you pleased today, of those who so pleased you. I know that as you turn in sleep you do not dream of me, and yet I stand here, cold, beneath the stars, weighing up my handful of years and along the road I hear the fading sound of someone returning home still singing of this day. I cannot but think of how all things must pass and leave no trace. See, the holiday is over and ordinary work will soon return each week in turn until we are no more. Think of the Romans swinging their swords in sunlit arcs, their galleys thrusting to strange lands all things must pass, all worlds end with this final silence. I remember myself so long ago, a child longing for a holiday and when it was done I would lay upon my bed, and hear the final strains of a song dissolving in the cool night air until it was no more, and feel the pain that I feel now. GIACOMO LEOPARDI (Italian; 1798-1837)

THE DAY-SHIFT: FORD WORKS, LONDON At evening women in scarves return to council houses with packages smelling of vinegar while their slim daughters fiddle with their hair in shopwindows that have become mirrors as the streetlights come on about the Works, the grey factual buildings beyond all change where, as the sky now deepens, after all these years, with the smell of grease I return and see the day-shift disperse across the yard, their hot breath clouding, and the boys forget their ball and follow within their fathers' shadows.

DEBATING What is it that brought hoards to the drama room during lunchtimes in Term II, that caused frenzied madness in twelve students regularly each week, and brought certain un-named staff members to near "breaking point"? That slightly mad, considerably popular, and entirely successful lunchtime pastime is debating. With audiences to rival many a sporting fixture, and debates from all houses following accepted debating traditions and rules, inter-house debating in 1979 has proved to be a unique opportunity for the whole school community to participate either as debaters, officials or as allimportant spectators. At the conclusion of the debating calendar, the inter-staff debate between the Mathematics and English faculties, was a "different" experience of debating for us all. One notable Mathematics Faculty Head was heard to bubble forth on the ultimate superiority of Mathematics for at least twice his allocated time - perhaps some English staff members did wish he was "out of sight, out of mind", but they still weren't brave enough to accuse him of being "an invisible lunatic"! An activity such as debating does not become such an integral and important part of school life without some prompting, and thanks must be extended to Miss Barkley, for her tireless organization and enthusiasm, to adjudicators, chairmen, timekeepers, debaters and audiences. Congratulations to Morrison house for winning the competition, and to all houses for contributing as many different debaters as possible. Peter McDonald

"PIMPLES", "FAT", OR "THE OLDIES" Which category did you fall into? These were the major categories in the 1979 J.J.J, food survey. Take a look around you. What do you see? Nothing but pimply faces, chunks of fat, and the constant echo "can I lend 20c Marg?". This dilemma formed the origins of our food survey. Its format took on the characteristics of what B.R.O. would see as an Australian election. First, let us refresh your memory about the five categories of response with examples: 1. Good Nutrition - where else can one look but to our own Home Economics department - headed by J.J.J. Now she is an example of a nutritionally-conscious person! 2. Cost - who are the scavengers in our society? Yes, you guessed it, those wonderful people who comprise the boarding house staff! Ask Bozo, Ollie, the Bag, or Jules about the last time they delved into their own pockets and paid for a meal! 3. Figure Consciousness - of course, all of you will have several names in mind, but the one person who comes most readily to our mind is the tall, slender J.C.J. 4. Liking of Food - Mr. Gibson's obvious dramatic enthusiasm for food tends to concern his stomach. He is a fine example for those striving to acquire his physique. 5. Parental Influence - years of Vegemite sandwiches make students the ideal examples for this category. Now with these five options in mind, we gave you the democratic privilege of ranking your preferences from one to five. Perhaps one of the most surprising revelations that came of this survey is that a high percentage of students were unaware or unsure of their sex, and in an effort to assuage their embarrassment, had to revert to cryptic comments in answer to this demographical detail. The results indicated that Mr. Gibson's example shines through because "liking of food" was the dominant influence over food choice. The growing awareness of good nutrition ( f a d s on yoghurt and supernaturals) refute the idea that Home Eco. is a subject in which to relax and bake cakes. Rather, its influence is demonstrated by our survey, which found good nutrition the second major reason for choosing food. Well, Mr. Jacobs, that tall, slender handsome body of yours has inspired a high porportion of figure conscious girls, who are desperately trying to obtain that concave stomach. This "obsession with the figure" rated third place in our list of five. See for yourself. Here is a clear and precise summary of our food survey. 1. Liking Food 55% 2. Good Nutrition 20% 3. Figure Consciousness 11% 4. Cost 9% 5. Parental Influence 5% Carolyn Kent-Hughes, Lindy Mulligan

HOUSE OF GUILDS The H.O.G. has been used very successfully by all members of the School this year, especially the third form students during weekday afternoons. Due to this, more people have become aware of the various facilities available to the student. The acquisition of new equipment has enabled work of a higher standard to be made. Areas of work have included woodwork, leather work, metal work, photography and pottery. Further, the building of the Creative Arts Centre should encourage more people, within and outside the school, to indulge in the wide range of activities. The H.O.G. could not have been such a success this year without the assistance of the H.O.G. Council who have worked extremely well under the guidance of Mr. Elliott, Mr. Wells, Mr. Lancaster, Mr. Cummins, Mr. Egan and Mr. Owens. I would like to thank these people for making this year such an enjoyable and profitable one. Tony Jackson

HOUSE OF GUILDS COUNCIL Back Row: J.A. Roberts, J.C. Parker, W.R. Stephinson, A.E. McKellar, M.L.T. Downie. Front Row: A.J. Jackson, Mr. F.W. Elliott [Warden], R.K. Coles.

LIBRARY COMMITTEE Back Row: P.A. Dadds, J. Spao, J. McC. Neely, P.C. McDonald, R.K. Coles, J.E. Nelson. Front Row: Mrs. J. Macmillan, D.M. George [President], Mrs. P.M. Wood, V.J. Webb [Secretary], Mrs. J. Gibson. LIBRARY COUNCIL With the help of the 5th form Library Committee and the inspiring guidance provided by Mrs. Wood and the Library Staff, the Council has had an extremely successful year. During the year we staged four booksales and had a fantastic shopping spree in Melbourne buying fictional and educational literature for the Library. We provided activities including a band and music for the warmer weather and T.V. programmes for the winter months in an

attempt to provide alternative occupation for the hoardes who flock to the library to shelter from the elements. Amongst our other activities we hosted, in the library, two speakers: Desmond O'Grady - foreign correspondent and Les Murray - poet. A highlight of third term was an evening which was attended by representatives from Oberon High School, Morongo, and Geelong Grammar School. The speaker was Mr. Cliff Barley who talked on the Incas of South America. 9

The most memorable event was the saddest. We said good-by to Russell Creagh who joined the Navy and marked the event by dining at Le Parisien. We are looking forward to our proposed 'end of year' at Mrs. Wood's which will end our year on a happy note. A final thank you must be extended to Miss Barnfather, for her tireless, and much-appreciated Mondays! Dianne George

THE AMERICAN CONNECTION Don Kornelly Mike Riordan left us at the end of Term I to return to the United States. His parting words to the staff fill that gaping chasm in literature: the definitive H.S.C. essay. "There is virtually no difference between the United States and Australia/' Discuss with reference to at least two of the following books: The Grapes of Wrath I agree with the above statement for a variety of many various reasons, however, it all depends on the individual, and your definition of two key words in the quote "virtually" and "between". For example, take the term "virtually", for instance. Who's to say which country has more virtues for, after all, when it comes right down to it, everything's relative. Moreover, however, inasmuch as both countries are great land masses - and have been for many years - who can really say there is much difference between them? Why, it's ridiculous. The Joad family in the book The Grapes of Wrath by John Steinbeck, first published in 1938, illustrates this point very well. When the Joad family set out for California in search of milk and in search of honey, there was dust everywhere. There was dust in the air and dust in the houses, there was dust on the crops. By this Steinbeck was trying to show that the whole world was one thing dust. It's like that old motto - "Ashes to Ashes, dust to dust and never the twain shall meet". This gets back to the topic in question and the phrase, "between the United States and Australia". Would there really have been much difference to the meaning of the book if the Joad family was Australian? I think not. On the surface, maybe. Imagine, if they drove down highway or route 66 on the wrong side of the road: a head-on collision could of changed the entire meaning of the book.. Steinbeck wrote the book, after all, on three distinct levels: a shallow level, a deep level, and a very deep level. It is necessary to submerge yourself all the way down into the murky and turbulent waters of a novel to really reap a bumper-crop-type harvest. For example, when Rose of Sharon breastfed the starving old man at the end of the novel. On the surface, this appears to be just a pathetically disgusting picture of a girl with questionable morals. But if you look very, very close into that last scene, you will see that Rose smiled mysteriously. "And she smiled mysteriously" unquote. And there, of course, is the key to understanding the entire book. All of us know the meaning of a mysterious smile - especially from women who breast-feed pathetically disgusting old men. Need I say more? Which brings us relevantly back to the topic in question: the relationship between the United States and Australia. A personal and, let me remind you, relevant illustration might be appropriate. When my wife and I left Chicago about 4V2 years ago, there was dust everywhere - there was dust in our air, there was dust in our house, there was dust

on our crops. Our whole world was one thing - dust - so we packed our things and loaded them into an old makeshift wreck of a Boeing 747 Jumbo Jet and set out for the land of Milk and Honey - Australia. What did we find? Lots of delicious and nourishing milk, but no honey. Instead of honey, you guessed it; Vegemite, pathetically disgusting to the American palate. And, in conclusion, now you can see clearly that there is virtually no difference between the two countries, the United States and Australia, except for what is spread on bread. It's simply a matter of taste - but the milk is just the same. Also John Steinbeck lived among people like the Joads, as he was also an itinerary farm worker in California before the movie was made with Henry Fonda in it. I liked the book very much, because it was interesting, and it was a very good question to ask about it. Signed 338386448 Mike Riordan

About a month before we moved here, we received a pamphlet on the Geelong College. From the pamphlet I got the impression that the College was a strict, no nonsense "yes sir", "no ma'am" school. Since then, I have changed my opinion a bit. I now see the College as a school where you work hard, but you also play hard. It is school where sport is loved, and H.S.C. dreaded, a place where teachers take the time to get to know their students, to be friends as well as instructors. It is also a place where everyone does their best to make you feel welcome. The only things that are really "different" for me at College is the size of the school (tiny), the huge emphasis on exams, the uniforms, and that Geelong College is in Australia, not America! Kathy Taylor 10

What would it be like to live on the other side of the world for a year, going where every name, face, street and place is completely new? The prospects are fraught with ambivalent emotions, and more than one International Teaching Fellow has seriously reconsidered the prospect of moving his family to an unfamiliar lifestyle 12,000 miles from home. But this country - like our own - has had a history of being a nation of immigrants making newcomers welcome, for the most part, not out of a sense of duty, but as a natural extension of its heritage. Another American visiting here almost a hundred years ago, Mark Twain, recorded many remarkable sights during his stay. Yet, despite all the places he saw and activities he participated in, it was "the lavishly hospitable people" that really made his stay memorable. Twain never got to climb Ayers Rock or Mt. Kosciuosko, or walk on the Great Barrier Reef or the Grampians, or poke around the gaols in Port Arthur or Melbourne, or sit in the great concert halls of Sydney or Adelaide, or sip wine in the Barossa Valley or Rutherglen region, or visit Canberra or Perth. He never even got a chance to teach and learn - in the beautiful surroundings of Geelong College. After his stay Twain wrote, "the treatment we experienced by these generous hearted people would help me more than anything else to recollect with pleasure my stay in Australia." Our family was lucky enough to experience those places that Twain missed. But, it is still the generous hearted people - the students and staff of the College - that have made our stay so memorable. Don Kornelly

Kathy Taylor

VALEDICTION

TOAST TO LEAVERS Mr. Chairman, Mr. Gebhardt, staff, parents and fellow students for another month or so. As a fifth former, I'm here representing the College students in toasting the sixth formers of 1979. For you leavers, I'm not sure what your reaction to this past week, your last school days, has been. Maybe joy, sorrow, relief, pleasure, regret, or it maybe all of these combined, because this last week is not just the end of school for this year, but the end of thirteen years of school life. It probably started the Christmas before you were in prep, when I think just about every 5-year old gets given - a school bag, a lunch box and a plastic drink container. Then after endless lunch practices, so that you learn to eat your sandwiches before your cake - the big day comes! All the fear and joy imaginable is installed in those little bodies, wearing the great big pants that mother assures you you'll grow into. Some of you probably brought your teddy bears perhaps for security - but of course you don't tell anyone that. You brought your teddy bear because you wanted to show the teacher. No doubt there were some of you who screamed and clung to mummy's hand, then, when mummy left, you held your own hand and screamed. And now, at the other end of the scale, with teddy bears long since discarded, it's finishing for you after thirteen years. As The Geelong College sixth form of 1979 you have created a tough act to follow. Not only have you accepted and taken the challenge of H.S.C., you have also allowed yourselves to accept and create many other challenges within the School and the community. The individual and team achievements have been outstanding and have certainly made 1979 a happy and successful year for the College. I, like you, have only a vicarious experience of what next year may be like, but on behalf of the rest of the School, I wish you well both for your exams and your future and thank you for what you have done this year. Tonight is our toast to you. Marion Benjamin

For the students here tonight, this is to be have been able to learn through the the last time we will congregate together as experiences of these people, as well as share part of Geelong College. Maybe for a few, some of our experiences with them. It is a this is the realisation of their dreams, when situation of give and take which benefits they can pass through the gates to freedom, both sides, and one which will, hopefully tear off their blazer, and like Laura from continue in the years to come. "The Getting of Wisdom" disappear up College's involvement does not stop at Geelong. Bushwalking, safaries through Noble Street with a kick of the heels. I believe I am safe in saying though, that central Australia, gliding parties to Benalla, most do not feel like this, but instead have form trips and the annual hike, this year mixed emotions over the closure of their through New Zealand are all activities school days. As any sixth form student will offered to students, which allow them to gladly disclose, the pressures of work experience a facet of our country. Whether placed upon you are constant all year, and I it is a hike through the Tasmanian think it is only human to feel relief that very Mountains, or a study of the Horsham community, our eyes are opened to a life shortly these pressures will lift. It is hard to define the other emotion, but different to that of everyday Geelong. sadness seems to describe it best. College A trip last year to Europe, involved fifteen offers so much to those who wish to people from College. I was lucky enough to participate, and for those who do, involve- go on that trip, and for the twelve of the ment within the school and outside follows. fifteen who had never been out of Australia, Through this involvement, it becomes hard our whole outlook on life was broadened by to realise that Geelong College can run just being able to watch and tentatively efficiently without us, and that is can and participate in the different life style of the three countries we visited. will go on to greater things. In the four years I have been at College, I Activities such as these only evolve because have watched the school broaden its involve- of the dedicated staff the College has. I think ment with the outside world. By allowing you can appreciate the headache eleven sporting teams to participate in local students gave to Miss Barkley and Mr. competitions, we have been able to show the Ingham in Italy when both the girls and the community of Geelong, that the College is boys were propositioned by local gigolos. It not situated on top of a hill simply so we can is through the staff that College is able to stare down disapprovingly upon the masses. move out into the community, and I would We have been able to widen our own like to thank them for the time they have experiences as well by associating with the given to all of us during our period at College. different groups. Through the introduction of Fellowships, To everyone here tonight, I wish every College has brought into the school success and happiness in your future life. environment people of vast and varied Jenny Logan talents. Students throughout the school, School Vice-Captain

Judging by the exterior appearance, The Geelong College seems to be mainly grassy ovals and a well blended series of buildings. It's only when you become a part of the school that you come to realize that it really is composed of people: mainly in the form of students. Although they like to think so, the Church doesn't own or run it, neither does the council, although they do help, and the Principal and his band of teachers would not be able to function without us: the most necessary group in the school community. Although this group is composed of individuals, with a wide range of ideas and personalities, (take Stefan for example), they all bond to give something, and this bonding of people leads to the creation of the atmosphere that exists in the school. The feeling of unity at Boat Race, the group mania, is something more than mass hysteria; and to take a theme from the Grapes of Wrath "It's as if everyone was part of one thing". This unity doesn't need the excitement of a boat race to become evident. Just lying on the grass on a warm day, amongst the pleasant surroundings, which are created by the harmonious interaction of the buildings and the grounds, the multitude of different types becomes one. The atmosphere of the College takes the presence and activity of every single person to create. Everyone gives something to the school in the form of work, sporting efforts, creative flairs. The simple fact that you come to school means that you contribute; and that contribution allows you to get something in return. Now we are leaving, the giving, (apart from our last little fling

next week), is over. However, the returns, the memories and friendships which have been built during our time at school, will remain. I was trying for ages to think of something funny that happened to emphasize this point, but although Andy Laidlaw's and Robert Leach's escapades came to mind they weren't really of a suitable nature for this esteemed gathering. However Peter McDonald provided me with the answer on Tuesday night. He was presenting Mr. Gebhardt with a little present from the prefects, which just happened to strongly resemble the shape of a wine flagon. In a fit of gratitude, the Principal, snidely remarked, "It has a shape very similar to yours Peter." However he was quickly put back in his rightful place when the burly prefect quipped back, "Yes, but its contents should suit your mentality." On opening, the package revealed some of the ubiquitous "Peter McDonald Jellybeans" I'd now like to quote a prominant school official on a rather controversial matter. He stated that "organic growth within school is really what makes it go." Without getting into any arguments, I'd have to disagree, for in my terms this is ridiculous. What about sport? However, the real thing the school is driving for is the acquisition of communication between its inhabitants. This communication, and that isn't just drama, allows different ideas to be expressed and to grow, and sometimes, if they aren't too drastic, to be accepted. Another problem facing students is that the blatantly obvious, shields the real message.

As the 1979 school years draws quickly to its conclusion, it is with a feeling of regret that we are about to leave school for ever. Soon we are about to travel from the road of youth and school onto a new road which leads us to the world of adults. Hopefully we all can adapt ourselves to travelling on this new road without any great difficulties. To most of us it is a time of relief that we can finally finish studying and escape the pressures which the final year of school places upon us. But associated with this is an air of sadness. After so many years, school has become part of our life, and therefore it is hard to realise that in a few weeks we will be finished for ever. School has been a time for learning and new experiences. Yet never again will we have so many friends in the one place; everyone will go their separate ways, to their separate destinies. For many people, it is not until leaving school that any realisation and appreciation of what school actually did for them becomes obvious. Unknowingly school is bringing us closer to the branching of the single road into two separate ones. It is

helping us to adjust to the different road. I think it is very true that many people fail to realise or appreciate the benefits of school life. This is quite justified as it is very hard to realise the transforming effect of school - the extent to which school prepares us for an adult environment. Often a school is assessed by the influence of its senior members. If this is the case, then this year's sixth form can feel proud of their efforts and achievements. 1979 has been a year of all-round success, not only in sporting areas, but also in the development of a spirited identity for the School. Staff and students have related in an atmosphere of friendship and respect which is so necessary for the School to run smoothly and successfully. It is these characteristics together with many others which have flowered from our association with The Geelong College, that will form a foundation for our journey through life. We will always be grateful. I would like to read a poem of Robert Frost's which to me, reflects the crossing to the outside world, and appreciation of School.

What's more important? How you speak, or what you say? Gradually the staid ways of conformity are being removed, and now it's possible for the students to have something to say in the running of the school and to make actual decisions. Even more time could be devoted to this cause and although the Housemasters and the Headmaster feel they have a good tight rein on school issues, it's the students, the ones that are really in there, that know what's happening and can give the best guidance in many situations. The school can never become static. Although it's our life now, the centre of our activities; when we leave, the school as we knew it has gone. It must continue to progress, and if we try to impose our views through the stagnant, time-frozen organization that exists, we will impede this progress. We have our memories but these can't be renewed or relived by keeping the school motionless. The school can't remain as it was when we were there, and thus future contact with it, must be concerned with the present students and their activities, not with the nostalgic happenings of the past. Our school lives are over, but although a seemingly sad time, it should be one of happiness and anticipation. The Geelong College, its staff and students, have provided us all with a solid foundation on which to stand in our future life, but to linger with it could be detrimental to both bodies. Now we concern ourselves with building on this beginning, and move on in our lives with confidence. Geoff Allen School Captain

THE ROAD NOT TAKEN The two roads diverged in a yellow wood, And sorry I could not travel both And be one traveller, long I stood And looked down one as far as I could To where it bent in the undergrowth: Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear. Though as for that the passing there Had worn them really about the same. And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way I doubted if I should ever come back I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I I took the one less travelled by, And that has made all the difference. To Mr. Gebhardt, Mr. Happell and the other staff, we say thank you for your help, tolerance and understanding to us all. To those leaving, Good Luck and every success for the future. Peter Hill School Vice-Captain

PREPARATORY SCHOOL YE AR OF THE CHILD - PREP STYLE Did you ever see a group of school kids? Roughly-roaming, toughly-tormenting, Aussie-accented. Shelley Warren 2J

Did you ever see a group of school kids? Chit-chattering, tongues-waggering, Lips-laughing. Sarah Golding 2H

I'MME I'm me because I'm different I'm me because I like watermelon I'm me because I've got a pet I'm me because I get sick on round-abouts I'm me because I like yabbies I'm me because I've got brown eyes I'm me because I've got different finger prints I'm me because I've got a pool table. By Steve, Glen, Chris, Bradley, Stephen 5F

CHILDRENS' VIEWS OF LIFE THE OLD CYPRESS TREE Its old withered mind still remembers the years when it was planted, when it was young. Now it stands like an old man, though, still strong, still proud, still brave. Thinking back through the years past. Its wrinkled bark like an old man's skin. Leading on upwards to the sky. A million green hands sway gently with the wind. It has seen many years, many people, many changes, but it still lives on. Frances Keary IE

GRANDPARENTS Rugged up. Repeating Old Memories. Wishing for youth again. Kind. Simon Durante 5F

A CHILD'S LIFE "Go and help your mother." "Feed the cat!" ''Don't put soup on your fork!" Words were shouted at the time. A child's life is meant to be fun instead of slavery. "Go and wash your hair, it's filthy." "I washed it a few days ago." "GO AND WASH YOUR HAIR!!!!!!!" "Slave drivers!!" Catherine Black 5F

PREP CHILDREN AT WORK MATHS Teacher, yell, homework, fact. Exam, memory, Loss. Times, minus, add, subtract. Test, tick, cross. Stephen Allen 2G

MATHS CLUB RHYME COMPETITION A 3 who was feeling quite lonesome And didn't feel good on his ownsome Met a 2 who was dancing the rhumba And became a composite number. Phillipa Hale 1R Chickens are fluffy They can't fly They bounce along. Matthew Grade 2 GRADE 5 WENT ON AN EXCURSION ROUND CORIO BAY The bay was dirty with sulphur next to the Phosphate factory, but the little bay was pretty clean, considering the fact that Shell and the Geelong Grammar School are crowding it up like Bourke Street! Catherine Black

The house is being built of mud and old bricks. Scott Grade 2

PREP CHILDREN WRITING

FIRE A flame shoots up, reaching for the sky with its flickering fingers. Single yellow, then orangy-gold and red in the centre. Blazing curling, twisting as it destroys with its fist. It climbs the walls of the house like a clinging plant, eating hungrily. Its craving will never be satisfied, it wants more and more. Like a genie trapped in a lamp, it waits in a match for a careless human to free it. Now - Oh glory! No sirens have broken the blissful sound of its own roaring. It taunts the helpless house with its power. But! It hears sirens, wailing, "Hurry, hurry, before it's too late!" Water is sprayed, pushing it down, and the fire trembles with fear. From the huge flame to a flicker; it perishes. Dead in the ashes. Soon it will come alive again. It will scream above the traffic, causing people to stop and watch. Maybe someday no-one will stop it. It waits. Philippa Hale 1R

ADVENTURES OF THE SNOWMAN There were once two children. They were on a holiday to the snow. Then they got to the chalet. They were very busy packing. When they had unpacked the children went outside to build a snowman. Then their mother called them for tea. After tea they had to go to bed. When they were all in bed the little girl heard a noise. She crept down the stairs through the passageway and out the front door. Suddenly she stopped. She saw that the snowman was not there. She went looking for him. She could not find him so she went back inside and hopped into bed. Soon it was morning. Both of them went outside to see the snowman. It was there and he was back. The little girl looked puzzled. It was all a dream. Sally Jennings, Emma Lee, Becky Lawler, Anne McKewan Grade 2/3 BULBO BAGGINS GNOME Once there was a nasty black bulbo baggins gnome. He went home and cooked a goblin and a gollum and maybe himself to go with it. Cameron Smith Grade 3

THE WEIRD CREATURE : MAN! Before me was a bustling herd of huge strange caves stacked on top of each other. Roaring caves supported by four tree stumps roll around on hard black rivers winding in between those queer shaped caves. The air was black and thick with a foul smelling odour that seemed to come from the back of the noisy portable caves. A dirty, run-down cave came putt-putting up the river and shot out a large cloud of black vapour almost into my face. So far I was not impressed, this creature, "Man" didn't seem to care for trees or other animals. When man was not riding around in miniature caves he was standing on his 2 legs and running or walking up and down narrow white creeks cluttered with pieces of thin white bark, unlike the bark in the forest. There was also bits that were multicoloured. I had decided to see what man did when the sun set. Everything around me was black, all except the pinpricks of light radiating from the caves. Indeed strange! Even at night there was a continual roar of small and large mobile caves. Two of the Man-creatures walked past me and climbed into one of the caves parked on one of the squares at the side of the river. I heard one of them say, "How do you like my new car?" Ah, so this was a 'car'. The next morning I decided to turn back and return to the peaceful forest, then I would tell all my friends what I had seen. Gayle Keddie Grade 6B

PREP CHILDREN PLAYING SPORT

Diary: 8.8.79

TEAM 1 NETBALL FOOTBALL On Saturday June 3, we played Grim wade. They took over the game from the start. At the end of the quarter we were three points down. At half time we were twenty-one points down. In the second half there was a change and College came back with a burst of energy. We thought we had the game wrapped up but at the crucial moment, two easy goals were missed. Then time ran out and we lost by eight points. TonyPearce 2H

TEAM 2 NETBALL We won netball against Denims 1, so this Saturday we'll be in the second semi-final against Belmont C.C. We came a draw against them last time. If we win, we'll be in the Grand Final. 12.9.79 Tragic news! We lost the Grand Final. But we got that far. Caroline Roberts JUNIOR HOCKEY TEAM

Bellerophon did it again!

FOOTY Run, grab, dodge, bounce Caught, bumped, fall St. Johns, stretcher, game, stop Punch, fight, brawl. Richard Verrell 2G Journal entry - July 1979 DENZIL TIMMINS I was quite depressed to hear that Mr. Timmins died last night. I couldn't believe it at first. It seems hard to believe that he is dead. I knew Mr. Timmins as a person who cared for everyone, a great teacher. I only wish the hockey stick everyone signed could have been given to him before he died so he would have known how very much we hoped he would get better. Paul Habal 2J

GOLF Tee, Ball, Swing, Hit. Sliced, Fall, Bunker. Throw, Club, Chuck, Fit. Beauty, Mate, Sunk'er. Tim Coughlin 2G

CRICKET Batting, Bowling, Fielding, Throw Clapping, Cheering, Bash Quick, Fast, Medium, Slow Catching, Out, Smash. Rodney Spargo 2K

IN MEMORIAM - DENZIL TIMMINS Denzil Timmins will be remembered amongst the Geelong College Community as a man who thoroughly enjoyed the activities of the school and who put much back into the life of the school, especially in the Maths, Cricket and Hockey areas. Denzil came from Madras in December 1966 and started teaching at the Prep, in 1967. He had worked at Cathedral and John Conon Girls' School since 1941, teaching Maths, English, Geography and Scripture. He had been educated in Madras and in 1934 and 1935 completed his teacher training. From 1936 to 1941 he taught at the Civil Orphan Asylum now called St. George's (Madras). Australia must have proved a very difficult world to that which this tiny, nuggety man had left. Yet he adapted well and the

children were quick to sense that this man had a genuine interest in their school and personal lives. His sense of humour was one feature we remember particularly; "puckish" perfectly describes it, and many times a huddle of heads would be apparent as Denzil told one of his jokes or stories, or showed a matchstick puzzle of which he was so fond. Denzil's special interest in, and knowledge of hockey enabled the secondary teams to frequently rise to the top of the competition ladder and this year the under 14A side went on to win the Perpetual Trophy and the Lightning Carnival Trophy. In the words of the captain, "He would have been proud of us," and certainly we were proud to have a man of Denzil's warmth and enthusiasm amongst us.

M.A.D. CHILDREN

Did you ever see a painting? Bright colours, story telling, number bearing A thousand words. Mark Cheatley 2G Did you ever see a M.A.D. Assembly? Funny-jokes, peoplelaughing, smilingfaces. E. Heffernan 2H

MUSIC ART DRAMA

PREP CHILDREN WRITING POETRY POEMS Poems, poems, poems Thoughts, whirling Twisting, twirling Confusion, chaos Then relief As the thoughts are written down. Emma Mestitz 1M "THE PARACHUTE JUMP" Hurling through the air My face contorted in a soundless scream Plunging Turning The eddying sickness of uncontrolled flight Uncontrolled destiny My stomach rises to my throat Spread eagled, I sink like lead Headfirst to the earth. Whoosh, I soar with relief I feel the proclaimed enjoyment of this sport In the cord, I hold my life. Lisa Bourke 2J

A GREEN TIGER (A backward poem) I don't eat flesh, I eat grass Because I'm a green tiger. I don't run I walk, Because I'm a green tiger I don't hunt in the wild I go shopping Because I'm a green tiger I don't growl I talk Because I'm a green tiger. Christopher Trethowan 5F PIRATE COVE The mist is gathering in pirate cove, The stars are dancing in the moonlight Trees rustling Water running Pirate muttering The Flying Dutchman is rarely seen Held captive by a lighthouse beam The mist is gathering in pirate cove. Glen Galloway 5F

LONELY He wore an overcoat Not showing his face Holes in trousers Shoes with no lace. Hands in pockets Head held low Late at night Nowhere to go. Goes into a park Sleeps on a bench It begins to rain The rain will drench. Forgets to talk Forgets to taste A person in Melbourne Has a life at waste. Craig Collins 2J

ICE A brittle pane Of frosted silver A lacy tune Embedded in ice. Emma Mestitz 1M THE WATTLETREES See the wattle trees Decorated yellow With tassles of fluff. Ian Thomson 2J McKENZIE'S FALLS Water, Cascading, Plunging, Streaks of foam, Racing, Tumbling, Rushing over the glistening rock Gathering speed, Descending into the turbulent water below. Karen Goldsworthy IE

NIGHT FRIGHT The night is dark The moon is light The rabbits are going Home tonight. Andrew Neal Grade 3 HAIKU NOWHERE Sunset, crows, swagmen Stretching plains, a lonesome tree Wind-blown, spinifex. CAGED BIRDS Enclosed, in their man-made homes Unable to fly freely Zooming across the cage Only to be met by wire. Stuart Carraill 2H CHOOKS Walking along Stretched claws Noisily chatting away Nagging old women Scratching around In search of food, gossiping They grab their food Heads down tails up. Chased They spread their legs Holding up their skirts And run. Cheryl Smith 2J

CAMPBELL HOUSE - 50 YEARS

CAMPBELL HOUSE

CLOWN If I were a clown I would do tricks and they would laugh and I would tell jokes and I would do funny tricks. I would ride a one wheeler bike. Tim Grade 1

BALLOON A noollab seog sdrawkcab and frontwards and round and round five times and swiftly falls to the ground. Jane Grade 2

SEA-SIDE EXCURSION We saw some starfish and catfish and some anemonies in one big rock-pool and the starfish eat shell fish. The starfish crush the shells and then eat the shellfish. Charles Hedley Prep.

AUTUMN Autumn is beautiful and cold and when you pick up the leaves they crackle. In the morning Jack Frost comes. Annabelle Shepherd Grade 3

SPORT 27

CRICKET A.P.S. PREMIERS 1979 Back Row: B.S. Mann, S. Armstrong, A.J. Light, M.A. Russell, W.N. Thornton, A.J. Mitchell. Front Row: P.N. Holloway, D.R. Gordon, D.L. Howarth [Captain], M.W. Seeckts [Coach], G.R. Allen [Vice-Capt.], A.B. Hodgson, P.A. Rossiter. Absent: A.S. Laidlaw. CRICKET: FIRST XI The Geelong College are Premiers of the A.P.S. Cricket Competition. They are the only Geelong College First Eleven to be undefeated. This was due, not to individual effort, but to the sum of the contributions of each team member, the total of which will make this season remembered for a long time. As Captain, I have many people to thank. The coach, Mr. Seeckts, who gave up his own cricket season to coach us, proved invaluable. Geoff Allen, Vice-Captain; and David Gordon, Deputy-Vice-Captain kept the team functioning. Tony Hodgson and David Gordon are to be congratulated for making centuries, as are Tony Light, Geoff

Allen and Mark Russell for each taking over twenty wickets. I must reiterate that individual performances are only a part of any success: these efforts are, however, exceptional. The whole team is grateful for the diligent services of our groundsmen, led by Stuart Rankin, your support as "ban-ackers", and Hugh Bickerstaff, who must surely be the most thorough scorer of all time. Trophies presented were: Batting: Tony Hodgson Bowling: Sam Armstrong All-Rounder: Geoff Allen Cricketer of the Year: Tony Hodgson. David Howarth

CRICKET The cricket pitches have long since been trampled over, firstly by herds of footballers and more recently, athletes. The memory, however, of College's most successful cricket season will not be soon forgotten and although this is a general report, I'd like to thank a few people who helped it happen. The main catalyst in our success (although he will say otherwise) was Mark Seeckts, who throughout the season had to endure some rather traumatic experiences. You needn't have worried Seecktsy, we knew what we were doing! Thanks to Andy and Lighty, who were always present with their lackadaisical exteriors; constantly restoring the composure that was in danger of being lost. Thanks to Hilly for being twelfth man on so many occasions. Finally thanks to our volatile keeper David "Flash" Gordon, whose influence over umpire Reg swung many close decisions, and to "Goose" for leading us in a way that speaks for itself.

The first eleven is just the finished product of the lower, under age teams. Therefore I'd also like to thank the under age coaches, namely Mr. Olsen, Mr. Happell, Mr. Leyshon, Mr. Lancaster, Mr. McLaren, Mr. Buttenshaw and Miss Eggleston, for all the time and effort they put in. After years spent at the foot of the A.P.S. table, we have finally emerged on top. Cricket is alive and well at the College, and with the various coaching schemes that exist, encouraging anyone with ability to aim to play with the firsts, the plethora of fifth formers from the team returning next year, with experience as well as their ability, and the undoubted talent that exists at the lower levels; we should be able to stay there. Let's make it two in a row! Geoff Allen

ROWING. Master in Charge: Mr. Glenn Amezdroz Captain of Boats: Tony Le Deux Vice-Captains of Boats: John Waterhouse, Mary-Margaret Tinney Committee: Scott Nelson, Chris Thorns, Nick Carr, John Backwell. This year's rowing season, despite the continued elusiveness of the ultimate success of a Head of the River win, saw a firm base on which further successes will be built. Many of the senior eights were made up of fairly inexperienced rowers. This, along with a non-coaching Master in Charge of Boats (Mr. Amezdroz) led to a more unified Boat Club.

1st VIII A.W. Emmett A.J. Le Deux M.D.Walpole R.J.M. Leach T.S.McD. Nelson C.J.D. Neville A.C. Inglis CM. Thorns N.L. Carr Mr. J.R. Sykes

This unity was further enhanced by the newly appointed coach of the first eight, Jeff Sykes. Jeff came to coach the crew soon after having rowed in the Australian Lightweight Eight, which last year rowed in the World Lightweight Rowing Championships. His up-to-date professional style of coaching will be a real asset to the Boat Club. The season started out with the usual rowing camp for the first and second eights a week before school started. As usual it was a tremendous success with the popularity of the "swing-throughs" once again being enormous. (Thanks must be extended to Mrs. Sue Olliff, Mrs. Joan Sykes and Jenny Berryman for their delightful cuisine.) The

(Bow) (2) (3) (4) (5) (6) (7) (Str) (cox) (Coach)

Boat Club also participated in many regattas throughout the season, aided by the hours of organization put in by Mr. Amezdroz. Like so many rowers before me, my time at school has been highlighted by rowing for The Geelong College. The atmosphere in the Boat Club cannot really be described to anyone who has not experienced it. This feeling of unity (as epitomized by The Albert Bell Club) is a great credit to all the coaches and people involved with rowing. Despite the fact that only 82 of the boys at school row (compared with Geelong Grammar's figure of 158), the spirit of both past and present rowers will ensure the future success of The Geelong College Boat Club. Tony Le Deux

GIRLS* ROWING "Sit up straight...bury that oar...next five hundred...ROW HARD!" The voices of S. Bullen, J. Walker, R. Purnell and F. Carr echoed over the deep blue waters of the Barwon River and the girls knew "the rowing season had begun"! The four girls' crews worked hard this year with good results. The 1st IV covered one hundred and eighty miles over the season, winning the Ladies Youth Four at the Y.W.C.A. Regatta and becoming the "Head of the River" girl's crew for the third successive year, at the Junior Regatta. We then contested in the Wentworth and Mildura Regattas during Easter where we continued our "winning streak" with a "grand finale" in beating four men's crews who later exclaimed: "Hormone tests for the shielas!" Both the 2nd and 3rd fours had a rewarding season, winning the Novice IV finals at the Y.W.C.A. and Junior Regattas, respectively. The girls were very grateful for the two new fibreglass fours and thank Mr. Amezdroz for arranging changing facilities within the boat shed, so we no longer have to entertain the public by changing behind the monument!

Girls 1st IV N.R. Mockridge (Bow) K.M.Braithwaite (2) M-M. Tinney (3) H.E. Purnell (Str) Mrs. S. Bullen (Coach)

GOOD LUCK AND ROW HARD NEXT YEAR! Helen Purnell and Wick Tinney

TENNIS Master in Charge: M.B. Keary Tennis Captain: A.J. Spittle Vice-Captains: P.L. Atkins, S. Vile. Coaches: R.A. Barkley, B.J. Burton, R.K. Doyle, M.B. Keary, R.F. Slingo. Once again this year, a large number of students selected tennis as their summer sport. The College had four open, and two under fifteen teams in the A.P.S. competition as well as a large number of students forming the social tennis group. This group was mainly for the people who didn't want to play in a serious competition. Due to the lack of tennis courts at school, the Open and Under 15 teams trained down at the Geelong Lawn Tennis Club and left the 3 school courts for the social tennis group. The Under fifteens, coached by Mr. Burton and Mr. Keary had a fairly successful season and prepared some fine tennis players for next year. The most outstanding player was without a doubt, David Pearson, who won the Under 15 singles and came runner-up in the Open singles tournament, as well as being selected in the Under fifteen A.P.S. combined tennis team. Although our senior tennis teams didn't win a great number of matches this year, they fought well to keep the matches close, in what was a very tough competition.

The first team eventually recorded its first win at Kooyong, against St. Kevins; however the boosted egos were soon deflated after a narrow defeat by Geelong Grammar, for the first time in many years, the following week. The team didn't remain dejected for too long however, due to the hospitality of Mr. and Mrs. Vile, who entertained all the senior tennis teams in what was a very successful night at their home. The highlight of the tennis season was without a doubt the trip up to the Albury Tennis Tournament over Easter. Blessed with beautiful New South Wales weather and Lindy Pullin's easter eggs, the team enjoyed a wonderful four days tennis followed by interesting nights around a campfire at the camping area by the Murray River. The return trip took much longer due to the weight of trophies won by Peter Rau, Chris Forbes, Lindy Pullin and Anthony Spittle. On behalf of the tennis players I would like to thank Mr. Keary for his organisation of all tennis matches, including both the doubles and singles tournaments. His work, and that of the other coaches was greatly appreciated throughout the season. Anthony Spittle

TENNIS Back Row: L.J. Pullin, N.J. Etherton, M.T.A. McCallum, C.P. Forbes, D.S. Vile, J.A. Anderson, F.E. Knight. Front Row: P.M. Warner, A.J. Spittle [Captain], Miss R.A. Barkley [Coach], S.J. Vile [Vice-Capt.], P.L. Atkins [Vice-Capt.].

SWIMMING Back Row: S.D. Read, D.I. May, D.R. Stewart, R.H. O'Neill, A.J. Spittle, M. McC Neely, B.A. Macauley. Centre: T.E. Smit, J.M. Henderson, J.R. Smith, E.A. Neely, M.J. Hand, W.J.F. Smit, M.A. Bell, J.M. Bleakley, L.A. Barrett, K.L. Quinton. Front Seated: R.G. Morton, S.V. Barrett, Mr. J.B. Hawkes [Coach], Miss W. Scholfield [Coach], Mr. C.S. Crockett [Coach], Miss J. Eggleston [Coach], Mr. A.N. Gibson [Coach], C. Kent-Hughes, L.A. McKendrick. Front: W.K. Richardson, T.J. Kent-Hughes, N.J. Barrett, A.G. Findlay, C.C. Knight, H.J. Salmon, C.A. Favaloro. SWIMMING Master in Charge: C.S. Crockett Coaches: J.B. Hawkes, A.N. Gibson, J.E. Eggleston, W.F. Scholfield Captain: Sue Barrett Vice-Captain: Carolyn Kent-Hughes Committee: Lyndsay McKendrick, Graeme Morton. This season has been a very enjoyable one for all those eager, young students and energetic teachers, who braved the varying conditions of Victoria's summer and autumn to come out and swim at Kardinia and various other pools. There were many more members this year because social swimming was added to the original sport, which up to this stage had only been competitive swimming. The advent of social swimming made it a more enjoyable sport for all those who participated. The already skilled swimmers were able to instruct and help those members who were not able to swim well, thus bringing everyone together. Some students instructed the teachers, and taught them a few things which they did not know. The diving this year has been of very high standard, and Mr. Andrew Gibson's excellent coaching has contributed to the performances at A.P.S. carnivals. The Swimming, itself, in A.P.S. competition, has improved greatly as the results show. In the finals of the A.P.S. swimming and diving, we achieved sixth placing out of eleven schools. This may not seem marvellous compared with this year's

cricket results, but you must remember that half of the team are girls and without that certain female touch there would not be a swimming team available to compete in such competition. I am sure that the Swimming team will improve, and continue on its way to success. I must commend both students and teachers of the team for their enthusiasm and support throughout the season. On behalf of the students, I would especially like to thank Mr. Hawkes, Mr. Crockett, Miss Eggleston, Miss Schofield and Mr. A. Gibson for making this sport so enjoyable for us all. Sue Barrett

1979 Premiers A/Z Grade Geelong Unity Netball Back Row: H.L. Vines, U.S. Humphreys, S.M. Henderson, S. Lord, K.M. Braithwaite. Front Row: L.J. Pullin [Captain], Mr. R.W. Lancaster [Coach], S.D. Macmillan [Vice-Capt.].

NETBALL Master in Charge: Raymond W. Lancaster Coaches: Pam Goonan, Julie Slocombe, Wendy Scholfield. Captain: Jenny Logan This was the year of Sebastian. Sebastian the bear. He was acquired to be our mascot, and his success is obvious from the results achieved this year by the netball teams. The Tri-Carnival, in May, supplied hard competition in an atmosphere far different to any we have yet encountered. The determination to succeed became intermingled with the lighter side of netball - the social side. We were able to discuss, with our opponent, what social event was being planned for that night. Though was not exactly approved of by our respective coaches, it ensured we enjoyed ourselves.

For all this though, College came out victors, winning the St. Mary's shield in a thrilling last match against St. Mary's College from Perth. On the local scene, six teams entered the Y.W.C.A. competition - three teams, the A's, B's and the C's reached the finals. The B's were eliminated in the first final, and the C's one week later, by only one goal. The A's went on to win the grand final, achieving the Premiership and the Championship. Although only three teams reached the finals, every team throughout the season developed. Maybe this did not show on paper, but teams like College 6, who persisted all through the season in the face of continual defeat, brought credit to themselves and to the College. For their diligence they received the Competition's "Encouragement Award".

We participated in the Victorian Netball Association's Country Weekend, and a few weeks later, the Schoolgirl's Championships. In both rounds the first seven played very well, reaching the finals in the Country Weekend. Luck was not on our side this weekend, for we were eliminated by the smallest of margins, preventing us reaching the semi-finals. Though we played better netball during the Schoolgirl's Championships, winning four out of our five qualifying matches, our one loss put us out of the finals. We lost to a superior team, but the game was hard fought and exciting to participate in, and to watch. The teams this year set a high standard of behaviour, on and off the court. It earned them the respect of other clubs and of official bodies. I can only hope that the teams of the future will continue in the same way. Jenny Logan

GIRLS' NETBALL 1st VII A' Grade Champions 1979 YWCA Netball Association Back Row: B.J. Abery, R.S. Humphreys, N.R. Mockridge, T.J. Moreland, L.J. Pullin. Front Row: J.A. Logan [Captain], Mr. R.W. Lancaster [Coach], S.C. Wieland [Vice-Capt.].

GLIDING The first session of dual instruction dramatically underlines the necessity for nerve-stretching concentration, very quickly dismissing the notion of gliding as a "relaxing" sport. This experience was the privilege of a small group of enthusiasts at the end of second term when they travelled to Benalla for a week of gliding instruction with the Gliding Club of Victoria. Adam Gordon and Richard Samuel both had the exhilerating experience of that first solo, when you are entirely alone at 2,000 feet, with only your skill between success and disaster. Adam, in fact, set a college record by reaching solo stage within the week. As always, social life, musical nights and flying talk at the bar were enjoyed by all. Bruce McLeod

Adam Gordon receiving the "congratulations" of instructor Doug Robinson, on the occasion of Adam's first solo flight.

FOOTBALL Master in Charge: Mark W. Seeckts Coaches: R.K. Doyle, A.N. Gibson, J.B. Hawkes, J.V. Leyshon, R. McLaren, B.M. McLeod. Captain: Geoff Allen Vice-Captain: Tony Le Deux Committee: John Nagle With a team consisting mainly of battle-worn mud-gropers, from the previous season spent wallowing in the Geelong College mud, we were faced with a dry season and a very hard draw, which included facing the A.P.S. powers Xavier and Scotch at their Melbourne habitats. During the Tri-carnival, playing the kind of football which was, according to Coach Seeckts, the best seen at the College for many years, we thrashed Scotch Adelaide and then easily accounted for our rivals, Hale, doubling their score. Things were looking up. To go through the season's results would be pointless, but to briefly sum up the year you could say that we finished a well-placed third. The 1979 team had a depth of talent that was never really shown, at least not in concentrated bursts, and I think this fact added to the disappointment of failure. The

most obvious examples of this talent were the high marking of Steven Miller or the constant reliability of our best and * 'fairest'' (he was only sent off once during the year), Tony Light. However, the spirit and unity of the team went far beyond these brilliant individuals. The reliability of Tony Spittle and Jeff Stevens, Peter Hill's amazing judgment and dash, Mark "Sleazy" McCallum's elusiveness on the wing, the great high marking ability of the forward line, boasting such talent as Scott Nelson, David Gordon, Kompy and Mark Russell but which unfortunately never really performed together as a unit, and the speed of Rossiter, Atkins and Smart are just some examples. The feeling that existed between the firsts and the seconds was also a bonding agent, and the support that existed between these two teams was shown by the way the players who came up from the seconds - Andy Emmett, Craig Barclay and Paul "Norm" Graham - blended into the team's structure. Another great example was Craig Wood, who fought his way up from the seconds after being dropped, to be one of the best players in the final game. His determination demonstrates the feeling shown by the whole team.

Every team needs a coach to bond the individuals into an organised unit. Our coaches, Mark Seeckts and Rob Doyle, did their job admirably, and although disputes arose, the respect that we felt for them, which at times wasn't overly-obvious, shows that they were successful as coaches. Thank you. I'd also like to thank all those who neglected Geelong (good organization meant that all our home games were when Geelong played at home) and came to support us. These included most of our parents, led by the vocal Bobby Gordon. I would like to thank Mrs. Happell, too, for so readily organising the afternoon teas. My gratitude to John Nagle who unluckily broke his collar bone, and to Tony Le Deux whose uninhibited enthusiasm, spurred us all on. To conclude, I'd like to quote one of our Carey opponents. When we kicked our eighth goal in the third quarter he screamed, "Come on fellows, this is worse than Wesley." We all knew we were a better team than Wesley: maybe luck just wasn't on our side. Geoff Allen

FOOTBALL 1st XVIII 1979 Back Row: A.J. Spittle, A.J. Light, M.A. Russell, C.A. Barclay, M.P.C. Graham, T.S. McD. Nelson. Centre: J.J. Blincoe, M.T.A. McCallum, J.D.J. Stevens, P.L. Atkins, S.H. Miller, D.R. Gordon, A.W. Emmett, A.J. Komp, C.A. Wood, P.A. Rossiter. Front Row: J.C. Nagle, J.M. Dennis, D.L. Howarth, G.R. Allen [Captain], Mr. M.W. Seeckts [Coach], A.J. Le Deux [Vice-Capt.], P.W. Hill, CM. Thorns, S.F. Douglas. Absent: D.D. Moran, T.J. Smart, A.S. Laidlaw.

ATHLETICS Back row [1 to r ] : P.J. Kirby, A.G.J. Smith, F. Le Deux, T.S. McD. Nelson, R.J.M. Leach, A.W. Emmett, S.A. Conradi, S.R. Parkes, D.S. Doery Centre row: M.J. Doncaster, I.M. Johns, M.A. Strickland, A.G. Lyall, Y.H. Leong, P.A. Rossiter, P.W. Selleck, C.K. Forrest, T.R.H. Read, J.A. Anderson, D.M. Lamont, R.E.V. Dennis Front row: S.F. Douglas, C.K. Forbes, D.A. Harbison, A.J. Le Deux [Captain], Mr. P.A. Cronk [Coach], P.W. Hill [Vice-Captain], S.H. Miller, P.L. Atkins, A.J. Wood

ATHLETICS Master In Charge: P.A. Cronk Coaches: G.D. Amezdroz, P. Van Miltenburg Captain of Athletics: A. J. Le Deux Vice Captain: P.W. Hill Committee: S. Douglas

Again this year, as in the previous three years, The Geelong College finished last at the Combined A.P.S. Sports. This fact raises some questions which must be answered. Firstly, can we compete with the larger schools or the ever increasing sporting scholarships, and more importantly, do we really want to compete? It is a simple fact that we cannot compete with other A.P.S. schools without a change in attitude towards athletics (brought about by more coaching, prestige and sporting scholarships). For without such a change in attitude, despite the efforts of some dedicated people, the best we can hope for is an outstanding individual performance every so often. Whether or not we want to compete is up to the College Community at large. We are in an analagous situation with Australia trying to compete with the U.S.A. and the U.S.S.R. Since 1976, more people have realised that Australia cannot seriously compete without the professionalism adopted by so many countries. On a smaller scale The College must sort out where its priorities lie. Could the fact that many people do enjoy athletics at present be an indication of the answer which we seek? Tony Le Deux

BASEBALL After being defeated in the past two or three years in final games, the Under 17 team was successful in the Geelong Baseball Association Under 17 Premiership. After two defeats in the first four games, the team did not lose another game; it went from strength to strength; the season's runs record shows that - For 171, Against 43. Congratulations to all boys who participated and especially to Wes Thornton for being selected in the Victorian Under 18 team. Thanks to Don Kornelly for his assistance, and Jim Mann for managing the team. Thanks must also go to Gordon McKay, whose skills, psychological and physical, were passed on to some degree to the team, and displayed by the high standard of play during the Grand Final. Gordon McKay and Wes Thornton

BASEBALL H.W. Sutcliffe, R.J. Gregory, K.G.C. Smith, J.M. Haga, S. Armstrong, W.P. Schoe, A.G. McKay Front: B.S. Mann, W.N. Thornton [Capt.], Mr. G.F. McKay [Coach], G.D. Wishart, G.L. Panageotov 38

CROSS COUNTRY RUNNING Energy for the Future? High speed travel may be doomed with the depletion of the world's petroleum reserves. While scientists and politicians debate the big energy question - energy for the future a small research group at The Geelong College is making a significant contribution. Nuclear Reactors do not have the mobility of cross-country runners, and it is this field of endeavour that has received so much attention in recent times. While reserves of fossil fuels are limited, and must be conserved, supplies of Adidas and Puma appear to be infinite. As the price of petrol continues to rise, an increasing number of Australians are seeking a cheaper mode of travel. Indeed, the price of petrol was a major thorn in the cross-country team's side. The price of a bus trip to Melbourne, when shared amongst half-a-dozen friends, is still prohibitive. This had the effect of restricting us to circuits nearer home: the You-Yangs and Angahook Forest Park. Another factor that kept us in Geelong was our low key performance in Melbourne cross country races. The runs at Sandringham and the Domain were crowded affairs, with most of the crowd finishing in front of the representatives of The Geelong College. We did not go again.

It must be stressed that while the A.P.S./ A.G.S. competition is called "cross-country" there is very little country to cross. The terrain in Melbourne varies from concrete footpaths to bitumen roads, with the major obstacles being traffic fumes. It simply does not compare with the lonely terror of high-altitude rock-hopping around Flinders Peak. While the boys and girls of Melbourne stick to ordered parks and gardens, the men and women of The Geelong College dare to tackle the gruelling climb out of Ironbark Gorge. It is difficult to imagine the boys of Scotch and Xavier attempting a circumnavigation of Flinders Peak, and then going round in the opposite direction at the command of coach Warren Harris. What motivates such a talented band to take part in cross country runs on a scale that is inconceivable in Melbourne? Alan Sillitoe, in his novel "The Loneliness of the Long Distance Runner" writes: "and this long distance running lark is the best of all, because it makes me think so good that I learn things even better than when I'm on my bed at night." Neither the material motivation of prizes, nor the negative motivation of fear, is sufficient to keep us "crossing country no matter how bad it feels". The answer must lie with the energy crisis, and the solutions that cross country running can provide. Tim Read. 39

VOLLEYBALL For most of us, this was our first season playing volleyball, and the first time college has fielded a team in this sport. We began in the Geelong Women's "B" grade. After a rather unsuccessful season, we were placed in "C" grade to compete. We performed considerably better in this grade, winning three matches, and drawing all others. Over the two seasons we progressed from the "borrowed" uniform of girls' shirts with black numbers, rowing shorts, football socks and jogging shoes, to correct volleyball uniforms, which Mr. Gebhardt thought "had a little too much bottom". We had two great seasons, and enjoyed the whole time. Thanks to Mr. Van Heeswyk for his consistent enthusiasm and coaching, Mr. Underwood for his support, and a special mention to Mr. V.H. for his help in breaking into the volleyball centre on practice nights. Julie Burn

1st GIRLS' HOCKEY Back Row: M.A. Bell, J.M. Bleakley, J.A. Williamson, F.M. Purnell, G.M. Nagle, F.E. Knight, S.M. Laidlaw. Front Row: S.V. Barrett, E.A. Dennis [Captain], Mrs. S. Bullen [Coach], J.K. Barrett [Vice-Capt.], K.R. Cameron [Vice-Capt.], H.E. Purnell.

HOCKEY Back Row: R.G. Mayall, R.M. Skoglund, M.A. Strickland, S.D. Read, S.R. Parkes, I.D. Lyall, D.J. Hutchison, V.M. Purdey. Front Row: D.W. Laidlaw, I.C. MacLeod [Capt.], Mr. C.G. Ingham [Coach], A.G. Lyall [Vice-Capt.], B.C. Phillips.

HOCKEY Master in Charge: Mr. C.G. Ingham Coaches: J.C. Jacobs, J.R. Nelson, N.R. Patchett Captain: Iain MacLeod Vice-Captain: Alastair Lyall The 1979 Hockey Season started well for the College hockey teams in that we were blessed with great weather and great grounds with the promise of a great season. And what better a game for which to have such conditions? This year, an increasing number of people realised what a fine, worthwhile game hockey is, and this realisation was reflected in the large number of people who turned out to support the College hockey teams when they played at home. We sincerely thank these people, who were rewarded with a standard of hockey that many people have said has been unequalled in the school for many years. There were five hockey teams that played this year, and generally, we had a fairly good season. The College 1st XI had a particularly good season this year, and this was helped by the fact that we didn't have to go up to Melbourne as often as we might have. Not that it wasn't fun doing that: watching Mr. Ingham's attempts at forcing his Mini to leave Ford V8's "at the lights" were very amusing. The hockey wasn't bad either, but we all enjoyed playing on our home grounds better than on other grounds. The 1st XI managed to go through the season undefeated, with four draws and three wins, and this was achieved only because of the effort put in by all members of the team. On behalf of all the College hockey players, I would like to say thank you to all the coaches for their help, to the parents for providing transport, and to the groundsmen, for keeping such fine grounds in such a fine condition for such a fine game. Iain MacLeod

GIRLS' HOCKEY This year was a very successful season for girls' hockey! Teams were entered in the A Reserve, B grade, and a junior team in C grade of the Geelong Ladies' Hockey Association. The season began with the Triangular Carnival held at the College in May. For the first time, Scotch College and St. Mary's Ladies College made up the girls' competition in hockey. From this wellorganised communication and competition, we developed a sense of team unity and spirit which was perhaps an important contribution to our final success. Our Saturday competition at Stead Park proved to be most rewarding. All three teams reached the Grand Finals. The "C" team, coached by Mr. Buttenshaw had a close, well-deserved win, 3-2 to be premiers. Miss Eggleston, controlling the "B" team, came out of the season runners-up, losing the Grand Final 0-1. The first eleven owe their success to Mrs. Bullen. Throughout the year, she has lead us unswervingly towards the Premiership. The

team stayed almost unchanged all season, which helped in co-ordination of play, and understanding between players. Everyone played a good, consistent standard through the season, defeating Morongo 1-0 in the Grand Final. Thanks to our coaches, Mrs. Bullen, Miss Eggleston, and Mr. Buttenshaw. I hope girls' hockey continues with the same enthusiasm, and that further successful results are recorded. Liz Dennis

SCHOOL HONOUR AWARDS Cricket HOWARTH, David ALLEN, Geoff ARMSTRONG, Sam LIGHT, Tony MANN, Barry RUSSELL. Mark HODGSON. Tony GORDON, David THORNTON, Wes Girls' Hockey BARRETT, Jenny BARRETT, Sue CAMERON, Kate DENNIS, Elizabeth HOPKINS, Diana PURNELL, Helen Netball LOGAN, Jennifer WIELAND, Susan Football ALLEN, Geoff LIGHT, Tony

Rowing EMMETT, Andrew LE DEUX, Tony WALPOLE,Mark LEACH, Robert NELSON, Scott NEVILLE, Chris INGLIS, Tony THOMS, Chris CARR, Nick MOCKRIDGE, Nicole BRAITHWAITE, Karen TINNEY, Mary-Margaret PURNELL, Helen LAIDLAW, Sally Boys' Hockey HUTCHISON, Douglas LYALL, Alastair LYALL, Ian MacLEOD, Iain PHILLIPS, Brad PURDEY, Vernon STRICKLAND, Malcolm Netball ABERY, Belinda HUMPHREYS, Robyn LOGAN, Jennifer MOCKRIDGE, Nicole MOREL AND, Tracey PULLIN, Lindy WIELAND, Susan

Boys' Hockey MacLEOD, Iain Baseball THORNTON, Wes

Baseball General ARMSTRONG, Sam ROCKEFELLER, Robert McKAY, Andrew (Table Tennis) MANN, Barry SCHOE,Paul SCHOOL COLOURS SUTCLIFFE, Hartley THORNTON, Wes Cricket HOWARTH, David ALLEN, Geoff ARMSTRONG, Sam LIGHT, Tony MANN, Barry RUSSELL, Mark HODGSON, Tony GORDON, David THORNTON, Wes HOLLOWAY, Peter MITCHELL, Angus ROSSITER, Paul

Athletics LE DEUX, Tony ATKINS, Paul BR AITHWAITE, Karen MILLER, Stephen ROSSITER, Paul WILLIAMSON, Jenny Tennis ATKINS, Paul VILE, Stephen SPITTLE, Tony PULLIN, Lindy ETHERTON, Nick

Swimming BARRETT, Susan KENT-HUGHES, Carolyn QUINTON, Kerry MORTON, Graeme STEWART, David SMITH, Joanne MACAULEY, Brendon HAND, Michael MAY, David READ, Steven BELL, Melinda Girls' Hockey BARRETT, Jenny BARRETT, Susan BELL, Melinda BLEAKLEY, Jenny CAMERON, Kate DENNIS, Elizabeth HOPKINS, Diana KNIGHT, Fiona LAIDLAW, Sally PURNELL, Helen WILLIAMSON, Jenny Football ALLEN, Geoff ATKINS, Paul DENNIS, Jamie HILL, Peter LE DEUX, Tony LIGHT, Tony McCALLUM, Mark MILLER, Stephen NELSON, Scott ROSSITER, Paul RUSSELL, Mark STEVENS, Jeff General HENDERSON, Sarah (Fencing) WALPOLE,Mark (Cross-Country Skiing)

LITERATURE RENEWING AN OLD ACQUAINTANCE It is 8a.m. and a chilly morning, but I'm in high spirits. I'm decked out in my working gear; old denims, a motheaten vee-neck and shirt; work boots that look like, and weigh as much as, lead boots. It is my first day of work experience and I am looking forward to a good bludge. Sauntering across the road, I come to my place of employment. Mrs. M.B. Whitcombe's farm. She is an eccentric old dear. Her husband turned up his toes twenty years ago and she prides herself on running an immaculate farm. In fact it has become more than slightly run down. It is two minutes past eight and I walk briskly towards the sheds, only to be met half way by a speeding tractor and trailer. Barely even slowing down, Mrs. Whitcombe impatiently motions me aboard the trailer. I take a running jump and luckily land on the back of the trailer. Before I am even balanced she is accelerating down the road. I sense myself toppling backwards. For a horrifying instant I see myself eating some bitumen, but I manage to regain my balance. Shaken, I hasten to the front railing to which I cling thankfully. The two other occupants of the trailer have been grinning at me constantly. The most prominent of these two is Stan. He is an experienced farm hand. "She never thinks 'bout the workers, son, ya have ta fend fer yerself," he chuckles, pointing a stained thumb towards the upright figure on the tractor. I accept his advice with a smile. He is a small stocky man with a receding hairline and a growing beer belly. His weatherbeaten face is furrowed with smile lines. "We're feeding the stock," he states with a smirk. I feel a twinge of excitement as this is the first time I have worked on a farm since my family left our own, and I am eager to reacquaint myself with the work. The trailer jolts to rest beside a full hayshed. Stan consults Mrs. Whitcombe. We require seventy-five bales for this load according to her. 'That's not very many," I say to myself doubtfully. "Do you wanna stack 'em or throw 'em?" Stan asks. I decide to throw them. "Throwing bales isn't too bad," I say to myself, quickly half-exhausted, "All you have to do is pick them up and knee them over the edge of the stack. Easy!" It is now that the other occupant of the trailer excels himself. His name is Burt. Mrs. Whitcombe's small kelpie cross, one slobbering inane grin from ear to ear. While on the stack, he never fails to stand where one is about to walk, and being my first day I am careful to avoid him. My cautiousness is to no avail, for while I am carrying a bale he jumps in front of me, hunting for mice, causing me and the bale to fall in a flurry of straw and dust over the edge of the stack and on to the half-laden trailer, much to the amusement of Stan.

Two hundred and nineteen bales and four hours later we finally finish feeding Mrs. Whitcombe's Hereford cattle, some six hundred strong. I position myself at the front of the trailer, clinging like grim death to the railing, for the journey back to the sheds. Stan is standing casually at the rear, with a smug grin on his wizened face. The tractor gains speed along the road. I stand enjoying the cool refreshing breeze in my face: Splat! also the wet cow manure flicking from the tractor tyres. Stan doubles up in fits of laughter from a safe distance at the rear of the trailer. It's now one-fifteen p.m. and I return from a well-earned lunch break. Stan strolls out into the yard and tells me we are going to do some drafting. "Great!" I think, bringing to mind pictures of Stan and I tearing about at breakneck speed in Mrs. Whitcombe's 'clapped out' paddock thrasher, rounding up the cattle. I was half right. Mrs. Whitcombe took the paddock thrasher, Stan used the stock horse, I walked. Two hours later, with the cattle rounded up and in the yards, I am relieved to hear it is finally time for a rest. Stan is preparing to do some calf marking. To the layman this evokes images of attaching tail tags or earmarking, but as I soon learned it is a much more serious business; the poor devils are about to be cut off in the prime of life. Castrated! The stage is set. Stan strides into the crush, to confront his victim, wielding a sharp knife and wearing a purposeful expression. I am ordered to climb above the crush to hold the unfortunate calf by the tail to attempt to stop him from collapsing. In a matter of seconds it is all over. The now-lessened calf trots gingerly from the crush to his outraged mother while his previously private parts are fed to the drooling dog. I could feel my stomach turn. Stan did this immoral duty with as much concern as if cutting a piece of string.

Much to my relief Mrs. Whitcombe announces that Stan and I will have to replace a rotted-out gate post a considerable distance from the marking yards. Also, she is going to spend the afternoon in Geelong, so Stan and I will not have her supervising our every duty. After selecting a suitable new post, we drive to the gateway in question. Damn it! I have forgotten the second crow bar! Now I will have to drive all the way back to the toolshed to collect it, while Stan starts the digging. Stan earnestly threatens to 'clock' me with his shovel, if I return after he has finished digging the hole. Jumping in the paddock wagon, with Burt the hound in the back surrounded by barbed wire, I am finally able to drive hell for leather. Hitting forty across the vast paddock, I notice a treacherous ditch, too late to stop or avoid it. I hit the trench going too fast, telescoping Burt high into the air, landing him on his grinning face in the mud. My revenge from the haystack incident. Arriving back at the gateway, there stands Stan who has finished digging the post hole much to my disappointment! After avoiding his shovel swinging successfully, we agree to pool our resources and we drop the post into the hole, rewire the fence, hang the gate, kick Burt several times, pack up the tools and head back. When we arrive at the sheds, Stan tells me between outbursts of laughter that I have been assigned to yard cleaning. For the remaining half hour, I shovel manure, caked blood and rotten straw. I also acquire a liberal coating of the grime myself. It is now ten past five in the evening and I stagger home, reviewing my first day. I have a sense of achievement from the tasks Stan and I performed during the day. In eight hours I have obtained a wealth of essential knowledge on farming, a half-inch layer of mud and manure, a ricked back, but most importantly, a broader view of life. Farming. It is a nice lifestyle to re-visit but I wouldn't want to abide by it. Graeme Morton V

THE STREET The street, more or less an alleyway for dogs Rich in smells, litter and sludge, lying dead between walls of timber-gray paling fences Waiting, waiting The buzz of flies creeps from garbage tin to garbage tin waiting for the truck that will steal their homes. The garbos come, somersaulting the bins into the truck, then tossing them back into the hug of the alleyway. The stray dogs have now left. The chance of any breakfast is now gone. the blue bitumen holds the rain in its paws And the bins begin to roll in the wind. Paul Atkins V FILM REVIEW Introductory paragraph to Film Report on the chemistry film "Hard Water". "This film was one of the all-time greats of the seventies. It took us into the fascinating world of hard water. It was nearly as good as 'Gone with the Molecule' ". "Duck" Henderson V

PENCIL Darkness, The pencil box is very lonely And a terrible place. Won't somebody let me out! Please open up the pencil case and help me to draw. I'm a nice bright color! And I'm no good in here, gradually wearing and rubbing against the side of the box. I want to get out! The lid, it's opening, A hand is coming in, I can hear voices. The light is very bright and at first I cannot see. Darren Barby IV

23 OCTOBER, 1978 The moment the gentle pulse ceased the stars lost their light. A petal in the bowl. See the water ripple. The gentle tide touches the rim of being. One tide, one being, one petal. Daughters, sons, you are petals, part of that same flower, part of that same tide, part of that same being. And yet the moment the gentle pulse ceased the stars lost their light. Gerade als der gelinde Puis aufhoerte, verloren die Sterne ihr Licht. Ein Blumenblatt im Becher. Sehet wie Kleine wellen schlagen. Die sanf te Flut streichelt den Rand des Daseins. Eine Flut, ein Dasein, ein Blumenblatt. Toechter, Soehne, Ihr seid Blumenblaetter, ein Teil der selben Blume, ein Teil der selben Flut, ein Teil des selben Daseins. Trotzdem gerade als der gelinde Puis aufhoerte, verloren die Sterne ihr Licht. Rodney Cummins

NEGAZIERES: AN ANSWER The moon doesn't shine over the paddock, it doesn't look at itself from the bottom of the Barwon it doesn't enter the houses of the town and spill across the rooves, white as charcoal, Its face is pure black, Not sparkling like a coin, a clock that eats white haired old men who wish they were still drinking.

AFTER ALEXANDER Last night, I dreamed I was walking with my grandfather He was young, maybe twenty-five. We talked as we strolled along the board of the old stone shearing shed. Light streamed in the windows and chutes Ritchie Redpath V while the big, musky, sweaty men moved fast with hand clippers. Burly men, stinking of tobacco, tore wool from the sheep. The Ringer at the end of the line swore repeatedly, but my grandfather ignored him. As we walked amongst fleeces and rouseabouts, they didn't see me. Tar boys ran, and fumbled tar upon cuts, tally men chewed, while the grunting shearers complained of aching backs. We made our way down the board, and at the far end of the numerous shearers, I could see his father had come in for a look. Amongst the dampness of the dark pens, the sheep waited, calling. He took me to the spot where his uncle had been killed by a ram, as a boy, in the back pens and we were quiet. I wanted to tell him he was going to die, that I knew what was to happen, but I guess he knew anyway. The bales outside were being loaded onto wagons; he joked that these bullockies would take all year to make Geelong Then he pointed to a ewe in a paddock, a way off, with a new lamb and he smiled in a gentle way. And then he left me staring at the lamb. It was as though he meant something. Scott Nelson VI Starched white butterflies Have settled on the nuns' heads As they walk to mass. Cathy Mullaney V

Cruelty whispers to the newborn lamb on the crisp frosty morning. Andy Emmett V

DEWDROP - BIRD - SNAIL Minute beginnings Gradually it grows larger Till it forms-and falls. Crystal clear blue sky A sole lost bird glides alone. Where has the flock gone? Silently, Sliding, A trail of glistening silver Wherever it goes. Elizabeth Verrell IV

A tree stands stark and bare against the winter sky. The ground beneath is bare and cold and hard. There is nothing but bare ground. No grass. The wind moans and rattles through the bare branches. The tree is not dead, just lying dormant through the winter. Katie Tucker III FARMS On a hot summer morning the farm is alive early, the live stock are all under the trees awaiting for dusk in the evening. Across the plains dust rises from a newly ploughed field. Dust catches the hot west wind and is drifted rapidly across the plains. In the distance you can hear the sound of mustering sheep. With horse whips cracking and men yelling at the top of their voices to the dogs. There has been no rain for two weeks and the grass is turning from lush green to desert brown, it catches on fire at the drop of a hat. Morning passes quickly, dusk is rearing, the air begins to cool. The night creatures appear. But soon all you can hear on the farm is the screech of a night owl. The lights in the farm house flash on, there is a villain in the chicken pen. The farmer runs out like a scalded cat and aims in the direction of scampering paws. He fires and misses but that fox won't be back for a while. Morning comes and the day begins all over again. Elizabeth Neely III

EDUCATION SCHOOLS, MORAL RECIPROCITY, AND DEMOCRACY By Peter Gebhardt printed in the Christian Science Monitor, June 4, 1979. Schools can and should encourage and boost the habits, attitudes, and aspirations of democracy. To each generation falls the responsibility of ensuring that democracy as a faith is not only sustained but also creatively regenerated, its vitality and virtue affirmed. The curriculum and how it is purveyed ought to embody the disciplines of character and of learning which point learners in the direction of the faith. Basic to the notion of a democratic state is the necessity for people to be able to make free, unmanipulated, and autonomous choices. The rulers in a democracy rule not only by consent of the ruled, the governed, but also because they embody the shared concerns, social ideals, social values, social orientation, and moral directions of the governed. There is an implicit and explicit moral reciprocity between those who represent and the represented. The represented, through choice, have a responsibility to undertake a continuing critical and evaluative role in the formation of public policy and of those who shape and carry out such policy. Participation and collaboration are essential ingredients in a growing, dynamic, democratic state. The problem for education is to help the represented grow into a condition where their participation is guided by rational choices, moral choices, by a spirit of independent inquiry, and by a background of solid, substantial, and sympathetic knowledge. If, in schools and other educational institutions, people are denied their sense of agency and autonomy, denied the capacity to make choices because others make them for them, then to that extent their future participation in the democratic society will be diminished. Schools can contribute to forming that discipline of character so necessary for membership in a democracy. The art of making choices is a learned and acquired art, depending, in part, upon not making children have to make choices for which they are ill-equipped or by so smothering them with choices that the act and art are pre-empted by a profuseness of offerings masquerading as choices: Are children really ready to make some of the decisions they are asked to in the curriculum? Children are not simply little adults and we do them an injustice if we do not establish some boundaries within which they are able to move with security and confidence. Rational choice making is a continuing process and, I suspect, only ever partially mastered and by those who have achieved a high order of self-transcendence. Thus, while children have to be gradually initiated into the art, they cannot be expected to make all their choices rationally; similarly, if they are to develop any autonomy, they must be allowed to make some and bear with the consequences of making mistakes.

An Ideal, An Aspiration Democracy is an ideal, an idea, a theory, and an aspiration rendered palpable by the practices, habits, dispositions, and moral directions of the people who commit themselves, either explicitly or implicitly, to democracy. It has no life, it has no energy, it has no activity, without the faith of people in its ability to generate a juster and wiser society which is imbued with a community of culture and of shared purposes. One of the reasons why I have always had a gourmandizing interest in the United States is that I have felt that the "democratic experiment,, was best exemplified by American history, in American institutions, and in the democratic bias of the people. I am not so sure now, I sense they may have lost their sense of confidence in and importance of the democratic perspective. Trust has been eroded, and that, I believe, is fatal. Where Justice Begins The organization of the school and the structural arrangements that define how people behave toward one another state more clearly than we might imagine how people are to be regarded: an overbearing, condescending, dominating, exploitive, manipulative, hierarchical, and authoritarian administration will quickly establish those values in the lives of students; oppressive and arbitrary regulation will preclude the liberation and self-regulation so essential to the growth into autonomy and self-respect. Justice is not the exclusive domain of legislatives and judiciaries: There is a legislation of the mind which the mind has to plan and pass for itself. Self-legislation which leads to shared and common goals is an exercise of self-responsibility which enhances the capacity of the self to see its relationship to the whole and to enter with empathy into the life of the whole.

The teacher in any subject area has both the opportunity and responsibility to encourage and to enlarge democratic habits which will, in time, be transformed from habits into principles intrinsically incorporated into the lives of pupils. Such habits are not grafted artificially into the curriculum but grow out of a curriculum that is constructed with the habits as goals. What are some of the habits? Keeping the imagination alive; developing independent and critical, rational and reflective thinking; encouraging the acquisition of a sense of judgement; the nurture of deliberation and collaboration; practicing the art of choicemaking; learning to admire the aspirations of others and to perceive them as a means of enriching and enlarging the common aspirations. We cannot, I believe, teach "Democracy", we can, and should, teach the history of its development, particularly through the imaginative use of examples of people who have made a bold commitment to its mortality, people who have moved beyond self-interest to the abiding sense of the development of common interests, of self-transcendent interests. "Civics", "Citizenship Education", and all those other curious courses are "about" democratic procedures, not identification with its prevailing perspectives, its intrinsic moral dimension. Character and conversation start in the home: both are indispensable disciplines for democracy, for membership of a democratic society. The worst thing about the automatic dishwasher and TV is not the technology, but the takeover of time when families used to engage in banter, argument, discussion, plans, and descriptions of experiences. Democracy gives us a greater measure of our own destiny than any social system devised by man to date. No single person or "body politic" has the wisdom to presume to trammel on the individual's right to his own explored destiny within a society where each will, desirably, explore in the company of all the other explorers. Democracy is in constant need of amplification and development: children need to learn to make choices, to live with their choices, and to plan in accordance with choices, in a moral content with a moral purpose in view. Mostly fear and laziness combine to manifest an authoritarian atmosphere in schools: rigidity, unimaginative oppression, narrow-mindedness, arbitrary exercises of power, and a penchant for creating dependence are built into the daily routine of the child. No Sense of Participation Occasionally there are gestural demonstrations of participation: interminable committee meetings, student councils, voting which mocks and parodies itself, and other mini-therapies which are fundamentally devised for teachers' benefits, not for student development. Never do the latter feel the vital sense that they are in touch with their own accruing agency - only thoughtful teaching and the curriculum can do that.

Dialogue, inquiry, the arts of choice, the arts of the critique, reciprocity, knowledge, skills, attitudes and feelings, discourse not disputation, discussion not diatribes, avowal not disavowal: all must be incorporated in the curriculum. Democracy is a moral ideal, dependent upon the moral character and capacities of individuals - all individuals - who constitute the social organization which embodies the basic elements of democratic procedures. When we say that we belong to a democratic society, we are asserting some optimistic and fulfilling possibilities of human nature. No society can be any better than the individuals who compose it. If individuals believe, and act as though they believe, in the qualitative dimensions of the democratic ideal, then the society will, possibly, reflect those dimensions. For us in Australia, the whole matter of education and the development of democratic habits takes on a greater significance because when we go to the ballot box, we do so in the knowledge that voting is compulsory for all those who are 18 and over. Compulsory voting is no

guarantee of rational and moral choicemaking. Thus, obviously, the burden upon communities, families, and schools to hold up some larger and common social purposes is crucial. How 'Ideals' Develop If we hold up our pocketbooks only, then that will inevitably be the ideal the voter will have before himself as he makes his choices. Such choices will, in the end, depend upon the learned capacity of self-management and self-rule in accord with shared concerns and aspirations. Whether your much-touted voter apathy and indifference are more alarming than our compulsory enthronement of self-interest is a matter of conjecture. Neither apathy nor self-interest can conceivably enliven and re-create the true dimensions of the democratic perspective. You in the US have thought and written about the issue more than we have. Your much neglected and misinterpreted John Dewey * spent a lifetime affirming the creative task that you had imposed upon yourselves at the birth of your republic.

Were Dewey's thought, and not the sustained misinterpretation of it, to undergo a revival, then people in schools and other educational settings might once again see the virtue in resuscitating the ideal, in evaluating critically the ideal, and in working to lodge it in the hearts and minds of those who have to make the choices. It would mean that you would have to read Dewey which I rather suspect you have never done. I caught a bus late in the fall. The driver would only accept the correct change. A young man boarded unable to find anything other than a dollar. I paid his fare. In a crowded subway station some time later - a very crowded one - I was tapped on the shoulder by a man who said, "Aren't you the gentleman who paid my quarter? Here it is". That seems to me to represent a moral dimension which could never be said to have been legislated for other than by the man's own legislative activities. Such acts renew the sense of hope and democracy's need to resonate with such emblematic acts.

SCHOOL PREFECTS John Nagle, Tony Spittle, Gary Ekkel, Robert Leach, Peter McDonald. Centre row: Iain MacLeod, Andrew Komp, Barbara Fyffe, Tony Le Deux, Mary-Margaret Tinney, Chris Thorns, Lyndsay McKendrick. Front Row: Susan Barrett, Geoff Allen [School Captain], Mr. S.P. Gebhardt [Principal], Peter Hill [Vice-Capt.], Jennifer Logan [Vice-Capt.]. 46

H.S.C. ART

STEFAN ZIEMER

"Tone and Texture II". This photograph won for Stefan Ziemer "The Age" - Mayima photographic competition, September 1979.

Chris Martin

Leigh-ann Davies

Victoria Edgar

Rebecca Hutchinson 48

PERFORMING ARTS

THE EARLY MUSIC GROUP La Romanesca Ruth Wilkinson [viola da gamba], John Griffiths [lute], Hartley Newnham [counter-tenor], Ros Bandt [recorders], in the grounds of The Geelong College.

MUSIC

COLLEGE CONCERT SERIES Music performance seeks to jointly do justice to the musical creation and to varying degrees do justice to the listener. As The Geelong College Concert Series indicated, the art of musical performance is based on a universal concept of interpretation. Certainly, a regular College concert-goer would have been impressed by the wide range of musical history covered. From the minstrel songs of the Troubadour civilization seven hundred and fifty years ago, to the work of a composer performing live - George Dreyfus, a comprehensive coverage of approaches and styles were included.

'La Romanesca' illustrated the versatility of its four-member group and special guest Ron Keightley (reader) with its wide selection of voices, recorders, flutes, lutes and guitars. The troubadour music which the group played and sang was transcribed originally with a single voice part. Hence much interpretation and improvisation was needed to make the melody succeed. The suggestion was put forward, that because the French had been much influenced by the Moors, Middle-Eastern instruments would give an added taste to the melody. The group's re-creations and combinations were by their uniqueness, exciting to hear and watch. Because of the unfortunate cancellation of the Seymour Group's concert, due to sickness, 'La Romanesca' was invited again, to complete the year with a Spanish programme. This concert traced the course of melody and harmony covering five centuries of medieval, renaissance and baroque music. Particularly impressive was the dual recorder playing by Ros Bandt and Ruth Wilkinson, some fine vihuela (Spanish lute) playing by John Griffiths, and Hartley Newnham's counter-tenor. The school madrigal choir was asked to join the group in singing a madrigal which described the brutal reaction to a murder. While still feeling the effects (seat displacement) of the "Romeo and Juliet" set, Morrison Hall was host to the Leonine Consort - an ensemble of nine singers directed by Charles Colman. The ensemble itself has set two goals, which it sees as highly compatible: to attain a national standard in the performances of choral chamber music; and to introduce Australia's youth to the delights of singing together and to the glories of our choral heritage. Its programme of English and Italian madrigals, Brahms, Debussy and Vaughan Williams past songs, was repeated the next day for the students of the College. Particularly noticeable was its tunefulness. Encores were requested and sung, including ragtimes by Scott Joplin, a "Choo-Choo" train in a sung version, and an arrangement of "Shortnin' Bread" which explored bass notes never heard before. Organization marked the Australian Chamber Orchestra's performance of works by Haydn, Dreyfus, Respighi and Bartok. Performers were literally spying on each other. Perhaps this explains the exactness of performance; the string tone being used to exploit a vital rhythmic energy. Anner Bylsma, on his second tour of Australia, performed three of Bach's solo 'cello suites, the last of these being performed on a five-stringed baroque cello. Each suite was a collection of processional and lively country dances. Particularly attractive was the expansiveness and double-stopping of his sarabandes and the rapidity of the gigues. Most evident in the Concert Series and obviously a concern for twentieth century musicians, was the direction and polarity of the works, seeking to disprove Ben Jonson's quotation " 'tis the common disease of all your musicians, that they know no mean, to be entreated either to begin or end". Gary Ekkel

MUSIC The musical activities of 1979 were all represented at the "Kampuchean Concerts". They displayed the great variety and enthusiasm of all those involved with music at the senior school. The Bush, Jazz, and Wind Bands, the Choir, the Madrigal Group, and both staff and student soloists performed. All musical groups were characterised by a large number of participants. The two "Kampuchean Concerts" raised over $1300 for the refugees' plight. Individuals such as Gary Ekkel (flute) and Kristine Mellens (piano) must be congratulated on achieving their Associative Music (A.Mus.A.) during the year. Involvement by people in a variety of activities was an impressive and noticeable facet of music this year - Wick Tinney is an excellent example. The Choir's main performance was Vivaldi's "Gloria", which was the feature of the "Kampuchean Concerts". They were accompanied by an orchestra of strings, oboe and trumpet. Hartley Newnham, and in his absence Mrs. Kornelly, led the forty-five strong choir in learning the score. The Madrigal Group of fifteen voices, managed to learn a number of Spanish, French and other pieces at a remarkable rate. They had the opportunity to sing at the "Six School's Concert", with "La Romanesca", at school assemblies and of course, the "Kampuchean Concerts". The Bush Band, under the guidance of SMALL BAND" Andrew Gibson, had a rousing appeal, and aimed that appeal at the school community Sarah Huffam [flute], Greg Chadwick [drums], Ross Hazeldine [piano], a number of times, and also at Youth Groups Hugh Leong [bass], Tom Fielding [tenor sax] in Geelong, Grace McKellar House, The [Absent - represented symbolically by brown thongs on red stool.] Association for the Blind, and the Spastic Centre. Recently, some members have transcended this philanthropic identity and begun accepting pecuniary reward for their talents! The Jazz Band was well-balanced, concentrating on modern improvision; line-up piano, bass, drums, flute and tenor sax. The 1979 Wind Band showed promise for the future, with a majority of third and fourth form members, led capably by Mr. Ian Ladd, who overcame those difficulties posed by the organisation of a large number of musicians. The participation of teachers in the Choir, Bush, and Wind Bands was a pleasant scene. A school such as Geelong College is blessed with facilities and opportunities, and in 1979 many people have utilized these opportunities as much as possible. It is unfortunate that - like every year - musical activities increase in the final term when time is most valuable. A special mention must go to Gary Ekkel and Kristine Mellens, whom we wish the BUSH BAND best of luck in their tertiary studies of Janice Nelson [tin whistle], Kate Cameron [guitar], Jennie Eggleston [aboriginal music. Finally, Hartley Newnham must be sticks], Sue Currie [lagerphone], Jenny Logan [washboard], Wick Tinney [violin], thanked for his enthusiastic organisation of Gary Ekkel [flute and piccolo], Stephen Bright, Andrew Gibson [guitar]. musical activities. Not pictured: Rob McLaren [bugle], Robyn Everist [bush drum], Jenny Cook. Ross Hazeldine

DRAMA 1979 could best be described as the year of the theatrical presentation. Hardly a month went by without some form of live entertainment available. Acting on orders from Mr. D.P. Happell to "turn on the lights" the drama room and Morrison Hall was ablaze with colour and furious activity. Shakespeare's "Romeo and Juliet" enabled Mr. Rodney Cummins to create a difficult yet challenging set design for Mr. Terry Egan to interpret and build. It enabled the Vlth Form drama class, plus some members of the Staff, to tackle the Master's Verse. It enabled Chris. Yorke to take out his punting losses on Mr. John Jacobs with a sword. Second term saw the presentation of - "The Crucible" by Arthur Miller, designed by Chris Paterson and performed by the Vth Form drama. - "The Recruiting Officer" by George Farquhar, and "Summer of the Seventeenth Doll" by Ray Lawler, performed by members of the IVth form drama class. Probably the highlight of the theatrical presentations in 1979 was "The 1930's Show" written by two members of the Staff, Mr. Rodney Cummins and Mr. Kevin Hart. Based on the theatre-restaurant style, the "30's Show" gave the Vlth form drama class the opportunity to sing and dance their way through the history of the Nazi Regime. Although very much a group success, it is important to mention Susan Currie and Mary-Margaret Tinney for their excellent performances. In Term III, singing became the focal point of attack with work-shop presentations of "South Pacific" and "Oklahoma" performed by the IVth Form drama class, and pieces from "Guys and Dolls" presented by members of the Vth form drama class. Mr. John Jacobs directed a production of Colin Ryan's "A Matter of Speculation" with some members of the Vth Form. Mr. Andrew Gibson gave us a scare with a production of J.B. Priestley's "Dangerous Corner" and later a little light relief with Edward Geoghegan's "The Currency Lass" The Illrd Form drama classes presented a series of short plays, improvisations and mimes for the Preparatory School and Campbell House. The Preparatory School and members of the Vlth form drama class were involved with a promotional radio tape for the launching of Robert Ingpen's book'' Australian Gnomes''. We thank him for the opportunity of being part of this venture. Other people to be thanked for their assistance with drama activities during 1979: - Mr. Roger Salen for technical direction. - Mr. Terry Egan for Set Construction. - Mrs. Dorothy Healey for Costume Design and construction. - Ann Benjamin for Stage Management. -Chris. Paterson for Stage Lighting and Sound. J.S. Gibson.

ROMEO AND JULIET The first and perhaps most difficult problem for a director to face when presenting a Shakespearian play is how to overcome the expectancies of the audience. All too often people attend the theatre with an inflexible and, in most cases, quite mistaken, concept of what a Shakespearian play should be. The most common misconception is that Shakespeare should be reserved for experienced actors which, of course, precludes the possibility of a High School production of anything written by the finest playwright of our language.

One of the most impressive aspects of the College's production of "Romeo and Juliet" is how the director, John Gibson, overcame this initial difficulty. The most taxing roles Romeo, Juliet and Juliet's nurse - were shared by actors. What could easily have become discordant was subtly transformed into an advantage: Romeo and Juliet seemed to mature on the stage, from a young Romeo (played by Tom Fielding) through David Thompson to an older Romeo (played by Andrew Gibson). To the same advantage, a judicious sprinkling of adult actors working with the students served to lighten what would otherwise had been an intolerable strain on the students and at the same time - made the production into a College, rather than a student, play. Certainly the finest acting was done by John Jacobs who played Mercutio, one of Shakespeare's most appealing characters. Mercutio is killed in the play for, as far as I can tell, one reason only: Shakespeare realized that he was taking over the play. As "Romeo and Juliet" stands the role of Mercutio reads as a delightful excursus, but of secondary importance to the main action. The part demands the actor, for a while, to become the central figure of the drama and to show the comparative paleness of Romeo and Benvolio. It was a piece of astute directing to allow John Jacobs full reign for his time on stage. Jacobs' virtue as an actor, his ability to say a piece of blank verse as a speech and not as a metrical exercise while still conveying the most subtle puns and double entendres, unfortunately threw into the relief the one disconcerting deficiency of the production: most of the actors, students and teachers alike, were not speaking as loudly and as clearly as was needed. This, however, was not an important problem with the character of Juliet's nurse, shared by Margaret Peerman and Bronwyn Wackett. Margaret Peerman was fortunate to play the first half of the nurse's role, and captured much of the natural wit and sparkle of the part. Bronwyn Wackett faced, and overcame, the difficult task of not only having to follow Peerman's fine performance but also to play the more emotional second half of the nurse's part. All in all, the part of Juliet's nurse was the most successful piece of double-casting in the play. Of the Romeo/Juliet teams the most pleasing was the last, with Andrew Gibson given a chance to escape the dull part of Benvolio and show his talent, and Vicky Edgar playing a most convincing Juliet. Although I have mentioned only the most outstanding members of the cast, my overall impression was that all concerned in the play were of a consistant standard. Given the restrictions of having to use a large number of Sixth Form students and a handful of adults with varying backgrounds in the theatre, John Gibson has produced a lively play but has also, in choosing a Shakespearian play, made the point that Shakespeare is not reserved for professional companies and that the difficulties of playing Shakespeare with a predominantly student cast can, with thought, be turned to advantages. Kevin Hart

"THE 1930's SHOW"

THE JEWISH BUSINESSMAN I am Peter Lowenstern, and my wife was Naomi. In the Thirties we were called Isaak and Sahra: that was the law of the land, that and the wearing of the Star of David on our clothes. The Rassenschandegesetz, the racial purity law. Naomi, Naomi! Shall I tell you about it? Shall I? Shall I? My family has been in Germany for generations, and well-respected, too. We were good, solid middle-class citizens, and proud to be German. For generations we had been merchants and doctors. My father had a textile shop and I was learning the business with the idea of stepping into his shoes one day. Many of our Jewish friends were bankers and lawyers. My uncle had been an artillery officer in the first world war. My mother wasn't Jewish. She was the daughter of a gentile businessman. Except for our religious customs, you couldn't tell us apart from anyone else. We were, for all intents and purposes, ordinary Germans. We had many gentile friends, or thought we had. We Jews wore the same clothes; we lived in the same houses; we were rich, we were poor. It was different in some parts of Eastern Europe. The Hassidim, for instance, in Poland wore oldfashioned clothes, beards and side-locks, and could easily be recognized. But we German Jews - well, we were just Germans. We knew about Hitler, of course, when he first came to power, but like everyone else, we thought he was just a figure of fun and wouldn't really carry out his threats. After all, politicians are the same the world over, promising all sorts of things but never actually delivering. We had all suffered the

privations and miseries of the Twenties, gentiles and Jews alike. And hadn't we Jews given Germany some of its greatest culture? Mendelsohn and his music; the philosophy of Kant; the poetry of Morgenstern and Heine. We were proud to belong to the cultural centre of Europe. There had, naturally, been past rumblings. Centuries age the Rothchilds had left, and towards the end of last century Wagner had thundered in his writings and operas about racial purity and the great German mythology. No wonder Hitler loved his music, but nobody took any notice of the warnings. The National Socialists produced their own pseudo-philosophers. The maddest of them all was an Englishman called Chamberlain, and a German called Alfred Rosenberg, but we never in our wildest dreams realised the enormous power these cranks wielded. Rosenberg's Myth of the Twentieth Century was swallowed hook, line and sinker by the party heads. And it didn't take them long to put the theories into practice. The civil service was purged of Jews in 1933. Some friends of ours - the Geldmanns - emigrated early on, but Naomi and I kept on telling ourselves that the madness would soon pass; that Germany was our home, and the home of our children, Thomas and Hans. But then we had the first inklings of terror: the Nuremberg Laws. It was a long time ago, but it seems so fresh. You people living comfortably in this country can't really comprehend what it was like. In one stroke we were deprived of our citizenship; the right to marry outside our faith; and we

were forbidden employment. The papers and cinemas were full of cartoons showing us to be sub-human. We had to wear the stars I told you of. And one by one our 'friends' forgot us. We were blamed for all of Germany's troubles. The Dark Ages had come again. When Hitler or Goebbels spoke, who dared to contradict them? We, you remember, were shopkeepers. We were sucking and bleeding Germany dry! Kristallnacht proved it. Can you remember pain? Can you recall the pain of the dentist's drill? No! But I can remember the agony and terror of that night, the night of crystal. Crystal. Such a beautiful word, such a beautiful substance, clear and catching the light. 'As clear as crystal' you say. So is my memory of Kristallnacht. All over Germany - our beloved Germany, our home for generations - Jewish shopwindows were smashed. Ours, too. My father and I were beaten up by a gang of Hitler Youth, and all for the sake of Germany purity. The christians destroyed our homes and synagogues. 0 Jerusalem, if I forget thee It was all a long time ago, but I will not forget; I Peter, alias Isaak. And what of my wife Naomi? And our children, Thomas and Hans, little Hans? Who will remember them? Who will remember Buchenwald, Auschwitz, Treblinka, Dachau? By the waters of Babylon we sat down and wept, yea we wept. Naomi, Thomas, Hans, I weep for you Rodney Cummins