Elisabeth Lenders B.A (Hons), Dip .Ed., M. Ed., M.A.C.E. (2011-Current)
Kingswood has long been at the forefront of educational thinking. It has focussed on each individual, assisting each person to fulfil his or her potential, ready for life in the wider society. It has been holistic in its sense of education, seeking to develop character and purpose, by giving students an opportunity to be involved in sport, art, technology, hospitality, as well as in the academic arena. For much of the past ninety years, it has been proudly co-educational, providing opportunities for girls and boys to mature together, respectful of each other.
This book tells a fascinating story that explains how its present culture and educational vision has evolved over its long history. We are greatly indebted to Frances Millar, the author. She has been in a unique position to write the history. As a daughter of the longest-serving principal, raised in the school, and later a teacher within the school, she has been able to observe its evolving history from a unique standpoint. This edition includes an account not only of the first one hundred years but includes history of the following thirty years.
The book now includes text gathered from interviews with recent principals, staff, council members and students. It is full of rich quotes as well as hundreds of evocative pictures.
Kingswood College has been innovative in the nature of the schooling it has offered. It was the first school in Victoria and perhaps Australia to offer co-educational boarding. It was one of the first to lead the way in the development of the concept of the co-educational senior college in which a different ethos was engendered to better prepare students for tertiary studies and the wider community. It is one of the few private schools to offer senior courses in technology and hospitality. It has led the field in the focus on purposeful living as it has sought to respond to the changing sense of the spiritual in contemporary society. Its current LATTICE program, which brings to the fore innovation, collaboration and engagement, builds on that long history of innovative progressive education.
The education that Kingswood College offers at time of publication has been shaped over 130 years. The school’s history is marked by its unique brand of progressive education focussed on the wellbeing of each individual.
Many principals have added to that culture, each in their own way, from the founder, Rev Arthur Stephenson, to the present incumbent, Ms Elisabeth Lenders. The story of each of those leaders and their impact on that culture is well described in this book. The school has had many outstanding staff members, bringing their special skills and interests to the school. But the culture of Kingswood has transcended each of those leaders and sometimes constrained them. Behind the facts, figures, quotes and anecdotes of this book lies that culture.
Another factor which has shaped Kingswood’s culture has been its location. As this book documents well, the school was founded on the very outskirts of Melbourne. It never appealed to the city’s elite. Rather, for the first 50 or more years, it drew many of its students from farming communities, from people attracted by its semi-rural location, and from separated families needing to keep boy children and girl children together. In the early years on the Gwynton Park property in Station Street, a substantial number of the students were boarders.
In more recent years, it has attracted a wider range of students, including some from Asia. Nevertheless, the school has never been wealthy. While the lack of financial assets has been a constraint, history shows that this has also been one of Kingswood’s strengths and has impelled the school to be creative in the ways it has sought to engage students, from the tours around country Victoria in CF Walker’s old Studebaker, to recent trips by principals and other staff to China, developing relationships with sister schools there.
I recommend this book to staff and parents of the school as they seek to understand Kingswood’s unique culture and the strengths of its education. I also recommend it to those who have a wider interest in education, either from an academic perspective, or even from a church perspective. Read not only the words, but the sense of culture that is hidden between the lines. Kingswood College has much to offer.
Rev Professor Philip Hughes
Member of Kingswood College Council, 1997 to 2018
Chair of Kingswood College Council, 2007 to 2018
Kingswood College was founded as New College, a small school for boys in Box Hill. The school has experienced the effects of wars, depression, epidemics and financial challenges. It is a remarkable story of faith, dedication, tenacity and resourcefulness. Crucially, the wellbeing of its students has always been kept as its goal.
The first edition of the school history, titled ‘More Than Just a School’ was launched in 1990 This second edition was to be launched in early 2020 to celebrate the school’s 130 th year but extraordinary events such as bushfires and forced home-schooling brought about by the COVID-19 coronavirus pandemic have caused a delay. Many special happenings in 2020 at the school warrant a mention, however, and are shown in pictorial form towards the end of the book.
In 1928 under the auspices of the Methodist Church, a property was purchased from Robert Campbell Edwards and the school, now called Box Hill Grammar School (BHGS), was shifted to a 24 acre property called Gwynton Park in Station Street, Box Hill, with my father Charles Fitzroy Walker (Roy), as headmaster. The new brick block of classrooms, the Cato block, was built in 1930. Dad and Mum (Ethel Walker) along with their own children lived in the large gate-keeper’s residence along with a growing number of boarders.
The Depression in 1929 meant that no further new buildings would be added until 1956 In the interim second-hand cast-off stock was hauled in and re-purposed. The facilities were lacking but with trees to climb, cubbies to build and with the introduction of farm animals, horse-riding, camps and excursions and sporting activities, and the ever-present care and attention of Ethel and Roy, a strong sense of family was built such that the place became both a co-educational school as well as a home for many boys and girls from local and rural families.
Before my marriage to Alex Millar had lived either at the old boarding house of BHGS, or in the house ‘across the road’ where Grandma Ingamells, Mum’s mother, lived.
returned to Kingswood in 1977 to join the teaching staff, first in the Science Department for six weeks to take a class while Leigh Speedy was overseas, then as part of the Year 8 Integrated Studies team until 1993
As the centenary year 1990 approached had been asked to write the history of the school. That project was almost complete when news of the school’s financial difficulties came.
Writing about the school history for its 130 th year celebration has proved more of a challenge.
Dr Peter Chomley, Jack Grimshaw, Prof Rev Philip Hughes and Dr Kate Donelan, all former Chairs of the Kingswood College School Council, provided information and ongoing wisdom and guidance for debt management required during those difficult financial times. The result was a successful resolution and saw Kingswood’s ongoing growth in succeeding years. One thing that always remained throughout is that every child was encouraged and supported to achieve his or her personal best.
am indebted to principals David Scott, Baxter Holly, Annette Bennet and Elisabeth Lenders for agreeing to be interviewed. Several staff members also gave of their time willingly. They include Robyn Giles, Bruce Wilson, Sula Tyndall, Ann Dean, Leslie Bell, Dr Stephen Maus and others.
A pictorial record of memorable recent happenings at Kingswood has been prepared with the help of Archivist and Library Technician Sue Harriage, Director of Community Engagement Lynelle Dudman and the school photographers.
thank my brother Robert Walker for his continuing encouragement and editing skills.
Overall I have been privileged to take part in a process which highlights the attributes, fortitude and delights of what is so much more than just a school.
Frances Millar
CHAPTER 1 A BOYS’ SCHOOL FOR BOX HILL
When Arthur Stephenson announced that he intended to start a boys’ school for day students and boarders in Rose Street Box Hill in 1890, the local business community was delighted. Box Hill was still struggling for recognition as a town in its own right. Although the land boom of the 1880s had brought more people to the area, it was still seen by many as an isolated agricultural community at the end of poor roads that led to nowhere in particular. Yet here was an individual who was prepared to extol its virtues far and wide.
Box Hill’s first newspaper, the Reporter had been launched the previous year by S.B. Cumpston and an article in the edition of January 1890 read: Evidently, Mr Stephenson has great faith in the requirements of the district and has ‘come to stay.’ The school is thoroughly advertised all over the colony. The advertisement appears in about 80 country newspapers as well as in the leading Melbourne papers and periodicals. One of the special attractions of the school is stated to be the beauty and salubrity of this country suburb, so by advertising his school Mr Stephenson constantly brings our suburb under public notice, and everything that does this tends to attract residents.
The area we know as Box Hill was slow to develop in comparison with other areas around Melbourne. In 1837 one of the earliest white settlers to arrive in Port Phillip, Arundel Wrighte, took up a pastoral lease on heavily timbered land. He set up his shepherd’s hut and cattle yards on the confluence of the Bushy Creek and Koonung Creek. The run was ten miles from the centre of Melbourne and cut off from the more commercial centres by an eight square-mile stretch of land bought in 1841 by Henry Elgar and subsequently known as Elgar’s Survey. Elgar did not live in Australia and this large tract was left undeveloped for many years. Nunawading, the region to the east of Elgar’s Survey, remained isolated for years. It was not until 1851 when gold was discovered at Anderson’s Creek (now Warrandyte), that a route through Elgar’s land was opened up. A hotel was built along the track through his property in 1853 and called the Whitehorse Hotel.
Prospectors who headed for the gold fields along unmade tracks were disappointed as the gold quickly ran out.
One of the earliest white settlers in the Box Hill area was Thomas Toogood. In 1841 he took up land in a section along Koonung Creek, with Middleborough Road as its eastern boundary, and cut and carted timber. Much of the terrain was difficult to traverse and the timber that was cut had to be carted by bullock dray to Melbourne. Logs from his land were used for the first bridge across the Yarra River.
In 1851 Joseph Aspinall bought a property along the track to the gold diggings in the heart of heavily timbered land. He named it Woodhouse Grove, after the second school established by John Wesley in England, and sold some of the land to his friend Ben Lawford. Aspinall and his neighbours cleared the land gradually until the orchards they had planted could bear fruit. When the gold rush developed at Bendigo he and Lawford decided to try their own luck.
They set out together with a few belongings in a wheelbarrow and trudged the one hundred miles on foot to the Sandhurst diggings. But fortune didn’t favour them and they were glad to return to their orchards.
The Aspinalls were staunch Methodists and a small group gathered in their home for worship on Sundays. Within a few years the local Methodists had organised to build a chapel on part of the Aspinall property, with stone quarried from the nearby Koonung Creek. The first service of worship was held there on Good Friday 1856
As the area was cleared of trees, orchards, market gardens and small farms were developed and run as small family concerns.
Life was not easy for these families. They had to live with their isolation and be largely self-reliant. They were cut off from the main centre of commerce by distance made worse by the lack of adequate roads.
Other pioneer families to settle in the area included the Bloods, Yeomans, Ellingworths, Padghams and Ingamells, Sims, Haughtons and Bishops. The district was known at this time as Nunawading from an aboriginal name Numphawading meaning a ceremonial ground or battlefield.
In 1860 the villagers met at the home of Mr Silas Padgham to choose a new name for the little township that was growing steadily within its boundaries. Each submitted their own suggestion.
Silas Padgham’s choice was drawn out of the hat and the area was thus named Box Hill after Box Hill in Surrey, England. In 1860 Silas Padgham also became the first, though unofficial, postmaster for Box Hill. The mail was brought to his store on the corner of Whitehorse Road and Station Street by Cobb and Co. coaches.
During the 1870s Nunawading remained an agricultural area. In 1871 its chief township, Box Hill, had a population of 154 people living in 32 dwellings which had been built, not in an orderly fashion, but here and there along Whitehorse Road between Middleborough Road and Elgar Road and along Sims Road (Station Street) and Canterbury Road.
By 1876 Box Hill boasted a bootmaker (John Ragg), a blacksmith (Robert Sutton), a butcher (George Cockcroft), a storekeeper and postmaster (Silas Padgham) as well as a baker and grocer (Payne and Boyland).
Most of the social life in Box Hill revolved around the churches. By 1861 all the major Christian denominations had constructed public places of worship with the exception of the Presbyterians, although none had a resident clergyman.
Ministers walked many miles each Sunday to conduct services of worship. After 1863 the ‘gospel chariot’, a horse-drawn vehicle, brought preachers from Richmond delivering them at Methodist churches along the way and picking them up after the services on the return journey.
Although the small band of settlers would have benefited from efforts to meet their needs collectively, in fact the differences between the sects emphasised divergent loyal ties. The Wesleyan Methodists, United Methodists and the Primitive Methodists, the Anglicans and the Catholics
all set up their own denominational schools. The schools tended to divide the population instead of uniting it. Partly to overcome the problem of petty jealousies the new Board of Education in 1862 and the Education Act of 1872 gave financial inducement to alter the school committee structure and to introduce free, secular and compulsory education at the primary level. As a result, however, local interest in the schools waned. Some denominational schools survived for a time, others became state schools and several closed.
In 1887 letter deliveries began. Deliveries were twice a day within a half-mile radius of Padgham’s store. The first telegram was received in Box Hill in 1888 and a telephone service was installed in 1899 In 1909 Padgham’s shop was purchased by the Postal Department to become the first official Post Office for Box Hill. The first street lights were installed in parts of the shire in 1899 and the Box Hill Municipal Electric Supply commenced operations in 1912 The 1880s brought other great changes to Box Hill. It was an amazing time with the tremendous growth of ‘Marvellous Melbourne’. Grand buildings were being built in the city proper and the railway and tramway systems were being developed. Influential Box Hill businessmen such as William Ellingworth realised that a railway link with Melbourne was essential for their little town’s commercial growth. He and others worked strenuously towards that goal and in 1882 the first train arrived at the Box Hill Station – a platform and a wooden shed – with the Cabinet, the local politicians and other VIPs aboard.
The coming of the railway spurred on the land boom that was only just beginning in the eastern parts of Melbourne. At the auctions in 1882 and for the next six years land in Box Hill was bought, no longer just by pastoralists and agriculturalists, but by speculators who could envisage the growth of the suburbs of Melbourne out along the railway line. Stores were built close to the railway line. In 1883 the English Scottish and Australian Chartered Bank was opened and in 1884 the Houghton Park Brick Company bought land on the corner of Elgar and Canterbury Roads and planned to employ over one hundred men.
Amongst all this commercial activity, in 1885 a small band of artists came by train at the weekends, walked southwards for over a mile, and set up tents amongst the tea tree and the gum trees on Gardiner’s Creek. Tom Roberts, Frederick McCubbin, Louis Abrahams and Arthur Streeton were able to preserve for the future something of the charm of the Box Hill surrounds at that time.
The increase in optimism was exemplified when in 1889 it was decided to install the first electric tram in the southern hemisphere along a route of two and a half miles running via Station Street and Tram Road between Whitehorse Road and Doncaster.
Arthur Stephenson’s New College was seen by the locals as an endorsement of a worthwhile community. Although there was a strong Methodist contingent in Box Hill that could not have been unhappy with the background of this new schoolmaster, his school was to be independent and not linked to the earlier strife caused by the many denominational schools.
Arthur Robert Stephenson, the son of a Wesleyan missionary, was born in India in 1864 and was educated in England. He attended schools established by the church for the sons of its ministers, firstly Kingswood School at Bath and then Woodhouse Grove near Leeds. He took a degree in Arts from the University of London. In 1885 after teaching at both New College, Eastbourne, and the Kingswood School, Stephenson decided to emigrate to South Australia. He married Sarah Anne Chewings, daughter of a prominent South Australian family, in Adelaide in 1886 and took a position as resident master at Prince Alfred College in the same year. In 1888 Stephenson was appointed second master at the Methodist Ladies College, Hawthorn, Melbourne. He rented a house at Box Hill and rode the six miles to work on horseback.
Stephenson saw both the rural charm and the future potential of the area in which he had chosen to live. The State at that time provided no education at all beyond the primary level and Box Hill had no private school. Furthermore, Box Hill appeared to be free of the health problems that were causing great distress in Melbourne. With a population expanding rapidly without an adequate water or sewerage system Melbourne was also known as ‘Marvellous Smelbourne’. Typhoid and diphtheria spread through the city in epidemic proportions and grew worse each year. By 1899 when the Melbourne and Metropolitan Board of Works was established, the Melbourne death rate from typhoid was five times that of London, a city many times its size. Melbourne began its clean-up in 1890 with the start of the sewerage system.
Box Hill was still remote enough to have escaped the worst effects of these diseases and Stephenson resolved that this was the place to establish the school he had dreamed of. Friends assured him that it was ‘the outskirts of civilisation’; but he was convinced that it was ‘… the prettiest and healthiest place about Melbourne and [that] a school could be successfully started there.’
Friends assured him that it was ‘the outskirts of civilisation’; but he was convinced that it was ‘… the prettiest and healthiest place about Melbourne and [that] a school could be successfully started there.’
In 1889 he bought a substantial house that had been used as a convalescent home by a Melbourne doctor and set about building his school. An article in the Box Hill Reporter of January 1890 read:
We have been pleased to see the buildings progressing, and now they give clear indication of completion by the time required. Mr Bishop has had the contract for additions and for fresh buildings … The arrangements for boarders and for teaching are eminently comfortable and efficient. The schoolroom is capable of seating over 100 and beside this there is a comfortable classroom.
On 4 February 1890 the day after boarders were to have presented themselves, not one student had appeared.
Arthur Stephenson takes up the story:
Were any pupils going to receive the valuable education we were bursting to impart? had sailed into the schoolroom in the morning with cap and gown and roll book, and gazed over a polished and uncarved stretch of desks, all empty. Mrs Stephenson had four dormitories neatly furnished for two boarders apiece. Some enquiring parents had seen and admired. Would they send their boys? had been second master at the Methodist Ladies’ College, and was told that if it had only been a girls’ school … but it was a boys’ school and without boys.
So dinner proceeded. ‘A gentleman to see you sir; his name is Mr Kerr’, the maid announced. ‘I have shown him into the study.’ ‘Tell him I’ll be there presently.’ It would not do to show undue haste. went to the study. There sat an honest six-foot of a farmer with a fine slip of a lad – and a portmanteau
‘Good evening, Mr Kerr. You are just in time for dinner.
Is this your son?’ ‘Yes, this is Robert.’ ‘Come along, Robert. You’d better put your bag in your room. Here’s one that has a spare bed. We’ll give you this.’ Bless his dear face, he didn’t know that all the beds were spare. ‘You will have had a busy day, Mr Stephenson?’ ‘Yes we’ve been kept going.’ May be forgiven. And so we had one boarder at any rate. In the course of a day or two seven others turned up. About twice as many day boys came along. When my brother, Stuart, landed from the mail steamer, ‘Any pups?’ were among his first words. ‘Only about twenty to start, but suppose more will come.’
And they did come, and a new classroom had to be built.
The Reporter of May 1891 recorded:
The wonderful progress which has attended the efforts of Messrs. Stephenson has necessitated more accommodation being provided. At present a large schoolroom has been completed, and on Friday last, a large gathering assembled in the newly completed schoolroom.
Stephenson’s school had begun well. The future looked rosy but hard times were soon to come. That the school survived when other private school ventures in the area lasted only a few years was due largely to the character and determination of Arthur Stephenson himself. At the end of 1891 Melbourne suffered a major financial collapse. By the end of 1892 when Box Hill and the rest of Victoria were hit by the effects of the severe depression, New College numbers remained healthy at 54 including 18 boarders. Stephenson’s brother Stuart provided him with strong support at New College.
But they were both enticed away in 1894 to run the ailing Wesley College. From 1895 to 1897 New College was in the charge of Mr John Ulbrich but Stephenson had to return in 1898 as numbers had dropped alarmingly in his absence.
By the end of 1899 Stephenson had secured the services of Mr Donald Murray Coghill and in 1900 left the school in his care. Although numbers did not grow significantly during his period as head (there were 36 in 1900 and 42 appear in a school photo in 1905), Coghill’s academic results were pleasing. He changed the name of the school to Box Hill Grammar School in 1902 and designed a new school crest. Things appeared to be very satisfactory. But Coghill was aware of the Victorian Government’s stated intention of introducing secondary schools for all children, not just for those who could afford private school fees, and he must have feared that Box Hill Grammar School would not survive the foreseen competition. Towards the end of 1906 he too decided to leave and once again Stephenson was required to save his little school.
Arthur Stephenson by this time was a Congregational minister, ordained in 1899 and, rather than become headmaster of the school again himself, he managed to persuade his brother Stuart, who at the time was teaching in New Zealand, to return to Box Hill. At Speech Night in 1907 Councillor Cox (President of the Nunawading Shire Council) expressed pleasure at Stuart Stephenson’s return and hoped ‘ … that before long he would have a school as good as he had left some years before.’ During the two or three years before his return, numbers had decreased, but Stuart Stephenson was able to report at Speech Night 1907 that the roll was 50 per cent larger than at the close of 1906.
Stuart Stephenson appears to have been a popular headmaster. Several boarders came from New Zealand to attend his school, which he renamed New College, and he was able to inspire former students to take an active interest in it. In his first years at New College Stuart had edited a handwritten and most successful magazine called The Tatler which recorded many of the day-to-day happenings at the College. On his return he revived it in a printed format calling it The Magazine, New College, and wrote about the achievements of present and past students. But not even Stephenson’s enthusiasm could stop the numbers at New College from dwindling.
Stuart Stephenson stayed only three years. At the end of 1909 he resigned to take up a position as head of Brisbane Grammar School.
The Rev A.R. Stephenson had been for ten years a minister at East St Kilda Congregational Church when in 1910 he was called on to rescue his school again. He must have thought about closing New College. There were those who pointed out that the day of the high-class but small secondary schools was numbered. It was feared that the big schools in the city would squeeze out all schools with a small roll. But Stephenson was a man of faith. He was not swayed by such arguments. He felt an obligation to his boys and, no doubt, to the Box Hill community. When the small number of boys came back in February their cheerfulness raised his spirits.
There is such a bright, never-say-die spirit about the very air of the College. An old boy was saying the other day, referring to a previous time when Mr Stephenson had re-started, ‘Don’t you remember when we had hardly sufficient to make up a football or cricket team, we accepted every challenge that came to us, and won more than half?’
It has been the same again … However, the headmaster often says, ‘For a good school it is not necessary to have a hundred, or fifty, or twenty; it is necessary to have a school of gentlemen.’
(The New College School Notes, 1910)
But during this latest spell as headmaster, Arthur Stephenson found that the duties of church and school combined were making too great a demand on him. At Speech Night in 1918 he was philosophical about the success of his venture thus far:
In these days of big schools, [our] numbers would appear comparatively small, but I would never have chosen this neighbourhood if my aim had been a large roll.
He leased out the school, left New College at the end of 1918 for the last time, and returned to his parish in East St Kilda.The next headmaster, Samuel Boyd Gravenall, had about him the air of success. A big man, he was rugged in appearance, clean-shaven with a strong face and broad shoulders.
As well as being able scholastically he had an impressive sporting record. He had been noticed in the football team as a student at Wesley College, was the captain of the St Kilda team in 1910 and gained further football distinction in Western Australia and Tasmania. He was also an oarsman and rifle shooter. Although preferring to project a ‘hail fellow, well met’ image he nevertheless could be vigorous, even aggressive, in his dealings with the students. He set about improving the appearance of the school buildings, to build a new dormitory and ‘to modernise the present school rooms’.
His efforts may have stretched the budget somewhat but they must have impressed quite a few people because numbers at the school rose quite dramatically during his time. At the end of his first year, 1919 the roll stood at 58 fifteen boarders and 43 day boys. By December 1920 Gravenall was able to report to the assembled gathering at Speech Night that the buildings had been painted inside and out, that a dormitory to accommodate twelve boarders had been erected and that arrangements were being made for the erection of another classroom. There were 90 boys on the roll, including 21 boarders. In 1921 Gravenall changed the name of the school back to Box Hill Grammar School. A new state school had been opened in the area and he feared that prospective New College pupils could be directed to the wrong school.
On 2 December 1921 Gravenall announced in the Reporter that Box Hill Grammar School was up for auction. The notice read:
Sale of Grammar School. Messrs. Duncan and Weller, auctioneers of Queen Street, will tomorrow (Sat. 3rd) submit by auction, the Box Hill Grammar School comprising freehold property, residence, school buildings etc. together with the goodwill of the establishment. The furniture of the house and school may be taken over at a valuation. What had gone wrong? Had too much money been spent on the buildings? There has been much conjecture about the real reason for Gravenall’s sudden change of heart. He is recorded as having appeared in the Box Hill police court for a debt of £ 2/ 10/- against T.R.B. Morton, Estate and Stock Agents, and students of the time have suggested darkly that ‘he was a bit of a stablemate of notorious fellows’. At any rate, moves were quickly made to save the situation. A public announcement was made in the Reporter on December 23 just three weeks later:
Residents of Box Hill and surrounding districts … have been disturbed by rumours that the old established Grammar School … was to be closed at the end of this year. It will come as a great relief … to know that arrangements have been made to continue the school.
But the announcement had come too late for quite a lot of families. They had already removed their boys from the school and made other arrangements. When Rev Charles H. Zercho arrived to take up his position as headmaster at the beginning of 1922 only 35 of the previous year’s boys returned, including just three boarders. It was a severe blow to Zercho. In his report at Speech Night in December of that year he said:
came to Box Hill at the invitation of a committee of gentlemen representing the parents of boys attending the school, to take up the task which I full well knew would be a difficult one, and which I have found to be, in this respect, quite up to expectations, and in fact, beyond them … My financial responsibilities were increased by the fact that I took over all last year’s staff, which was sufficient for the needs of 100 boys … The whole place had been allowed to fall into such a condition that upwards of £500 had to be laid out straight away on renovations …
Zercho was able to report that sixteen of his old boys had followed him as boarders from his former school in Berwick and that fifteen new day boys had enrolled so that there were 25 boarders and 40 day boys in attendance. But he had banked on a much higher number.
Zercho was an idealist. He was described by the Hon. W.H. Edgar, MLC, on Speech Night 1924 as ‘an educational enthusiast, whose heart and soul were wrapped up in the boys he was training’. Despite early disillusionment, he remained in the post of headmaster for four years and maintained numbers at between 50 and 60 But he was dogged by financial difficulties.
In 1924 a group of concerned parents and citizens met more than once to discuss the affairs of the school. Their chairman was E.W. Greenwood who had two sons at the school. At Speech Night it was explained to the parents that the status of the school had changed and that the whole of the profits would from now on be devoted to the development of the school. The creation of a council of parents and friends which bought the property and guaranteed debts meant that the control of the school no longer lay in the hands of the headmaster. Perhaps this decision upset Zercho.
He had announced in 1922 :
have pitched my tent in Box Hill, and … intend, God willing,to remain here.
Zercho was an idealist. He was described by the Hon. W.H. Edgar, mlc, on Speech Night 1924 as ‘an educational enthusiast, whose heart and soul were wrapped up in the boys he was training’.
But he left the school at the end of 1925 and all of the teachers and many of the pupils left too.
In 1926 there was a complete change in the personnel of the staff, and of 53 students 23 were entirely new to the school.
A new headmaster, Charles Fitzroy Walker, taught all subjects in the senior section. Olive Kerr was in charge of the primary school. Walker, a young man of 26 came from the staff of Scotch College, Hawthorn, but he was a local boy. He stayed only for one year at this point and was persuaded instead to try his hand in the world of commerce as a car salesman.
Roy E. Jenkins was appointed to succeed Walker in 1927 but his health broke down early in the year and Rev Evelyn H. Strugnell, an Anglican minister, became acting head. He attracted capable staff to the school. F.R. Garlick came from Ballarat College to take Science and Maths, R.G. Hume acted as form master for the Removes and Miss Kerr’s place in the junior school was taken by Miss F.W. Woodridge.
I can recall Mr Strugnell after some fifty-six years, quite well. He would have been quite a heavily built man, of above average height and of fairly dark appearance. can recall his religious teaching … His Anglican faith appeared to mean a lot to him … Mrs Strugnell was a vivacious lady … She and her husband related very well to each other and seemed exceptionally happy together … (Charles Matheson, student in 1928 at age 11
But the school did not flourish. The buildings were poor and Strugnell was pre-occupied with keeping student numbers at a level of viability.
That the school had a struggle to continue to this point is true. When Stephenson began his venture in 1890 he could not have foreseen a severe economic depression and a world war, both of which had lasting effects on the school’s development. But for all that, New College/Box Hill Grammar School ‘had something’ and the Box Hill community could boast that it had its own private boys’ school.
While the official records, including scholars’ rolls, teachers’ registers, examination results and salary payments from 1890 to 1928 have been lost or destroyed by fire, glimpses of school life during this time can be gained from a variety of sources: reports of Speech Nights recorded in the Box Hill Reporter, school photographs, school magazines, prospectuses and programs of athletics meetings that were collected and kept by some former students and loaned to the school, and from recollections of old boys and former staff.
From these records it is clear that New College/Box Hill Grammar School was a Christian school. Stephenson’s background was Methodist and he conducted classes for Sunday School teachers of the Box Hill Wesleyan Sunday School and preached from the Methodist pulpit quite often when requested to do so. He was a man of strong Christian conviction and must have had an influence on his boys. On Sunday the boys were expected to go to church and to respect the Sabbath, but as New College was not officially associated with any denomination, boarders could ‘attend the church to which they had been brought up’.
At the start of each school day there was a Bible reading and prayers, and Scripture was one of the subjects taught as part of the curriculum. Stephenson wrote at least one book on theology. In 1914 his book Difficult Words Of Jesus − An Effort To Understand Them was published and he presented this to winners of the Scripture prize for a number of years. However, religion at the school in Stephenson’s time was not overdone. W. MacMahon Ball, who lived in as a boarding-house master from 1918 to 1920 and taught with Stephenson at New College, remembered him as a ‘liberal’ Christian:
He was concerned with active Christianity and the effect of Christianity in making people’s lives better, fuller and happier, rather than in theological beliefs. (From an interview with Dick Cotter, November 1981
Later headmasters at the school at Rose Street were not all of the calibre of Stephenson but some Christian commitment must have been an ingredient in their selection. Gravenall was one who appears to have had a more relaxed attitude to life and to religious observance than was seen to be appropriate by some. By contrast, the man who followed him seemed to take his sense of responsibility for the spiritual welfare of the boys very seriously. At Speech Night in December 1923 Rev Zercho in his headmaster’s report announced that eighteen of his boys had won certificates in the Scripture examinations of the Diocesan Board of Education. He went on:
It is with much thankfulness to God that I also announce that 15 of our older boys received in October the laying on of hands by the Archbishop in confirmation. I pray that this step in their young lives will … prove to be a source of spiritual strength to them through life.
The boarding house
New College opened with places for eight boarders and soon another dormitory was created allowing for ten more beds. At the end of 1894 there were 18 boarders.
Numbers in the boarding house fluctuated a great deal between 1890 and 1929 The first drop occurred when 19 boys left the school at the end of 1894 and followed the Stephenson brothers to Wesley. This left few, if any, boarders at the school for the time when Ulbrich was headmaster.
There were more boarders after Stephenson returned to the school and certainly present during Coghill’s time although numbers declined towards the end of his stay. Stuart Stephenson was proud to announce in 1906 that three boarders had arrived from New Zealand where he had been headmaster of Prince Albert College, Auckland, and that ‘more were to come next year’.
The greatest number of boarders at Rose Street was 21 in 1920 during Gravenall’s era but when Zercho arrived to replace him at the beginning of 1922 , only three returned. Whatever the reasons for the fluctuation in numbers, there was a desire to create for the boys a family atmosphere at New College. In the prospectus of 1890 Stephenson wrote:
As far as possible, boarders will be treated as members of the family.
Those first years were recalled warmly by Cecil H. Williams, who was in one of the first group of boarders:
… with eighteen or more boarders there was plenty of fun for the unstudious. During that first year I made my greatest school pals … and we played and fought and lived together as happy as the day was long … We boarders were always ready for meals, and although there was always enough, Simon Rodgers had the lay of any likely orchard, which was duly visited by the hungry on Saturday, and even in a respectable kind of way on the Sunday afternoon.
(‘Recollections of School Days’, New College Magazine, 1907)
Williams recalled that Mr Stephenson had a number of house cows. They often went astray and ‘used to find their way into the clutches of the pound keeper’. Stephenson had to ride off on his horse to rescue them. During the Stephenson years there were Boarders’ Nights at which a great number of cakes were eaten and games were played and recitations given.
Few details of a boarder’s life in Coghill’s time have been recorded but in the prospectus of 1904 he assured parents that:
The boarders enjoy all the advantages of a comfortable and refined home, and everything is done to make the home life agreeable and educative.
Williams described the bedrooms as ‘comfortable and airy’ although sketches in The Tatler from an earlier era suggest that little else besides a bed was available in the dormitories. The school prospectus also advised parents that each boarder should bring with him the following: one best suit, two school suits, one straw hat and school ribbon, one school cap, six collars, three white shirts or dickies, six pocket handkerchiefs, four pairs of stockings, two pairs of school boots, one pair of best boots, one pair of slippers, three soft shirts, three woollen singlets, three underpants, three pyjamas, four towels, one clothes brush, one brush and comb (with bag), one sponge tooth brush, four serviettes, four single sheets, four pillow slips, one linen bag and a flannel suit for games.
Each article was to be distinctly marked and an inventory attached inside the boy’s trunk.
During this era, when an unskilled worker earned only two guineas per week ($ 4 40) and a banker or accountant only twice that amount, fees for a full boarder at New College ranged from ten guineas to sixteen guineas per term, and from one and a half to four guineas for tuition only.
The headmaster’s quarters were towards the front of the house and the boarders had their meals in the headmaster’s dining room seated around a large, solid, wooden table. There was a well under the kitchen floor and one former boarder remembered that boys watched where they walked ‘in case there was dry rot in the floor’.
The boarders’ day began and ended with ‘prep’ and some form of physical exercise, perhaps a run through the paddocks or a dip at Blackburn Lake or the Surrey Dive. Bert Williams, a boarder during Rev Stephenson’s later years at the school, recalls that although discipline was firm (lateness to meals or in rising in the morning, for example, led to punishment) he saw Stephenson as ‘father’ of the boarding house.
In 1920 during Gravenall’s time, an upper dormitory was built. It accommodated twelve boarders. C.G. ‘Mick’ Tapson recalls that at one stage, probably during the construction of the upstairs ‘dorm’, some boarders slept in tents around the house. This new addition increased, for some at least, the chances of being reprimanded for lateness, as problems of plumbing arose.
When we stand beneath the shower with our best attire on, When the glass is down to 40 and the breakfast bell has gone, When no drop of water splashes on our bodies cold and bare
Then we spend a few quiet moments in deep and fervent prayer: Then we pray for souls of plumbers who have left us long ago, And bestow eternal blessing on a ‘someone’ down below, Don a portion of our clothing in a frantic, frenzied state And prepare ourselves for ‘fifty’ and the lecture of the late! When we wish to wash for dinner, which of course we always do, We must wait once more for water till the downstairs dorm is through … (excerpt from a poem by a senior boarder, The Grammarian, May 1921)
In spite of this tongue-in-cheek comment, in several other ways life became more comfortable for the boarders under Gravenall. He provided for them a billiard table, a library and a senior boarders’ study. The senior boarders at least were allowed certain privileges such as sitting by the big fire in the dining room.
It has already been noted that when Gravenall left, most of the boarders left too. Those that did remain had to change to a much stricter regimen. Zercho felt that a certain amount of laxity had developed which had to be corrected. In The Grammarian of May 1922 ‘an Honor Sixth boarder’ was quoted as follows by a ‘member of the magazine committee’:
Oh, it’s a great idea; the greatest of great ideas. I mean this getting up at 6 30am idea! Why, what a great benefit it is to all the boarders! They can wait in the cold a whole hour, while the ground is still wet, and have a
The Rev A.R. Stephenson, the headmaster, was a widower with three grown-up daughters. Between them they ran the place … They were a happy family and made me happy to be there.
wonderful chance of doing nothing; a magnificent opportunity of catching a chill! Then, of course, if any do not like the cold, they can go and warm themselves by the electric light, provided it is not turned off at the meter. As for the younger boarders, they have fully 90 minutes to make public nuisances of themselves, and thereby increase the percentage of mental cases in the State.
It is delightful to get up at 6 30 on the day following a strenuous football match, and an exhausting debate, and to observe the conscientious punctuality of the master on duty, whose melodious voice assails the ear at 6 25 But why limit our activities to fifteen hours a day? am engaged upon the generation of a gas which, when loosened upon the air, will dispel darkness …
Life for the boarders had changed and in a later edition of The Grammarian in the same year another student lamented:
During the day we have quite a host of rules to observe … It is a regrettable fact that there is no common room where we may enjoy our schoolmates’ society … In past years we have always been allowed to utilise the dining hall for social purposes, games and so forth where, cheered by a roaring fire, we formed a harmonious and congenial company. Now, however, the commands of the Matron keep us outside. We are not even allowed to gaze through the windows at the splendour within.
It is worth noting that Zercho, rigid or not, obviously allowed critical comment of this kind to be printed and published in the school’s magazine for all to read.
It appears that in most cases the wife of the headmaster was expected to run the boarding house, although there were others who helped. Arthur Stephenson’s wife Sarah was matron in charge of the boarders during two of the three periods when he ran the school. After she died in 1907 his daughter Olive Stephenson helped with domestic duties. She had a beautiful singing voice and may also have assisted with music at morning assemblies. W. McMahon Ball, teacher and resident master for a time at New College 1918 -1920 remembers feeling ‘exceptionally lucky’ to be there and describes the atmosphere in the boarding house during his time at the school:
The Rev A.R. Stephenson, the headmaster, was a widower with three grown-up daughters. Between them they ran the place … They were a happy family and made me happy to be there. Stephenson was a scholarly and liberal thinker. I learned a great deal from Kathleen, his youngest daughter, who was doing Medicine. (More Memories of Melbourne University)
It seems that Murray Coghill’s mother ran the house between 1900 and 1906 In 1899 the Reporter advertised the school and its new headmaster, adding that:
The household arrangements are personally supervised by Mrs Coghill, the mother of the principal, who at the same time carefully guards the individual well-being of each boarder.
If the report is correct, then Coghill’s wife was also present at the house. She taught music at the school, for a fee. Piano and singing tuition were each two guineas a term and group lessons in harmony were ten shillings. There is also a mention of a Miss Coghill ‘who has considerable experience’ and who was to ‘assist in the care of junior boys requiring special supervision in their studies’.
Stuart Stephenson’s wife took over the running of the boarding house when the Coghill’s left. Life must have been busy for her. There were the everyday house duties but in addition her husband was involved in a number of local civic committees and meetings of the Box Hill Literary and Debating Society were held at New College. She supported her husband in his efforts to revive the Old Boys’ Association. In September 1907 they had their first Annual Dinner for many years, preceded by a football match. Although ‘numerous apologies were received’ thirty-five old boys were present. On 11 December 1907 the Speech Day, there was also a cricket match between past and present students played on the College oval. After the game Mrs Stephenson entertained the two teams and a number of visitors at the College. She also entertained boarders and day boys for the final evening before the mid-year holiday.
Games of various kinds filled up the programme. A charade showed wonderful skill in acting on the part of some. Cox made a first-rate parson, Frank Macky looked every inch a doctor, Stewart Macky rode ‘Broomstick’ in a Melbourne Cup like a born jockey. There were several fine bouts with boxing gloves, and when Les Taylor and Jack O’Neill were engaged, excitement ran high. A pleasant evening closed with cheers for the College and for the holidays. (New College Magazine, 1908
That the job was a demanding one was made clear when Stuart Stephenson told the gathering at his final Speech Night in 1909 am leaving the College partly to secure for my wife a rest from the strain of boarding school life, and partly to devote myself to more specialised work.
LEFT: The school in Rose Street, showing the added upstairs dorm (photo taken by Max Dober 1929 BELOW: Stephenson with school boarders and McMahon Ball, about 1918.
Sport and drill
Success at sport was a feature of New College/Box Hill Grammar School in those early days at Rose Street. For a school of its size it did remarkably well. The property itself extended for only two acres: the school did not own large sporting grounds. A practice wicket was provided for the boys but there was a catch: it was adjacent to the land of a prominent Box Hill councillor and in 1891 when boys climbed the fence to retrieve lost balls, the irate Councillor Ellingworth would rush out and indignantly drive the intruders from his growing crops. But the boys were encouraged to practise regularly, and football and cricket matches were played against such schools as Hawthorn Grammar, Camberwell Grammar, Albert Park Grammar, All Saints and Wesley. Stephenson was delighted with their performance.
In sports, particularly in cricket, New College has distinguished itself. We have had five matches against good college teams, and have been uniformly successful; we have won five matches out of five … We do not begrudge an afternoon every alternate week to a cricket match, and all who know boys will acknowledge that it is well for them to have these matches. (Stephenson’s Headmaster’s Report, Speech Night 1891)
But he saw sport as far more than just winning. It was important for their general well-being:
Some boys cannot excel in the classroom, they are not made that way. Every boy has charge of a body which may be the habitation of his mental and spiritual faculties for some scores of years, and during his period at College he should, at any rate, see to it that he gains all the advantages which the cricket team and the gymnasium offer. (Speech Night, 1891
In addition to providing the small cricket ground on the property, Stephenson in 1891 gained the permission of the Box Hill Council to use land near the school for sport and set about making a cricket and football ground out of a ‘beautiful paddock of 30 acres’, the area later covered by the Box Hill Cemetery. Stephenson received assistance in this venture ‘from the old boys and friends’, and in December 1893 he could report that:
Some five or six acres of dense scrub, covered with huge stumps, which belongs to the council has, during the year, under the enthusiastic care of the contractor (Mr W. Lindsey) been converted into a beautiful smooth field, which we are proud to be allowed to term the ‘College Oval’. (Speech Night, 1893)
There was a cinder running track around the oval for boys to train on and over the years many successful athletics sports meetings were held there. Stephenson stressed the importance of involvement in athletics, gymnastics, swimming, cricket and football. How one approached sport seemed to him to be reflected in one’s philosophy of life.
The steady training, the dogged pluck, the honest triumph in success, the cheerful acceptance of honorable defeat … all help in the training of an English gentleman. (Speech Night, 1893)
As well as giving an opportunity for the development of sportsmanship, headmaster Murray Coghill 1900 -1906 saw sport as an important corporate activity and a training ground for leadership skills.
The Sports are arranged by the boys themselves under the supervision of the Principal and staff. Matches in cricket and football are arranged with other schools, and a well-equipped tennis court is the resort of those unwilling or unable to join in other games. In their sports the boys learn the habits of unselfishness and loyalty, and the value of unity of motive and actions. (Prospectus, 1904
In 1900 the Annual Sports were held as usual and were watched by a large group of relatives and friends of the pupils.
At the sports, a group of judges decided the winner of 100 yards, 200 yards, 440 yards, hurdle race and high jump. There were also other athletics events such as kicking the football, throwing the cricket ball, long jump, putting the weight, and vaulting with the pole. There were also fun events: the sack race, barrel race, Siamese race, egg and spoon race and blindfold race. Boys won points for their house, and junior and senior championships were awarded. House colours were gold and blue for New House and red and gold for Rhaiadore House. Spectators were also involved on the day. The ladies’ nomination race in 1900 was won by W. Wise nominated by Miss M. Traill.
Several former students have emphasised the continued sporting success of New College/Box Hill Grammar School during those years at Rose Street. The school was small in number but there must have been a fierce determination on the part of both students and staff for the boys to train hard and play with zeal. There were also some very talented athletes at the school. At the Athletic Sports in 1902 the Senior Championship Trophy was won by Leslie Berry. Other award winners were L.L. Roediger and P. Edgoose, both of whom won awards in the following year along with B. Kozminsky.
The Rodgerson’s, four boys from the one family, boosted the school’s sporting performance over a period of about ten years. Between 1902 and 1911 one or other of the names David, Gordon, Stanley or William Rodgerson
appeared in the list of sporting champions. Other names that recurred during that time were R. Macky, B. Cook, S. Macky, R. Ellingworth and R. Hart along with B. Timms, Forbes, C. Pratt and H. Belyea.
For years, New College/Box Hill Grammar School sent representatives to the United Schools Athletic Sports, a big event in which they competed against such schools as Carey Baptist Grammar and Malvern Grammar. Initially they had little success. In 1903 B. Kozminsky scored one point for the school by gaining a place in the 440 yard race, but in 1911 Gordon Rodgerson came first in the U 16 long jump and second in the 880 yards race: quite an impressive achievement and good publicity for the school.
A popular traditional sporting activity was the paper chase. The boys followed a route which took them several miles in all, usually as far as the Blackburn Lake. A former student described the event:
In my day the two Gramlick boys were usually the hares. They would lay a trail of paper trimmings gleaned from the Reporter office and the rest of us, the hounds, would follow the trail. We went out the back gate of the school and ran through unmade paddocks and bushland. We crossed over Middleborough Road, a lovely quiet area at that time, following the paper trail all the way to Blackburn Lake and back. As we went through Hatfield’s orchard we often tasted the fruit along the way. (Lindsay Elsum, student in 1918)
Can you wonder that I am proud of my boys and their achievements? I was a very happy man on the Combined Sports Day when I saw His Excellency the Governor-General hand the cup to Ossie Green, our captain.
Headmaster Gravenall was particularly interested in all aspects of sport. He had only a small number of boys to work with at first, but they were keen. In 1920 the sports champion of the school was K. Bennett with second prize going to A. Phillips. In 1921 Gravenall had gold and silver medals engraved and these were presented to winners of events at the sports meetings. Albert Phillips was the champion of the school that year.
These inducements must have rekindled the old zeal amongst the boys, for the next head, Zercho, was delighted to announce at Speech Night in 1922 that they had won the coveted Graphic Cup awarded each year to the winner of the United Schools’ Athletic Sports:
Can you wonder that am proud of my boys and their achievements? was a very happy man on the Combined Sports Day when I saw His Excellency the Governor-General hand the cup to Ossie Green, our captain.
The school had also done well that year in the team sports. Only one school had beaten them at cricket and, of thirteen football matches played, eleven were won by Box Hill Grammar School. All this was in spite of the fact that, as Zercho pointed out, ‘in each case their opponents were much older and more experienced’.
Zercho was anxious that sporting practice should not interfere with the boys’ academic program but he enjoyed their successes. Their training program was carried out before and after school.
The upheavals that took place in both staffing and school numbers following Zercho’s departure affected the sporting program badly. No longer do we read proud reports of success, but sport is spoken of in more esoteric, even wistful terms. In 1927 Rev Strugnell wrote that it was not really important to win but:
To set the cause above renown
To love the game beyond the prize
In 1892 a cadet system was formed at New College under the direction of Captain Whitehead, then the instructor of the Scotch College cadets. Uniforms and rifles eventually arrived and it was felt that the discipline and drill were excellent training. In 1898 the Victorian Government provided the school with a miniature rifle range. To begin with, military drill was a voluntary option for the boys of New College and proved quite popular. But things changed when in 1910 it became compulsory throughout Australia, to the displeasure of Arthur Stephenson. At Speech Night, 1911 the Chairman announced the discontinuation of compulsory drill. Stephenson was very strongly in support of this move. His view was that:
The present compulsory system is bad for the health of the boys, bad for their education, bad for their homes, bad for patriotism and bad for the defence of the country … The discipline it intended to employ should be employed by parents, not by drilling at school.
Cadet training at New College ceased. The advent of the First World War meant that boys were caught up in a far more serious military training ground. By 1916 the school was in the shadow of a war which had claimed the life of the headmaster’s son, Lt Keith R. Stephenson, killed at Pozières.
The Honour Roll in 1919 contained names of fifty-one boys who had gone to the War. In place of cadets, exercise was provided by gymnastics and physical culture. New College already had gymnastic equipment (Stephenson himself was quite a good gymnast) and instruction was given in its use. In this it was ahead of its time.
In addition to joining in team sports and doing gymnastics the boys were encouraged to learn to swim. Stephenson obviously saw water sports as important. Even though, at first, the school did not easily have access to a swimming pool, use was made of the Blackburn Lake and before long a clubhouse was built there for the use of the New College boys. There are also memories of the boys rowing on a stream south of the school property near where Ashted Road is today.
After 1906 the boys went for swimming lessons to the Surrey Dive. This was a former quarry, a huge clay hole half-filled with water. The depth was estimated at between forty and eighty feet and most school children believed it to be bottomless. When the Box Hill Council bought the area as a reserve in 1905 the boys of New College, and later Box Hill Grammar School, were able to take advantage of this venue for swimming long before many other places in Melbourne had built municipal swimming pools.
And for most students it was a popular pastime:
Take us swimming, Sir? Then off we go to the Dive … dark green waters, tall cliffs, a dressing shed built on the lowest part of the cliffs, a landing stage in front of it, rafts and ropes and diving boards. Such is the Dive, one of the chief glories of Box Hill. The swimmers hurry to the dressing shed … Close at hand is a notice stating that neck-to-knee costumes must be worn; half the swimmers wear headto-foot costumes provided by nature! The other half proudly flout [sic] waist-to-knee togs. Soon all the party is out. The Sixth Formers are occupied mainly with diving from the spring-boards, the Fifth and Fourth with swimming, while the non-swimmers go off on voyages of discovery around the top of the cliff. (The Grammarian, 1922
‘Tim’ Blood, a student in the early 20s, recalled that learning to swim in the Dive was a rather scary experience:
We had a belt around our tummy attached to a rope. Our teacher Fred Garlick would walk along the edge holding on to the rope. We’d be battling it out in the water. It frightened hell out of me, it was so deep. (Tim Blood, 1989)
We had a belt around our tummy attached to a rope. Our teacher Fred Garlick would walk along the edge holding on to the rope. We’d be battling it out in the water. It frightened hell out of me, it was so deep. (Tim Blood, 1989)
ABOVE LEFT:
College cadet corps, 1894.
The school day
Although built near the railway line, Stephenson’s school at Rose Street was still a considerable walk from the station for the day student before the days of omnibuses. Some boys came by train from areas as far out as Lilydale and Healesville and had to leave home very early to allow for a long walk at either end of the journey. Others rode their horses and tethered them at the schoolhouse during the day while the lucky ones had access to a bicycle. They arrived at school with the few pieces of equipment required in the delightfully uncomplicated world in which they lived. In addition to the few, but highly prized, schoolbooks they might bring their lunch and perhaps a bag of marbles or a sling-shot (‘ging’) to while away the breaks between classes.
The schoolroom at Rose Street was simple but practical. The walls were decorated with maps, drawings and photos of sporting teams. The desktops were carved with the names of successive years of students. The teacher in long black academic gown and mortarboard looked impressive. He had to rely on his skills as a communicator and on the occasional threat of corporal punishment to get across to the student the delights of Shakespeare and Keats, to instil the disciplines of Latin and French, and to explain the mysteries of Euclidean Geometry.
Boys copied laboriously into exercise books the work set by the master. Maps of the countries of the world were outlined meticulously with pen and ink. The best of these were judged, displayed proudly and prizes were awarded. Without the benefits of modern marvels such as the radio and television the students relied heavily on the teacher as their window on the wonders of the world beyond the classroom.
In those days the limitations of transport confined the teacher and his students largely within the classroom walls, but Stephenson, a true educationalist, recognised the value of wider experience where possible. Although Melbourne was an hour’s journey each way, on occasions he took advantage of the railway link to convey the boys there.
One of the earliest excursions to the city was in 1891 to hear a lecture by the Anglo-American explorer Henry Morton Stanley who, 20 years earlier, had led a successful expedition to Africa to find David Livingstone. Stanley gave a series of four lectures at the Opera House (Bourke Street), which later became the Tivoli. In the same era, the boys visited the Queen’s Fair in the Melbourne Town Hall and, according to the Tatler, ‘the stalls, the crowd, the tableaux, the Fijian warriors were all attractive’.
In 1901 Murray Coghill advertised in the Reporter that: Country boys … are sufficiently near the city to have all the refining influences of town life and opportunities for acquiring that wider mental culture derivable only from personal contact with the centres of art and learning. Visits are arranged to the various museums, libraries, art galleries and other sources of edifying influence.
Trips to the cities were, however, the exception rather than the rule. More commonly, visits to places of local interest provided pupils with an informative experience. These included trips to Australia’s first electric tram (Station Street, now Tram Road, Doncaster), the Box Hill Brickworks and the wooden tower on the site of the Surrey Hills service reservoir in Canterbury Road.
In 1910 the school made several excursions with Arthur Stephenson, including to the Colonial Sugar works at Yarraville, the gasworks, Mitcham tile works (after which the Acting Manager, Mr Luke, offered a prize for the best essay), Melbourne Observatory, and the Herbarium. The farmers and orchardists of the surrounding area would come to town in their horse-drawn vehicles of all types …Ready’s Harness and Saddlemaker’s shop in Whitehorse Rd, was always kept busy … and Young’s Coach-building factory opposite Bamford’s Timber Yards in Watt St, later the site of the Regent Picture Theatre, was a fascinating place to dawdle and watch the building of all kinds of carts and wagons and the painting and varnishing of the butchers’ and bakers’ carts. (Recollections of Lindsay Elsum, student in 1918)
The school had a choral society, debating and literary societies, a chess club and a school magazine. The choral society put on occasional performances and provided entertainment at Speech Nights. Speech Nights were the highlight of the school year and boys prepared diligently for the singing and other musical items, gymnasium displays, recitations and dramatic presentations. A popular choice was a segment from Dickens’ A Christmas Carol, and in 1911 they also proudly produced a scene from The Merchant of Venice.
Stephenson had come from the English public school tradition but he set up a school in 1890 that would cater for families with differing needs. He was aware that some of the boys would be from farming families and that skills such as carpentry would be in demand. He knew also that the families of the growing business community would want to send their sons to a suitable school which, in addition to broadening their minds, would impart the knowledge that would enable them to run a business. There would also be others with academic goals who hoped that their sons would enter university and take up a profession.
The inaugural prospectus of New College, Box Hill, reflected the perceived needs of the community and an academic’s contempt for commerce:
The lower school will include boys up to the ages of eleven and twelve, and they will be carefully grounded in elementary subjects. These will include: reading; writing; spelling; letter writing; composition; English grammar; history; geography; scripture; and arithmetic. And also, as the boys show due capacity for them, the rudiments of some elementary science and of Latin and French.
The upper school will be divided into a classical and commercial side. On the classical side the boys, in carefully graded classes, will be worked on the lines which the University of Melbourne suggests by its Matriculation examination in: ancient history; physical and political geography; English literature; arithmetic; algebra; euclid; French; Latin; as well as in trigonometry; Greek; and German if required.
The commercial side is especially designed for older boys who, for some reason or other, are backward in their school work, and cannot stay at school long enough to get a useful grasp of higher ordinary school subjects. The Principal has often seen such boys become discouraged and even lose self-respect. The commercial side will be of great service to sensible boys of this class.
In addition to ordinary English subjects, these boys will be trained, if desired, for Public Service examinations, or taught, in a practical way, bookkeeping and shorthand without extra fee.
There was a rigour in Stephenson’s approach to education in keeping with educational practice of the time. In his headmaster’s report at Speech Night 1894 Stephenson commented:
We attach great importance to … foundation work … ; good writing, spelling, reading and accurate reckoning are parts of a boy’s education which as a man, he will especially value … In the IV Form Latin, French and Mathematics are taken up … The fact that a boy does not like a certain subject in school is, after all, an indication that this subject is most important for the purpose of mental discipline.
Mental discipline was encouraged but, on the other hand, the school examiner emphasised the real learning that was taking place by noting in 1892
There has evidently been no attempt made at merely cramming up a number of facts for examination.
In 1904 Coghill also stated:
Cramming is heartily discountenanced. Pupils are encouraged to observe and think for themselves, and so to cultivate the habit of original thought and self-reliance.
Each year Speech Nights were held, firstly at the Temperance Hall and later at the Recreation Hall in Whitehorse Road (which became the Rialto Theatre and then Palmer’s Arcade). Other venues were the New Theatre (later renamed the Regent) and the Methodist Church’s Oxford Hall. At Speech Night boys would be awarded prizes for achievement in subjects such as English and History, Geography and Mapping, Elocution, Latin and French, Greek, Mathematics, and Scripture. A dux for each year level was chosen as well as the dux of the school. Book prizes, with titles such as Plutarch’s Lives or The Works of Shakespeare and embossed with the school crest, were presented to the award winners.
The school took pride in its scholastic achievements. In 1892 Stephenson at Speech Night claimed:
We have established at Box Hill an educational seminary that is, from a scholastic point of view, second to none in the colony.
We have established at Box Hill an educational seminary that is, from a scholastic point of view, second to none in the colony.
And the results were good. The Reporter of January 1893 noted that a total of eleven candidates at New College had passed the Matriculation exam: ‘no other school east of Melbourne had more passes’. And in 1903 Coghill announced:
It may be fairly claimed as reliable evidence of good work that out of eleven candidates (including two who had two attempts) for recent examinations … nine were successful, and the remaining two passed in six subjects.
Two students of note during Coghill’s term were lvor Evans and Alexander Fitzgerald. Evans came to the school in 1902 on a scholarship after being dux of Prince’s Hill State School the previous year. Of greater interest is the fact that Evans had in 1901 shared with four other people a prize for the design of the Australian flag. Fitzgerald, later Sir Alexander Fitzgerald, was dux in 1905 and became Professor of Accounting at the University of Melbourne from 1954 to 1958
Ball recalls the talent of some of the students at the school during his time as a young teacher at New College:
In fact, was teaching Leaving subjects as was learning them. One pupil was older than was. The brightest of my pupils was ‘Bunny’ Gramlick. He taught me some maths, though he was too tactful and polite to make it clear to the class. Gramlick later became a teacher who made maths clear to many pupils at Carey Grammar. (quoted in H. Dow, More Memories of Melbourne University: undergraduate life in the years since 1919 1985)
From reports of the activities of the old boys in the school magazines, it can be seen that many went on to university. The New College Magazine of 1907 and 1910 lists the names of former students such as J.H. Crawford, A. Lormer, M.G. Patten, P.R Ewers, Frank Macky, Stuart Macky and J. Crawford as being at the university, and congratulated R.C. Hamilton, W.H. Sanders, H.G. Sim, V.P. Stantke, Dr H. Cumpston, H. Cook and William White on their achievements in a number of different professions.
RIGHT: David Rogerson as Shylock, 1909.
FAR RIGHT: Headmaster Zercho with his prefects, 1923 (l.to r.) R.F.Murray, W.Scott, A.Chandler.
Rev. Zercho, C.Heape, R.Daniel, D.Townsend.
You have a first class school in your midst, with some splendid records behind it, and a promising future ahead of it.
Local boys who went into business in the Box Hill area, such as Marshall Tweedie, W.H. Ellingworth, C. Ellingworth and E.J. Ellingworth, are also mentioned and several country boys returned home to manage family farms.
In his headmaster’s report at Speech Night in 1923 Zercho told the gathering:
You have a first class school in your midst, with some splendid records behind it, and a promising future ahead of it. The tone, the religious atmosphere, the spirit of the school, the gentlemanly behaviour of the boys at their sports meetings, on the streets and in the trains, the spirit of comradeship between staff and boys, and the excellent work done in school could not easily be improved upon.
Zercho, and indeed Box Hill, had reason to be proud of the school Stephenson had founded in 1890 There had been a number of setbacks and there were testing times ahead, but New College/Box Hill Grammar School had served the community well.
Zercho left the school in 1925
By 1928 the buildings were drastically in need of upgrading. The paintwork was peeling and the timber had begun to deteriorate. Numbers at the school had decreased again and it seemed that the headmaster, now Rev Strugnell, was not improving the situation. Steps had to be taken to prevent financial difficulties from once again threatening the school’s viability.
Evelyn Strugnell was acutely conscious that a group of Box Hill citizens had plans to encourage the government to establish a high school in the district. He feared that the school could no longer thrive and offered his resignation in June of 1928 The Board of Health, as a consequence of its inspections of the buildings, ordered the school to be closed on the last day of September but finally sanctioned the continued use of the buildings to the end of the year.
The School Council, meanwhile, had begun to engage in rescue plans and, armed with Strugnell’s formal resignation note, began to look for a younger man, hopefully a Methodist, as a replacement. And even more importantly, perhaps, they entered negotiations with the Methodist Church on the matter of ownership. The Church, for its part, had been looking for opportunities to expand its influence within the educational community. There was a clear matching of interests, and the Methodist Board of Education accepted Council’s proposal that the Church assume responsibility for Box Hill Grammar School.
Strugnell was evidently not involved in these negotiations to continue the school. When he learned what was going on, he demonstrated his displeasure by persuading his staff to leave and by announcing at Speech Night that the school was to close.
But the school did not close. It had been revived again, principally through the efforts of parents, friends and interested local community leaders: people who believed that the school was worth saving.
A new headmaster was appointed and, under the auspices of the Methodist Church, a property in Station Street, Box Hill, known as Gwynton Park, was purchased from Robert Campbell Edwards in 1929 for £10 000
A whole new chapter was about to start.
CHAPTER 2 NECESSITY COULD BE A VIRTUE
Charles Fitzroy (‘Roy’) Walker was a complex, unsophisticated and often lonely man. He was often better at delighting a child or showing concern for the poor than generating support from his peers and happier hiking by himself at Mount Baw Baw than at a dinner party.
Walker was also full of contradictions: a keen sportsman who introduced to the school the notion that competition was not always positive; a fullytrained blacksmith who also loved the work of English poet John Milton; calm and approachable yet also fearsome; an autocrat by nature but a strong supporter of student self-government.
John Watson, a primary teacher and boarders’ supervisor in the late 1930s (and later long-term Head of Junior School at Trinity Grammar School) in a written reflection circa 1983 reflects:
From a poor blacksmith’s family background, he may have missed out on some social graces. For example, he was not at ease talking to small groups of staff.
As a man amongst children Walker had great skill. He tried to develop the whole school ‘along cottage lines’ and the freedom he created was ideal for the many children who couldn’t fit in at other schools. For example, student Edgar Pottage – who later became an architect and designed Tullamarine Airport – was not getting on well but was able to manage his frustrations by climbing trees. He brought his own rope and worked his way through the school’s trees at lunchtimes.
On April Fools’ Day, year after year, younger students were enthralled by Walker’s steadfast ability to not ‘realise’ he had a ‘kick me’ pig-tail on his back. When there were boiled eggs for tea, his ‘pleasure and surprise’ at being offered yet another empty, upturned eggshell with the words ‘Here sir, another egg?’ lasted for as long as was needed to accommodate every last child with trickery on her or his mind. And whenever a student was impudently and falsely sent to him by others as a joke, he responded with a ‘Yes, wanted to see you, to give you this’, and a threepenny piece was produced from his trouser pocket.
Walker was a peace-lover and would not tolerate anything militaristic in his school. As a leader, his style was ambivalent: he wanted people to think and act for themselves but he was also impatient to have his own ideas implemented.
John Watson writes:
CFW was demanding on staff. He didn’t directly tell staff what to do, didn’t hold staff meetings, (indeed there was no staffroom) but he required absolute punctuality and often assigned additional staff duties at weekends: for example when he needed to go out to address a League of Nations meeting. Some staff were not overly happy – and they had trouble fitting in with the easy-going atmosphere and lack of overt discipline. CFW was able to reprove students, and they had a healthy fear of him in this role. Marking of school rolls was a hitand-miss affair, and sometimes had to be hurriedly filled in when an inspector was about to come. remember we once accidently marked students present during the Easter break!
Earlier in his career it appears that Walker’s values and intentions as an educator were not dissimilar from those of his peers. He had come from the staff of Scotch College and was an admirer of Littlejohn. On his appointment to Box Hill Grammar School in 1929 he had built a school curriculum design for the first school prospectus that emphasised the traditional subjects and a studious atmosphere. Walker stated in this prospectus that ‘... character is the all-important thing’, and that the aim of the school was to ‘... thoroughly equip boys for the battle of life … to be manly, clean-living, God-fearing and God-loving members of society’. The curriculum was necessarily basic and traditional: English, French, Latin, History and Civics, Geography, Arithmetic, Geometry, Trigonometry, Physics, Chemistry, Bookkeeping and Drawing. But it wasn’t too long before force of circumstances and his own expanding view of real education were beginning to stimulate a more creative, lateral approach to schooling and the development of the whole child.
Gwynton Park
Gwynton Park, the new property in Station Street, had a great deal of potential. It was an undulating tract of land of just over 24 acres (9 8 hectares) which contained a fair-sized dam, some farm buildings, a gatekeeper’s lodge, a summer house and a crescent of trees. These lovely trees, double rows of oaks and elms, were planted by Edwards for a grand approach to his new residence, never to be built, which would have stood in a commanding position at the top or western end of the land. And it was well situated. Rennies’ Bus service ran from the Box Hill railway station to the Burwood tram terminus and could take students right to the school gate. There was also a small bus that ran along Canterbury Road providing access from an even larger area.
A new school building, now called the Cato Block, was built on the property in 1930 and the small school moved from its former rundown quarters in Rose Street. Twenty-five students enrolled including three boarders.
The classrooms were austerely finished with exposed brick walls, bare hardwood floors, a raised platform, high blackboard and an inefficient fireplace in the corner … The high white ceilings assisted ventilation but made it difficult for pen-throwers to reach the ceiling; and even more difficult to retrieve pens that did … Window sills were high to prevent the inattentive gaze from wandering out to cricket on the oval; although on a balmy day, acrobatic students were known to have left class through an open window when the teacher was busy at the blackboard.
Initially all forty pupils were in the Cato Block with the eastern room home for Grades 1 to 4 the centre room for Grades 5 to 8 and the western room for the upper classes. As numbers increased and more classrooms arrived, the range of grades in each room decreased.
Despite the rising numbers, however, there was only one small toilet block provided for the use of day students and staff in the school complex. It was a brick building situated under the pine trees to the south-east of the Cato Block, and was serviced by a nightman until 1935 when Box Hill was sewered. It was to be 19 years before better toilets were constructed in 1954 These were built as an annexe to the Cato Block, and replaced again many years later.
In 1935 the western room of Cato Block became the Science Room: ‘Brunno’s Room’. By today’s standards it would be considered ill-equipped, but it served its purpose well. In the less sophisticated world of the 30s and 40s, the fixed solid bench on the raised platform was used for demonstration of experiments and contained
a small sink and the only tap in the room. All science equipment was housed in two locked cupboards at the back of the room: one for Chemistry and one for Physics, with its gold-leaf electroscope, Wimshurst machine, beam balances, wheatstone bridges, etc. (John Alexander, student 1932-1940 interview 1988
Evan Walker, C.F. Walker’s son and a student in the 1940s, wrote:
The room from which Brunning operated was an amazing repository of all manner of stuff, in addition to being the school’s only Science and Geography lab for over twenty years … The cupboard at the front of the room (behind the main door) was a real treasure trove. It held all the school’s stationery supplies, including exercise books with a picture of Cato Block on the cover; pencils, rubbers, pens and nibs, and large bottles of ink for filling the ceramic wells in the desks. There were texts for key secondary subjects: Piers’ Plowman histories, R.M. Ballard’s Fundamental English, and more; and all of the school’s sporting gear as well … On the south wall were more books and some students’ lockers, and the north wall was given over to steel-frame windows which looked out on the oval through oak and elm trees, past the main drive and the log seats. (Evan Walker, student in the 1940s, interview 1988
The open cloisters along the south side of the building gave little protection from the prevailing winter winds. ‘Driving rains would reach the classroom doors with a wind blast that scattered papers from the teacher’s desk every time the door was opened’, remembers Alexander. The east end of the cloisters, however, provided some protection from the cold winds. Students could sit on these steps and watch the players on the tennis court, which had been constructed by the Fathers’ Club in 1932 , or just read a book. The brick east wall was ideal for ball games, five-stone and tennis practice after school.
The corner fireplaces gave out little heat but much smoke and with wood invariably scarce, the classrooms were always cold in winter. Teachers often stood with their backs to the fire as they supervised the classes. The fires were lit each morning, often with the help of willing students. Some teachers brought a kettle to school so that they could gather around the fire at recess and share a cup of tea.
Students in the cloisters of the Cato Block soon after the school shifted to Gwynton Park,1933.
C.F.Walker with boarders, 1933.
The tennis court was constructed by the Fathers’ Club in 1932.
Teaching staff, 1931 (l. to r.) C.F.Walker; K.D.Grove; A.M.Rush; Hazel Beckett.
Boys in the cloisters of the Cato Block, 1933. Cato Block, 1931 to be stage one of the school’s master plan.
… on a balmy day, acrobatic students were known to have left class through an open window when the teacher was busy at the blackboard.
Second-hand buildings
When the school had moved to its present site in Station Street in 1930 there was much optimism. The Cato Block had been designed as stage one of a grand Master Plan. There was to have been a series of similarly imposing buildings that followed the crescent of trees and shrubs but development took other forms.
The Great Depression, which hit in 1929 and was followed by the Second World War, ensured that the school remained in financial difficulties. The Methodist Church had assisted with the purchase of Gwynton Park and the financing of the Cato Block but the debt remained a burden for many years. The Church included the school debt with its own and was able to secure concessional interest rates, but no major new debts could be accepted from the school. Box Hill Grammar School was unable to finance real capital works for almost 30 years. Buildings to accommodate increased numbers had to be produced at virtually no cost.
In 1931 Queen’s College offered the school its old chemistry laboratory and it was carried to Box Hill by horse team and jinker. On reaching the Box Hill railway gates its roof had to be removed and the overhead wires raised to enable the building to get through.
For most of its life this building (pictured on page 37 was the Assembly Hall but it was first used as a gymnasium and, by 1934 it had been pressed into service as an extra classroom. A small room, which became the Leaving Room and also doubled as a ‘backstage’ room for the hall, was added in 1936. During the war, when numbers of boarders exceeded 60 this building was used as a dormitory but it survived as an assembly hall for many more years. In 1951 permission was given to extend the building at either end to provide three more classrooms. Costs were minimised by using students, staff and friends as labourers under the supervision of a qualified carpenter.
An old sports pavilion was donated by Wesley College in 1933. A heavy, cumbersome building, it was brought to Box Hill by bullock team along Riversdale Road. Some days’ delay occurred when the bullocks were unable to drag the building on its jinker up Riversdale Road hill. Although originally used as a sports pavilion, bunks were installed after 1942 and it became a dormitory to accommodate the growing numbers of boarders. Located behind the Cato Block, it quickly became known as ‘the Pav’.
In 1935 a small wooden structure – previously used by the North Melbourne Methodist Mission as the venue for packing parcels to send to missionaries – became available. Sawn in half, it was shifted to Box Hill and the sections were put together again as an extension of the main boarding house.
By the late 1930s major building programs were underway at both Wesley and Methodist Ladies College with the help of benefactors –but none could be found for the school at Box Hill.
With the addition of a small toilet and bathroom, the building served as a dormitory for many years. In the 1970s it became a drum room for music students before evolving into a book repository.
In 1939 a major building program at Methodist Ladies College (MLC) led to the offer of an old building clad in asbestos sheeting. Transported to Box Hill and placed adjacent to the gym/assembly hall, it provided two extra classrooms and two small rooms used variously as locker rooms, staff rooms, small classrooms and tuck shop. During the war, and again in the 60s, this MLC hand-me-down building was also converted to a dormitory.
The kindergarten building had originally been a small summer house on the Gwynton Park Estate. Moved from the driveway opposite the Cato Block in 1935 it was adapted to serve as a classroom for the first small group of girls. In 1940 it became a kindergarten (initially staffed by the headmaster’s sister Hazel Hall) and continued as a kindergarten for the next 30 years.
By the late 1930s major building programs were underway at both Wesley and Methodist Ladies College with the help of benefactors – but none could be found for the school at Box Hill. The Methodist Conference felt that as Box Hill Grammar was not prospering, a logical step was to use the beautiful property at Gwynton Park as the new site for a Wesley College junior school. Walker was pressured to agree to the proposal but he wholeheartedly believed that his school had something special to offer and would not budge. The uncertainty surrounding the school’s future resulted in Conference withholding funds for capital works which created tension between Walker and the Methodist Board of Education.
In spite of fund restrictions, one project – the War Memorial Oval – was completed in 1956 It had been initiated by the Old Grammarians’ Association during the Second World War and was the school’s principal fund-raising objective for almost 20 years. Funds from school fêtes, gymkhanas and dog shows all went towards ‘The Oval’ and were stretched further when Walker managed to convince a road-construction firm to try out its new heavy
equipment in excavating and levelling the soil around the oval. Completion of the project provided Walker with at least some sense of achievement in site development and was a source of immense pride.
In 1955 Wesley College finally relinquished its option on the property and a new master plan was drawn up. However the lack of finances was still a factor and even this modest plan had to be cut back. After some disagreement with the architects, Walker decided to abandon the new plans and instead, obtained a cheaper building that was typical of the many being constructed at that time by the Public Works Department (PWD) for the Education Department. Completed in 1958 it was the first new classroom building the school had had since the Cato Block in 1930 It had two science labs, good storage areas, four general-purpose classrooms, an art/craft workshop, modern toilets and shower/changerooms plus a public address system. One of the classrooms was called ‘the library’ but this was really a misnomer as books were dispensed for student use from a small storeroom off a normal classroom before a trolley system was introduced to distribute books. A true library was not developed during this period, nor was staff given a staffroom. Some teachers made the public address control room their home base but this room also served as a Sixth Form private study room.
The boarding house
In 1930, when the school moved from Rose Street to Gwynton Park, there were three boarders and by the end of the year there were six who included Max Dober, W.H. (John) Edgar, Laurie Wellman, John Marshall, Eric Watts and David Ford. The house (which was the original lodge – or gatehouse) became the boarding house. It had been rented out to a dairy farmer in the years preceding the move but the tenants had been more interested in the farm than in the upkeep of the house. For example, the upstairs shower recess had been used to store coke for the open fires.
In its original form, the house boasted attractive Edwardian features.
While the leadlight bay windows and solid wooden staircase gave a hint of elegance, in reality, the boarders’ facilities were spartan. The dormitory upstairs was basic with a linoleum floor, a runner between the beds, and the boys had use of only a cold shower. Toilets were located in a small building at the back of the house, under the pine trees, and for some time these were the only toilets in the whole school.
Although double-storeyed, the original gatehouse was too small to house boarders, additional resident staff, the headmaster and his family, and the school office. The only cooking facility was a fire stove in the ‘breakfast room’ and the laundry consisted of a trough and a copper. Alterations were necessary.
In 1930/ 31 plans were drawn up to extend and adapt the house with architects devising a new dining room and kitchen with extensions to the rear of the house. Until the dining room was completed, boarders ate around a large oak table in the ‘library’.
The new and enlarged dining room, underneath the new western dormitory, was lined with dark stained plywood panelling. It had a new floor with cream and black tiles and a large wooden clock on the end wall.
While the leadlight bay windows and solid wooden staircase gave a hint of elegance, in reality, the boarders’ facilities were spartan. The dormitory upstairs was basic with a linoleum floor, a runner between the beds, and the boys had use of only a cold shower.
Two long wooden tables ran north and south and accommodated all the boarders except a few younger ones who ate under Mrs Walker’s supervision in the ‘breakfast room’.
By the late 30s the boarding house was arranged in a kind of cottage system, each cottage led by a parent figure − by design, but also revealing pressure on available accommodation. So the ambience was generally freer and more pleasant than at other schools – largely due to Ethel, of course. (John Watson)
In 1935 when the property was sewered and indoor toilets and bathrooms were added, a hand-basin was installed in the headmaster’s bedroom. The dining room was further enlarged in 1940/41 and with the new section of floor covered with black malthoid (bitumen felt) it was an obvious extension that was used for table-tennis after school and ‘prep’ in the evening. During this early stage outside helpers, and later live-in teacher John Watson, supervised the ‘prep’ so that Walker could give help to the senior students in the ‘breakfast room’ nearby, answer the phone, catch up on his secretarial jobs or attend meetings at the church where he was superintendent of the Sunday School for some years.
In 1935 boarder numbers rose to 25 and reached more than 60 during the war years. But even though Walker always saw the boarding house as vital to the school’s survival, he was unable to convince the Council to put money into a building program for accommodation. In fact, as early as 1929 Methodist Board of Education had recommended that the boarding section of the school be closed down on the grounds of economy but Walker had strongly fought the proposal.
By the mid-1930s the need for new buildings was obvious. Mrs Walker recalled (in 1977) that architects’ plans for a new boarding house were laid on the table and discussed by the School Council. Walker was delighted but some of the businessmen on the Council advised delay because of doubt about the state of the country’s economy. This meant the chance for progress was lost and with the break out of war in 1939 and its ensuing difficulties, a series of ad hoc arrangements remained in effect for many years.
A small class for day girls was started at the school and in 1935 when one of the country families asked to send their daughter (June Alexander) as well as their son (John) to board, Walker accepted ‘because she was able to team with my own family of girls’. Soon, other girl boarders arrived and a dormitory was prepared in the building brought from North Melbourne Methodist Mission and made habitable by Herb Jemmeson, the school handyman.
FAR LEFT:
New science lab in the PWD building, 1958.
LEFT:
Mr and Mrs Walker and five of the first boarders at Gwynton Park, 1930.
Back (l. to r.): Laurie Wellman, C.F.Walker, Max Dober, William ‘Jack’ Edgar; Front: David Ford, Jean Walker, Kathleen Walker, Mrs Ethel Walker, Mavis Walker, Eric Shinkfield.
BELOW LEFT:
The boarding house at Gwynton Park, 1930.
FAR LEFT: Herb Jemmeson, carpenter and groundsman at the school, 1931-1940.
LEFT: The cottage as it appeared in 1968.
BELOW LEFT: Boarders, 1941 4th row (l. to r.): Don Trestrail, Ashley ‘Lee” Gibbs, Ray Hick, Emile Daniel, John Dawkins, John Alexander, Wesley Lee, John Pascoe, Scott Ridout, unknown, Arthur McIntosh, Fred Best; rd Row: Tony Annear, Peter Eisen, Hans Eisen, Colin (Peter) Cullen, Alan Harris, Mr ‘Roy’ Walker, Ernest Sims, Ross Smith, Ray Excell, Ian McKenzie, Doug Smithson, Jim Alexander; nd row: unidentified, Joan McConchie, June Alexander, Mary Lanagan, Jean Walker, Mrs Ethel Walker, Kathleen Walker, Mavis Walker, Anna Wilson, Ruth Walker, Barry Gibbs; Front: Cutlack Jnr, Evan Walker, Diane Harris, June McQueen, Lesley McQueen, Frances Walker, Anne Walker, Carole Bailey, Keith Rixon, unknown, unknown.
BELOW: Herb Jemmeson with the mower pulled by Nugget, along with assorted students, 4 year-old Evan and toddler Anne.
BOTTOM: Boarders Ford, Lee, Shinkfield and Christensen help with the calves, about 1935
Herb Jemmeson was a great help to Walker. A builder by trade, he had been thrown out of work by the Depression before being employed as cleaner and maintenance worker in the day school. With his wife Lucy and young family, Herb moved into the small cottage at the back of the property and the couple both helped with domestic duties in the boarding house. When Herb purchased his own home near the school in 1934 the cottage became a dormitory.
The cottage, as it continued to be known, was old but had character. It was above the ground at the front and excavated into the surrounding pasture-land at the back. The toilet was located near the back door in a small separate building with the local night-man, Mr Mullins, emptying it until 1949 when the sewer was connected.
In 1940 Walker pleaded with the Methodist Board of Education to put money into the boarding section of the school:
Our most pressing need is increased accommodation for boarders. It is first and last as a residential school that this school will make its way … Country people are often forced to send their children away to school … Box Hill Grammar School is in an ideal situation for a boarding school, but we have not the accommodation for more boarders. In fact, to be quite candid, we have not sufficient accommodation for the number we have … I am quite confident that we could have at least one hundred boarders at Box Hill if we had the accommodation … It is heart-breaking to find that people are taking boys away, as they have been in recent years, on account of poor boarding conditions at the school … We have very inadequate quarters for resident staff. And it is important to have resident staff. Children need adult care and guidance. The more adults we can have living here the better, I say. At present we have no room for resident staff − apart from Mrs Walker and myself. (C.F. Walker in a letter to the Methodist Board of Education, 1940
But the hoped-for financial input did not arrive.
In 1941 during the war years, increasing numbers of boarders and a continuing lack of finance meant further drastic initiatives. The assembly hall was fitted out to take ten beds for a time but it was too far from the toilets and showers and also meant the loss of a hall. ‘The Pav’ was converted into a dormitory, bunks were added to the old wooden (ex-Wesley) building which was painted and fitted with serviceable malthoid flooring, showers and toilets. This gave comfortable, but not palatial, quarters for ten boarders with a separate room for a resident master or senior student. Bunks were also added to the cottage.
In 1938 Walker bought a house across the road in Station Street which housed not only his mother-in-law and aunt but four girl boarders. A bungalow was also built at the back of the house to accommodate another four female students. These arrangements added a total of 42 places – 24 boys and 18 girls – to the original 25 in the boarding house. During the war, and again in 1960 when numbers rose to nearly 70 the old MLC block also became a dormitory.
Although increasing numbers of boarders stretched resources to the limit, for the school to survive numbers had to keep growing and the most promising area of growth was the boarding area. To encourage boarders to stay, fees were kept deliberately low which meant that the budget was always tight. At first the School Council paid the bills, but when the Council wanted to close the boarding section Walker suggested that if he did all the ordering of supplies he could run the house more cheaply. For a few years he received a fixed payment per week per boarder from the school’s Treasurer and out of this, he paid for all the food supplies and wages. Before the outbreak of war in 1939 he made a trip to the Victoria Market each Saturday morning to buy a supply of vegetables for the week. Potatoes were often five shillings ($0 50c) a bag, lettuce sometimes nine pence a case ($0 10), cabbages one shilling and six pence ($0 15) a dozen.
Students have mentioned the frequency with which cabbage appeared in the menu and Max Dober recalls going on a ‘hunger strike’ in the early 1930s and buying, instead, pies and pasties from the shop in Canterbury Road.
During Walker’s time as headmaster, members of the School Council made very few visits to the school and remained reluctant to spend money on improvements. They tended to accept occasional complaints rather than assess the situation on its merits. For example, there was an astonishing criticism made that Walker was ‘making money’ out of the boarders; as a result the Council reverted to paying the bills directly.
During the war years the cost of vegetables rose dramatically so a vegetable garden was established on the property. In his book, Collected Essays, Walker writes:
We fenced off an acre of ground, bought a draught horse, ‘Nugget’, complete with collar and harness, for £10 a single-furrow plough, a harrow, a scarifier … did a lot of the ploughing myself and enjoyed it … We planted potatoes, beans, cabbages, pumpkins, tomatoes, turnips and got good crops.
By this time the school already had dairy cows. The first cow, ‘Blossom’, had been bought in 1931 for £12 With 18 acres of green grass to feed from, she proved to be a great milk producer and more than supplied the needs of the boarders (ten at that time) and the house workers. An arrangement was made with the local dairyman to collect the excess over the holidays and a milk contract was signed. In order to keep up the supply of milk when the cold weather came, more cows were bought, and before long there was a herd of twelve cows on the property. With the help of Herb Jemmeson, a milking shed and a dairy were built near the cottage. The dairy had a separator and a milk cooler which used water from a nearby underground well. The fresh milk and vegetables produced on the property ensured that meals for the boarders were nutritious. Few other boarding houses could boast a supply of fresh cream.
But the farm had to be maintained. Walker did much of the milking himself with help from the boarders, especially those from the country with experience. David Ford, nick-named Dubby, one of the earliest boarders, was a great help and stayed on for a few years after his schooling to sleep in the cottage, milk the cows and help with odd jobs on the property. (The yard near the house where he kept his tools in a shed was to become known as Dubby’s Yard.)
After 1939 Walker had to rely on more help from the boarders and each weekend he would look for helpers to work in the vegetable garden. Anna Alexander, née Wilson, remembers:
We would be washing our hair or doing the ironing; Mr Walker would come and say, ‘Volunteers for weeding the garden ...’ and there would be dead silence; and in his usual fashion and with his pointing hand he would say, ‘You, you, you and you’; and we would all, not too reluctantly, repair to the vegie garden and manage to have a happy time scraping and weeding.
The work was tedious at times but it provided the boarders with an interest, taught new skills such as ploughing and milking, and certainly made the country boarders feel at home. The farm continued until about 1949
Although Mrs Walker was largely responsible for all meals, she had helpers. Kath Wright and Miss Bolton were two early house-helps and a cook came in to prepare a main midday meal. Cooks most notable over the years were ‘Cooky’ Dennison, Albert, Mrs Cook and Mrs Franklin. The hot meal was also offered to the day students, and for a number of years during the 1940s, day students who paid one shilling a day or four shillings a week could join the boarders for a midday dinner. The younger children ate at noon and the older ones learned what was for dinner as the two groups passed in the yard.
The work was tedious at times but it provided the boarders with an interest, taught new skills such as ploughing and milking, and certainly made the country boarders feel at home. The farm continued until about 1949.
Walker insisted that all food be eaten. One or two of the more stubborn students were known to sit over an unfinished meal all afternoon or have unfinished food served up again at tea-time.
The kitchen and dining room areas, though adequate, were not large. This was a limiting factor when attempts were made to increase the numbers of boarders beyond 60 during the war years. In fact, early in the war, the army considered taking over the school for a military camp. The grounds would have suited them admirably but (fortunately for the school) the cooking and eating facilities were not extensive enough.
During the war it was difficult to obtain food and supplies. Ration cards were collected from each boarder and coupons for basics such as butter, rice and tea had to be produced for food purchases. (When the Chinese boys came to board, the school was able to buy a greater quantity of rice.)
As crockery was also scarce – and expensive – Walker hit upon the idea of using wooden plates. Small 6 inch squares of wood were used as bread and butter plates and large 12 inch wooden squares were used as platters for bread or cake with a rack built above the sink for drip-drying. Another wartime addition was blackout curtains (to prevent light attracting the attention of enemy aircraft) and trenches that could be used as air-raid shelters.
Food was stored in the pantry next to the kitchen: bread and sugar in large bins with hinged lids, cocoa, sultanas, flour and other supplies in high cupboards, while a special low cupboard held boxes of fruit and vegetables which were sometimes padlocked to discourage late-night raids by hungry boarders. Bread came as long loaves from Bonner’s (and later Barelli’s Bakery) and was cut into slices on the bread cutter in the pantry and cheese came from wholesalers in large fresh rounds wrapped in cheesecloth.
With no refrigeration until 1953 meat was delivered daily and milk and perishables were kept in a small ice-chest (after cows were sold at the end of 1949 milk was also delivered daily). The ice-man supplied ice regularly in an old truck, chipping off blocks with his ice-pick to the delight of the children who could collect the discarded slivers.
When the small gas stoves in the kitchen were replaced by larger ones in the 1940s, one of them was moved into the nearby laundry where it was utilised for making soap (for washing blankets), boiling handkerchiefs and cooking the yabbies caught by boarders in the property’s dam.
The laundry was a hive of activity with employed helpers undertaking the washing, and some of the ironing, tasks.
Mrs Gibbs and Mrs Wear, amongst others, did this work for many years. By using the copper and mangle, and later the washing machine and wringer, they maintained a supply of clean sheets, socks and shirts. Ironing was completed on a large table. Girls ironed the pleats in their own tunics on Saturdays, ready for church on Sunday. In winter a cast-iron briquette heater warmed the room to dry off damp clothes which hung on the lines stretched along at head height. Large wicker-basket loads of wet clothes were wheeled out to the clothes yard where long wire lines were strung and supported at the centre by wooden poles.
The main feature of the boarding house during the Box Hill Grammar School era was its family atmosphere. With higher numbers in the boarding house, life could have become impersonal – but it didn’t. ‘The cottage’, ‘the Pav’ and the bungalow ‘over the road’, though expedient arrangements, usually had a senior resident in charge and operated rather like a cottage family so that family-style groupings developed. New boarders were accepted as new members of the family. Anna Alexander, who arrived from Ouyen in northern Victoria in 1941 remembers her first day:
‘On the Sunday evening when I arrived, Mrs Walker welcomed me with Frances on her hip. We hadn’t had any tea and she made me a boiled egg. sat up to the table and had my egg, and was inspected by many faces from all over the place; and in next to no time, I was a member of the family.’
Unlike recollections of life at many boarding schools, memories of Box Hill Grammar School seem largely to be warm and positive. Stability was provided by the ever-present ‘Boss’, and the wisdom, warmth and practical common sense of his wife, Ethel. The majority of boarders were fine, responsible young people – often from country families –but Walker was prepared to accept into the boarding community other young people, often from broken homes, who needed a great deal of attention. He believed that character could be developed and saw some of the difficult cases as something of a challenge.
One eight-year-old who arrived in 1948 was so traumatised that he could not speak at all. Walker encouraged him to play chess and gradually the boy’s social skills returned. It soon became obvious that here was a boy with a very logical, able mind. By the time he left the school ten years later, ‘Bill’ Jenkins shared the enthusiasm of both Walker and Brunning for the works of Bertrand Russell. He went on to become a well-trained philosopher and an active member of the Council for Nuclear Disarmament.
Another former boarder, Jill Fitzroy-Kelly, wrote:
In the early 1940s, many children’s lives, including my own, had been disrupted by the war. Children needed, more than anything else, to belong to a family group; and this we had, we early boarders: a large family. remember marvellous big brothers, like Rolfe Mann and Colin Cullen, and playing ‘Charlie over the water’ on the oval after tea on a summer night … But to be a real family you have to have parents; and that is what Box Hill Grammar School had that seems to be unique: a wonderful working partnership of husband and wife that provided the solid ground on which a family can be built … As in all families, we had our ups and downs; but I, for one, never doubted that was cherished, that was worth caring for. (Jill Fitzroy-Kelly, from Kingswood125 blog)
One boy, David Munro, came to the school at a young age from a disturbed background. By the age of ten he had been in several foster homes and a number of different schools and he was almost at the end of his educational options. In a personal letter to the author, Munro (who went on to become a barrister and Australian Army Reserve colonel) reflected on his time at Box Hill Grammar School:
‘The boarding house and those composing its lifeblood were my family in fact. The senior girls (Gwen Hinton, your sisters, Willaree Boucher et al) mothered us, and the senior boys (for example Trevor Boucher and Evan Walker) were our big brothers. Dear old “Wiggle”(Rupert Brunning) kept a fatherly eye on development, and CFW had perception, compassion and an ability to develop the best of our talents and to control or overcome our frailties or weaknesses. Academic exposure was, in my case, a minor constituent of the moulding for life the school gave.
‘What an environment! … Wholesome, country style, with a blending of backgrounds and nations … The possums and rafters, “the Pav” and “the cottage”, the Surrey Dive and bush camps and holidays, and comradeship (and not to mention that “bloody strap” of CFW’s, which seemed ultimately to push me in the right direction) ...CFW and “Wiggle” endeavoured to produce citizens with a Christian background who could contribute to the extent of their ability to improving society.’ (David Munro, 1987
Another student, Nick Georgiadis, also recalled:
‘When I arrived at Box Hill Grammar School, was dropped off at the front gate. My Mum and Dad had separated. Dad was off to a job in Tasmania to start a new life. Mum and her new partner were off on a
world trip. They arranged things with The Boss [C.F Walker] for me to stay at the school so that they could be free to travel.
‘We had only arrived in Australia from Greece a couple of months before. So no language, no nothing.
‘The Boss came out and took me by the hand, saying things didn’t understand. had a little brown Greek/English dictionary, but at 11 years of age could hardly read even in Greek! Anyway, knew even then that you can’t be looking at a book if you are trying to have a conversation.
‘It was a different way of life, and even of religion, (we were Greek Orthodox). But the food and the language were the main things at the start.
‘In those days, back in 1953 spaghetti was a dirty word. was the only ‘wog’ in the boarding school and the only wog in the whole school. The Chinese boys came later. So was a little bit outnumbered! Overt racism was around.
‘But remember an event that occurred one day, during the school holidays, that changed my perception of things. There was a weatherboard wall outside the dining room where we used to put our bikes. There were a few of us around. The Boss gave us a paint brush each and a can of paint and told us to paint the whole wall – just for something to do, probably. And he went away; but he knew what was going on: the Boss had eyes in the back of his head.
‘The others started mucking around, splashing paint – oil paint in those days, hard to get off – and because felt I had to behave (Greek school discipline was much tougher) I got on with my work.
‘At the end of the day we knocked off and cleaned up and what-haveyou. The others went off somewhere. The Boss went ‘Nicky-y-y’. I went, ‘Oh, Jesus! I’m in trouble here’ – thinking in Greek of course – and blow me down he gave me a ten shilling note! And he goes, ‘Mum’s the word’. He didn’t give anybody else any money because they were mucking around. And thought, ‘What the heck is “Mum’s the word”?’ I couldn’t work that out. Much later on I found out what that meant! But, you know, he did things like that.
‘And why did I love the place? It was … we lived here, it was our home, I had no brothers or sisters, but these guys were my family. And once all the original kerfuffle quietened down – started to speak English and learnt to look after myself – we had games of cricket, we would go and kick the footy, we’d hide, we’d develop skills, trees to climb, teachers to annoy … everything, you know.
‘’And then there were girls! The Boss was very broad-minded, in that he allowed – not only allowed, but encouraged – socialising with girls. He figured that you should learn to socialise with the opposite sex, not become misogynous. So various kids had girlfriends and boyfriends. He knew about that: he didn’t separate the sexes. We even set up dance nights on Saturday nights. There was a record player, remember, and the kids from the church could join in because they weren’t allowed to dance in the Methodist church hall up the road …
‘In fact, my only real life problem hit me when left the school. Suddenly I had nobody! No family, no friends. All the others could go back to their houses, often in the country. Life after school was tough.
‘There are things you can’t understand about being in boarding school and being a bit ‘different’, you know…’. (Nick Georgiadis interview 2012)
Everyone was expected to help with the running of the boarding house. Rosters were arranged and included children of all ages who helped set the tables, wash and wipe the dishes for the morning and evening meals, and make the porridge and toast each morning for breakfast. Originally introduced as a cost-cutting measure, Walker soon realised the educational value of such activities. Even though some parents complained to the Council that it was maids’ work which they had already paid for, rosters continued. Mr and Mrs Walker were always present, making sure everything ran smoothly and, far from resentment at the chores, a great sense of cooperation and teamwork was built.
One of the major problems with retaining suitable live-in staff was the dreadful inadequacy of the accommodation. Staff that did live-in were housed in a room in ‘the cottage’, a sleep-out off ‘the Pav’, or in one of the small rooms in the boarding house.
Varying personalities, some more suited to boarding house life than others, came and went. Staff included: in the 1930s, Mrs Lucy Jemmeson, Kath Wright and Nancy Bolton; in the 40s, Mrs Cutlack, Mrs Stone, Mrs Earle, Mrs Beaton, Mrs Turner, Mrs Chappell (Walker’s eldest daughter), Mrs Bourne and Mrs McClure; and, in the 50s, Sister Pollock, Gerald Wall, Trevor Boucher, Mabel Vernon, Mrs Midolo, Mrs Watkinson and Willaree Boucher. In the 40s, Walker expected his other elder daughters to also take their turn in the house with bathing children, cleaning, and helping in the kitchen.
When George Wilson joined the staff of Box Hill Grammar School in 1958 as a grade teacher in the junior school, Walker soon realised that he would be ideal as a house master. Wilson had recently arrived from Yorkshire, England, was married with a young daughter and living in Blackburn.
Wilson recalls:
‘Mr Walker approached me and said, “I need help with the boarding house. Would you be prepared to help supervise the boarders?” agreed but expressed doubt about the time taken travelling to and fro from Blackburn. So Mr Walker convinced the Council to build a house on the south-west corner of the property.’
The house was built in 1960 on a former Housing Commission block on the south-west corner of the school but outside the defined property boundary and Wilson lived there for five years. Instead of the 24 hour-a-day, seven daya-week responsibility, Walker could now, for the first time, have two full days each week free from supervisory duties and every second weekend off. On his duty days Wilson came down from his home to get the boarders out of bed in the morning, supervise breakfast and hurry them off to class. He ate his midday and evening meals with them in the dining room, supervised dish rosters and ran the evening study – known as prep – at night.
His responsibility did not cease until all students were in bed, and even then, some late-night patrolling of the grounds was often necessary. When it was his turn at the weekends, he took the girls on Saturday morning to Fawkner Park for the softball competition games and the boys to the Eastern Suburban Churches Cricket Competition in the afternoon.
ABOVE: House staff 1950
(Standing) Mrs Betty Burns, (Seated from to r.)
Mrs Dina Moerkerke, Miss Mabel Vernon, and senior student-helpers
Peggy McNichol and Willaree Boucher.
RIGHT: George Wilson with Grade about 1960
‘They were marvellous days. I never resented a moment of it. I formed life-long friendships among the boarders.’
He even took the boarders to church on Sundays. It was hard work, but Wilson remembers the times with great affection:
‘They were marvellous days. never resented a moment of it. formed life-long friendships among the boarders.’
George Wilson had joined Kingswood College (then Box Hill Grammar) in 1958 to fill three roles including classroom teacher in the Junior School, teaching English and Humanities-related subjects. He also shared responsibility for the boarding house and supervising the boarders, and took over from Rupert Brunning as sports master. Despite being very busy, George stayed at Kingswood College until 1991 when he was offered the position of Head of Sport at Billanook College before returning to Kingswood College in a part-time capacity for three years to help re-establish the alumni association (now the Wyvernians).
During his 36 years at Kingswood College, George saw many changes, from living on-site with the boarders under C.F. Walker when the school had 200-250 students, through a period as a boys’ school and the end of boarding, to the reinvigoration of co-education and the growth of Kingswood College. George never ceased to marvel at the fact that Kingswood College sports teams – including for example the girls’ netball and softball teams – always ‘punched above their weight’ and often won in competition with much larger schools. In fact, the College in general seemed to produce a significant number of lawyers and doctors, as well as famous luminaries such as Evan Walker [Minister in the Cain Labor Government 1979-1990 and Trevor Boucher. [Commissioner of Taxation] Dates 1984-1993](from 125 blog)
For many years, the boarders’ sitting-room was known as the library. It was situated next to the dining room and boarders gathered there before meals and in the evenings after tea and before prep. The library originally contained Walker’s own extensive book collection but these books were gradually removed to his study or to the shelves by his chair in the breakfast room. In later years the library contained very few books. Before the advent of television in the late 50s, students relaxed there, often sitting in groups on the floor to play games such as jacks, carpet bowls, chess, Monopoly
and Chinese checkers. Sometimes the activities were noisy and, as often happened, if someone did a handstand on the couch, for instance, and their feet would bang the breakfast room wall, Walker would emerge to suggest a quieter activity with his familiar phrase - ‘keep it down to a dull roar’. The library also had a piano which allowed students to have music lessons by day and singalongs on weekends and on winter evenings before prep with pianists such as Jean or Kath Walker, Betty Thompson, Peggy McNicol or Anthony Hill.
Evening study, or prep, was held in the dining room. Walker sat at the largest of the tables, maintaining silence by his imposing presence and giving assistance in most subjects as requested. This task was taken over by Brunning and Gerald Wall during 1952 when Walker was in England on long-service leave for a year, studying other educational institutions. Walker insisted that homework was set by the class teachers for students of all ages. The youngest students went to bed early while the seniors gathered in the kitchen to make supper before retiring.
The large property provided a variety of possibilities for weekend activities. There were often Saturday morning team sports but also trees to climb, cubby houses to build in Dubby’s Yard, the vegetable garden to attend to, the farm animals (until 1949) and Miss Tunbridge’s horses. The dam at the back of the school provided mud-slides, water – in which the more daring could swim or sail model boats – and yabbies and frogs to catch, and sometimes blackberries to pick.
Before houses were built along the street at the back of the property students could range even further – under the pine trees, over the stile, and into the empty paddocks beyond to explore or to make daisy chains.
On wet Saturdays, deputations were formed for the purpose of asking the ‘Boss’ (Walker) whether a trip to ‘the pictures’ at Box Hill was allowed. ‘Is it an educational film? Of course, sir!’ So chits for one shilling were signed by each child and money handed out from the cash tin. For a shilling, a child could sit downstairs at the pictures, walk the mile back to school along Station Street, and buy threepence worth of fish and chips on the way.
Saturday evenings became a games night or ‘a social’. Often the evening would conclude with the showing of home movies of school life on the 16mm projector. Favourite extras were the cartoons Felix the Cat and Spanish Serenade.
In the 1950s, ballroom dancing was a favourite after-school hobby in the assembly hall and a dance was often held on Saturday nights with young people from Box Hill Methodist Church Youth Club joining in. At that time, dancing was not allowed on church property but it was somehow possible to do the Foxtrot, the Charmaine, or the Pride of Erin at Box Hill Grammar School – Methodist or not.
On Sundays, the girl boarders donned their hats and gloves and pulled up their long socks while the boys put on their caps before all setting off for church. One whole section of the Box Hill Methodist Church in Oxford Street was taken up with boarders from Box Hill Grammar School at the 11 o’clock service. Walker sat in a commanding position towards the back, booming out the hymns in his loud voice and keeping a watchful eye to make sure the collection arrived in the plate and had not been spent in the milk bar on the way! Occasionally, Bible study – or more accurately – current affairs groups, were run at the school on Sunday afternoons. But groups of boarders often attended Sunday School at the church, joining in the evening service and the sing-songs afterwards in church people’s homes.
Although a new classroom block was built in 1958 in the expectation of a growing school population, numbers at the school had not significantly increased and by the early 60s Walker was again looking to the boarding section to solve the problem. Extra boarders, mostly Chinese students from overseas, were accepted, bringing total numbers to 66 These senior students from Hong Kong, Rabaul and Kavieng were housed in the converted MLC classroom near ‘the Pav’ or billeted with neighbours near the school. But the conditions for boarders were not good enough.
LEFT: Evan Walker and George Wilson at the Presentation of Achievement Award, 1987
RIGHT: View from the boarding house looking west to the Cato Block, 1930
BELOW: Boarders Beverley Parker, Jill Fitzroy-Kelly and Gwen Hinton dressed for church.
Ethel Walker
Mrs Ethel Walker had a great spiritual toughness which she put down to her Christian faith and upbringing.
‘I gain great strength’, she once said, ‘from that lovely tree outside my bedroom window: think about its roots going deep into the earth, and its branches reaching up to God.’
She read her Bible every day and from time to time, as her own health and time permitted, she ran vespers for the boarders: a reading, a hymn, and a prayer. There were times, especially during the war, with numbers of boarders high and domestic help hard to find, when, as she herself said, her prayers were often answered in dramatic ways. Left almost alone to cope with the large household, there would be a knock on the door and a woman would ask if there was any work that she could do.
A person with a strong urge to keep up appearances and ‘keep the show on the road’, she was a perfect foil for her idealist husband, who wasn’t intimidated by convention and didn’t always realise the likely outcome of his actions. But they both had an unassailable interest in the welfare of children.
Ethel Walker’s ability to quietly distribute her interest and attention to every member of the boarding community and to every aspect of the running of the house was a key factor in the continuing survival of the boarding house through some very difficult and austere times. Whether darning socks, inconspicuously removing a set of wet sheets from a young boarder’s bed, supervising in the kitchen, or sitting up all night with boarders laid low with measles, whooping cough or asthma, Mrs Walker was there. But she was not strong physically, and throughout her working life had to intersperse her regimen of hard work with short periods of rest and quiet.
She had three daughters when she arrived at Gwynton Park and was to have five more children. The babies blended into the boarding community and added another dimension to its life. Anna Alexander (née Wilson) recalls:
‘She was so super at having babies! She even threatened to drive herself to the hospital at Mont Albert. She simply went there for a bit over a week, and the heart went out of the house for that time … But she was back again; and, it was just her presence there. She’d be in the bedroom: that front bedroom where every child knocked and said, “Mrs Walker?”, and asked their question. I mean, even her bedroom was not a sanctuary! It was a place where everyone was allowed in. That’s how homely it was. The baby just slept by the bed … There were always plenty of open arms for those babies,
but it was wonderful what Mrs Walker could do with a baby on her hip. I’ve seen her supervise the whole kitchen and get the dinner with a little ‘bod’ on her hip … Although not really strong physically, she was Commander-in-Chief … and the Boss kept order; and there we were, 38 children in the family.’ Anna Alexander, in an interview 1987
Rupert Brunning
The first thing to know about Rupert Brunning is that he was loved and admired by generations of students and teachers, and by Walker and his wife.
Rupert Brunning joined the school in 1935 He came to the school as a teacher of Science and Geography and while he taught these subjects and others over all of his years at the school, his true role was much broader. He was the main organiser of the school’s daily life, and his wise counsel was sought commonly by both Walker and his wife Ethel – the other two members of an amazing triumvirate which ran the school for over thirty years.
Evan Walker wrote of him:
Brunning was a methodical man, and very punctual. He kept an extraordinary diary which was held in place by two elastic bands: not to the proper day of the year, but to the page where his ‘reminders’ had been entered. As he completed the tasks that he wrote in a kind of code, he would cross them off, and when he ran out of space on the double page he would carefully transfer all the uncompleted tasks neatly to the next page and start again.
His routine on arrival at the school each morning was to walk up the drive, around the tennis court with his battered leather briefcase (index finger holding the case shut, even though it wasn’t necessary) and into his classroom. Just before 9 a.m. he called to the nearest boy or girl and handed them the hand bell to ring the start of another school day. Remarkably, the bell could be heard at all parts of the 24-acre property and ‘across the road’ where a few of the older girls lived in the bungalow behind the house which Walker owned.
Brunning would have been the despair of any teacher-union organiser. He taught a full day, he managed the timetabling, he organised afterschool sport and did a lot of the umpiring. He was custodian of almost everything. He drew up the schedules and individual cards for the octagonal contest sports day each year. He rang the bell to start and end each class period.
‘He often stayed late in the evening to supervise homework or to go to meetings. And he never owned or drove a car. He didn’t even have a licence. When transport strikes came, he rode his bicycle from Caulfield to Box Hill and home again.’ (Hon. Evan Walker, MLC, Centenary Dinner Speech, April 1990
He took students on excursions, he went camping with students every year after school had completed, and he went on school tours. He set and marked exams in several subjects for almost every level of student. His comments were on the majority of upper school term reports and end-of-year reports.
‘He was complementary in manner and personality to Walker and became the sympathetic listener and counsellor to generations of students and staff.’ (Hon. Evan Walker, MLC, Centenary Dinner Speech, April 1990)
John Watson observed:
‘Brunning was never unhappy, and was of all staff best adapted to CFW’s ways and ideas.’
FAR LEFT: Ethel Walker and daughter Anne in front of the boarding house, 1937.
BELOW LEFT:
The Walker Family, 1943 Standing: (l. to r.) Jean, Kathleen, Mavis, Ruth Seated: Frances, C.F. (Roy) Walker, Evan, Ethel Walker, Robert, Anne.
LEFT: Rupert Brunning with Bob Briscoe and Mervyn Shaw, 1935.
BELOW: Brunning and Walker fooling around on their prized new asset, the Memorial Oval.
Co-education
Walker introduced girls into the boarding section of the school in 1933 This practice was unheard of at that time in mainstream church schools in Victoria, if not Australia.
Certainly he had daughters to consider but Stephenson had three daughters, as did many other leaders of influential private schools in Melbourne. Walker believed strongly in the value of co-education and its potential for increasing enrolments was not lost on him.
He probably did not really expect the church to agree to a formal proposal on the matter but he made preparations for its implementation anyway. On this issue, as with many other perhaps less momentous ones, he acted first and tried to explain his actions later.
Years later, he wrote about the events in the following way:
My own family, when we went to Gwynton Park in 1930 consisted of three little girls. A fourth arrived in 1933 The eldest had by this time started school in a small girls’ school (Horton) in Box Hill.
But this school had to close at the end of 1933*, and the School Council decided (on my urging) to set up a little girls’ school on our property. There was a building called a ‘summer house’ on the property, and this was brought down near to the house and renovated by our workman, Herb, with a wooden floor added.
A lady teacher (Eileen Fallon) was appointed, and we started with ten girls of varying ages. None of the girls was yet at secondary examination stage … In 1935 a few more girls joined us, some needing a secondary course.
The School Council agreed to allow the girls to attend classes with the boys, so that the girls’ teacher, who was a fully qualified secondary teacher, could be employed to better advantage, and the girls could get better courses.
No boys left the school; and so began co-education at Box Hill Grammar School in 1935 (Walker, ‘On Education’, in Essays, 1970)
I think that probably the basis of my interest in co-education was its social value. Why should boys and girls be separated in school, I asked myself, when co-operation between the sexes is such an important social factor in adult living? (Walker, Essays, 1970)
In 1936 there were 14 girls at the school. In 1937 with 21 girls enrolled, co-educational classes were held and, although several girls came and stayed for a short time only in those early days, the practice of conducting mixed classes became a feature of the school.
John Watson observed that:
Contact between boys and girls was not discouraged. Girls and boys often sat together, even when subjected to a bit of a ribbing.
I believe there were never any improprieties between boys and girls – but quite a few genuine cases of affection, sometimes leading to marriage in later years.
By 1945 there were 83 boys and 52 girls at the school, and by 1955 there were 174 boys and 73 girls. In the last of the Walker years for which complete figures are available, 1962 , there were 163 boys and 86 girls.
It should be recognised that Walker’s was a brave decision [to introduce girls]. It is true that co-education in the Thirties was not as shocking an idea as it had been in the past. Nor was it novel since the Education Department offered its segregated version to the general public. It is important, however, to appreciate that there were very few co-educational schools run by churches when Walker accepted girls … The Methodist church at the time had not even developed a policy on the matter. (Dick Cotter, Farmers, Ringmasters and Builders, 1985)
Why should boys and girls be separated in school, I asked myself, when co-operation between the sexes is such an important social factor in adult living?
CLOCKWISE
Ethel Walker with her first three children, Mavis, Jean and Kathleen, 1933
A kindergarten group in about 1940 with teacher Hazel Hall, C.F.Walker’s sister.
Group of girl students with teacher Eileen Fallon, 1937 Tennis team: girls in sports gear including Gwen Boardman, Mavis Walker and 14 others, 1937
FAR RIGHT: Staff, 1950
Standing (l. to r.): Rupert Brunning, Ruth Walker (student teacher), Anton Vroland, Sister Pollock (assistant matron), Alan Dempster
Front (l. to r.): Winifred Baring, Natalie Wilkie, C.F.Walker, Joan Joske, Jean Hudgson.
BELOW:
Rev Arthur Stephenson with Roy Walker and past students at the jubilee celebration, 1939
Back (l. to r.): June Craig, Elaine Pontin, Wilma Taylor, Margaret Boardman, Ena Morris, Harry Clarke, Tom Leigh, Keith Kirk, Alex Craig, Neil Dempster, Ken Turner, David Ford, Wesley Morris; Centre: Eric Williams, Peter Rogers, Heather McDonald, Isobel Rochford, Elwyn Cox, Mr Wise, Rev A.R. Stephenson, C.F.Walker, Alan Linklater, Farrie Greenwood, Morris Kingswell, Robert Ford, John ‘Gorrie’ Boardman; Front: Jack Tremewen, David Boardman, Bill Leigh, Lance Taylor, Keith Rasmussen. Arthur Stephenson had showed great delight that the school had done so well over the years. In 1939 he visited the school to celebrate its jubilee year. Past students gathered for the occasion and to honour him.
(*Note: In fact Horton Girls’ School did not close but in 1931 numbers dropped to 13 Miss Marjorie Bishop purchased the goodwill and the furniture for £15 and ran Horton until 1934 Mrs F. Cherry was the next principal and the school, which had opened in the Methodist Church’s Oxford Hall in Station Street in 1903 only a few years after the beginning of New College, finally closed in 1946
Expanding the curriculum
The additions to the curriculum depended in part on what the staff had to offer. As each teacher came on the staff, Walker tried to discover what each was most qualified to do, and most interested in doing, and he sought to give them opportunities and facilities to follow their bent. A good example of this is that Japanese was taught by Will Secomb in the 40s but ceased when he left the staff.
Later documents and speeches clearly show that expediency was a powerful engine for both Walker and Brunning. Curriculum had come to mean many things. Outlines of the school program featured ‘broader curriculum’ items such as concert tours (very good public relations), the school farm (cows, vegetable garden and horse-powered equipment all helped the school through financial problems), boarders’ kitchen duties (good catering economics), carpentry, building and painting activities (cheap maintenance and capital works) and more.
Many of Box Hill Grammar’s unusual features − the farm, concert tours and the nature of the accommodation at least − were created out of economic struggles, but were quickly realised to have educational value. Walker’s responses to his financial problems demonstrated that necessity could be a virtue.
(Dick Cotter, Farmers, Ringmasters and Builders, 1985 p. 92)
The school week
The shape of the normal school week appears to have been steady over the Walker years. There was always a morning assembly, with a hymn, a prayer and a Bible reading, and once a week the local minister came for religious instruction for the whole school. Over many years, Tuesday mornings were for swimming and Wednesday afternoons were for singing and sport. After 1952 there were cookery classes for the girls on Thursday afternoons at Box Hill Girls’ Technical School, and woodwork and metalwork classes at Prahran and Swinburne Technical Schools for the boys. On Friday mornings from 1947 onwards there was an hour of films, borrowed from the State Film Centre, shown in the assembly hall. In between, the traditional subjects were taught.
Teaching staff including Brunning and Walker received little, if any, time off during the week for administrative purposes. When, in 1956 a Matriculation Class (Year 12) was formed for the first time, there was hardly any time available for them on the timetable. The two students, Ross Baring and Frances Walker, had to share classes with Leaving Certificate students or be taught after school. Practical Chemistry was done in the evenings at the Royal Melbourne Technical College as facilities at the school at that time were very limited.
The school had lost its secondary registration in 1928 when Strugnell announced to the school and to the Education Department that the establishment was closed. This caused considerable trouble, because the school had to reapply for registration and was not granted secondary registration, only primary.
And although the school was still able to take students to Fifth Form (Year 11), and there was a good deal of academic success, the school was for many years not allowed to receive government scholarship holders. For a time in the 30s the school did offer its own scholarships and fine students – such as Ivan Southall, Keith Satchwell, Roy Satchwell, Peter Rogers, Jack Pascoe, James Gearing, George (‘Mac’) Armstrong, Maxwell Allen, Joyce Bryant, Isobel Rochford, Eddie Plumridge, Wendy Robertson, Neil Dempster and others – came to Box Hill Grammar School as a result.
In 1943/44 there were again several scholarship-holders at the school and it transpired that they were ‘approved’ because, in some of the records of the Education Department, the school still had full registration. This anomaly was ‘corrected’ after it became known and scholarships did not occur in following years. After the new school block was built in 1958 registration was regained.
CLOCKWISE FROM LEFT:
‘Royal Show’.
Viewing
Day at the school 1937
BELOW:
Staff 1959
Back (l. to r.): Stan Adams, Carol Bundy, Roma Dodds, Edith Hocking, Helen Harvie, Joan Joske, Vera Meier, George Wilson.
Front Jean Harris, Dorothy Campbell, C.F. Walker, Rupert Brunning, Phyllis Radford, Mrs M Cockburn (Secretary).
As had been the case in the Rose Street days, the tradition of end-of-year Speech Nights was continued by Walker where the school choir sang and speeches were given. Walker’s early Speech Nights were held in the Oxford Hall of the Box Hill Methodist Church. Later the Box Hill Town Hall became the most common venue although the Burwood Memorial Hall and the Camberwell Civic Centre were also used. In the 30s and early 40s, continuing the tradition of New College, prizes had been awarded for sporting and academic excellence. But this tradition was waning. After 1945 the dux of the school award was discontinued and book prizes and certificates were awarded to all those who had scored an A for schoolwork. Others received a certificate only.
By 1949 book prizes were presented only to kindergarten and subprimary classes. The prize money saved was to help provide books for classroom libraries. At Speech Night that year Walker explained:
‘Actually the giving of prizes has always been an anomaly at this school, as we have never taught by means of competition. We have endeavoured to inspire personal achievement, but that has not depended on competition.’ C.F. Walker, Speech night 1949
Over the years the evenings became more informal and as many students as possible were given a role in some performance, be it a one-act play, gymnasium display or a recital. All students appeared on stage at some time, even if just to collect a ‘membership certificate’. Speech Nights were often late nights but being the last night of the school year there were always scones, jam and cream waiting in the dining room back at school for the boarders.
Out-of-classroom programs
Walker discovered quite early, as Stephenson before him had known, that much learning takes place beyond the four walls of the classroom. Plays, concert tours, camps, farming, gymkhanas and sports days were all, to him, an essential part of the school’s offering. The activities which took students out of the classroom may have been seen as unnecessary by some parents and School Council members, even in the 30s when there was really not much at all to disturb the school week. At Speech Night in 1936 Walker defended the wider program:
‘... the activities have not interfered with our school work in any way, but have been really part of our curriculum.’ Quote by C.F. Walker, Speech night 1936
In 1947 Jill Tunbridge brought her horses to the school. They were stabled on the school property, and riding lessons were offered to students. Soon, horse-riding was part of the regular educational program and a great source of interest and enjoyment for riders and onlookers alike. Miss Tunbridge, with a group of dedicated followers and Old Grammarians, organised a long series of annual school gymkhanas. These continued even after Miss Tunbridge and her horses finally left the school in 1958
'… the giving of prizes has always been an anomaly at this school, as we have never taught by means of competition. We have endeavoured to inspire personal achievement, but that has not depended on competition.'
For many years, drama was a feature of the school program and seen as critical to the development of the students’ ability to face challenges corporately. In 1947 a very ambitious drama project was embarked upon: the production of Peter Pan at Box Hill Town Hall.
The school had a student population of 147 in that year and, with a cast of 92 Peter Pan rehearsals had a major impact on school life. Members of the cast were withdrawn from classes in spite of some staff protest on the matter. Production was by Marjorie McAlpine, music direction by Allan Dempster and choreography by Doreen Lorbach.
Other large productions in following years included: The Blue Bird ( 1948 produced by Marjorie McAlpin; Make Believe 1951 produced by Mrs Wiseman, choreography by Joan Joske; and Pinkie and the Fairies ( 1952), with a cast of 96 produced by Lena McKenzie. Other school plays, most with smaller casts, were produced annually throughout the Walker years.
ABOVE: 1941 Speech Night. Photo taken at Stuart Tompkins studio. LEFT: Julie Fiddian’s A Certificate, 1951
Sport
Sport for Walker meant participation more than competition, although the school was naturally proud when success came its way.
During the 30s the school competed in the Schools’ Association of Victoria against such schools as Huntingtower, Northern Grammar (now Penleigh and Essendon Grammar), Mentone Grammar, Castleton College (now Ivanhoe Grammar) and Prahran College (now Haileybury) at cricket, football, tennis, swimming and athletics. The cricket and football teams won several premierships, despite the relatively low numbers at Box Hill.
It was unusual at the time for girls to do gymnastics. Doreen Lorbach, wife of Alf Lorbach, developed a program which included balancing beam and rhythmic exercises. She also included gym togs for the girls: a shapeless, all-in-one romper suit, considered indecorous by some.
Low school numbers did have some advantages. Keith Rasmussen, student from 1932 to 1935 believes he participated in a lot of team sport and athletics because he was needed to fill gaps. He recalls:
‘I have always been grateful that, in fielding a senior football team, if you were over fourteen and relatively fit, you automatically went into the team. I was even in the athletic relay teams, and I couldn’t run for nuts. But it did me good.’ From letter to author 1988
But there was also the continuing belief that as many students as possible should participate (Stuart Stephenson had maintained that ‘All should be able to come first’!) Perhaps the small numbers simply made this policy easier to implement.
Success in the cricket team in Rasmussen’s time was in no small way due to the influence of the science teacher, Arthur Rush, a Prahran cricketer and member of a large sporting family.
The appointment of Alf Lorbach in the early 30s was a major step forward for physical education at the school. He had a totally new approach to the subject, based on flowing rather than rigid movements, on relaxing and stretching rather than on military drills. In contrast with some other schools, physical education was now offered to all students along with the introduction of remedial physical education.
Walker, Brunning and Lorbach all became increasingly interested in a scheme that stressed individual progress and health rather than competition. Walker commented at a Speech Night in the 30s:
‘We do not think that competition as a motive has social value for it can only succeed in setting one person against another. And we do not think that children should be reared in such an atmosphere. It is not our concern to develop first class athletes or record breakers; but we are concerned that everyone in the school should take a real interest in his or her health and physical development.’
Lorbach was an absolutely first-class gymnast himself and a teacher very much concerned with excellence of performance and with motivation.
John Newnham, a student in the late 30s and also a good school gymnast, said of Lorbach:
‘He had ambitions for his students. He used to teach us songs to sing as we were marching on and off the stage for a demonstration.’
Another student said of him:
‘With Alf Lorbach we did things we thought were impossible. We did the high jump off a springboard and landed on a thin gym mat. We ran up, across and down monkey bar things which were really galvanised iron ladders. We were only eight or nine years old.’(Tony Annear, student in 1942
Without competition as a motive in athletics, there was instead the unique concept of the ‘Octagonal Contest’, originally called ‘Mein Kampf’ and then 10 Kampf Test’. (The name was changed to ‘Octagonal Contest’ when the war started.)
Standards were developed at the school for an ‘average’ boy or girl in each age group for running, jumping, throwing, swimming, diving, freearm exercise and two items of apparatus gymnastics. Each student had a personal record card. Rather than compete against others, students could compare their own performances with the standard for their age. Results were collated on a large sheet by Brunning and a certificate was awarded at Speech Night to all those achieving satisfactorily in relation to their personal standards.
Lorbach and his wife Doreen together served the school for about 15 years in the 30s and 40s. There were other gym teachers after them – Gisela Schneider, Mr Rye, Ken Lloyd, Fred Kay, Barbara Yeats and Gwen St John – however none stayed very long, and in Walker’s eyes none lived up to the Lorbach standard.
Swimming practice took place within the school day, usually Tuesday morning. Students walked to the Box Hill Municipal Baths across vacant blocks and
RIGHT (TOP TO BOTTOM):
BHGS athletics team presented with trophy by Mrs Weber MLA, 1938
Girls’ gymnastics on the tennis court, 1938
Football Premiers, 1939
The 10 Kampf Contest was renamed Octagonal Contest when the war started.
CENTRE RIGHT (TOP TO BOTTOM):
John Newnham on parallel bars, 1938
School football team, 1951 As numbers in the school were low, the team included boys from Year 7 to Year 11
Softball premiers, 1953
Back (l. to r.): Bill Chappell (coach), Florence Towner, Willaree Boucher, Jill Fitzroy-Kelly, unidentified, Helen Poon; Front: Beverley Parker, Gwen Hinton, Anne Walker, Frances Walker, Joan Snow.
FAR RIGHT (TOP TO BOTTOM):
Softball premiers, 1960
Back (l. to r.) Diane Cerini, Gwenda Ackland, Pat McKay, Shirley Midolo, Jan Mayall; Front: Jill Semmens, Rhonda Bailey, Jan Venema, Helen Linklater.
House Sports, November 1960 Walker presents the winners’ trophy to Gary Whitta and Wendy Putt, captains of White House. (l. to r.):
C.F.Walker, Nick Georgiadis, Shirley Midolo, Gary Whitta, Wendy Putt, Rhonda Bailey, Geordie Auchterlonie.
beyond Canterbury Road. They were given classes in swimming and life-saving by Brunning (in at the shallow end) and Walker (standing beside the deep end).
Older, more experienced swimmers were sometimes allowed to train in the Surrey Dive for certificates. The Dive was entered through a gate from the pool that was patrolled by pool staff. Only those swimmers over fourteen years of age could enter … but there was often a hole somewhere in the fence.
Sports Day, for years held in November and later transferred to Caulfield Cup Day, was always well attended by parents with the school grounds a hive of activity. Students clutching their individual cards went from long-jump to high-jump or to throwing or 100 -yard dash. Even in the running events, each participant was individually timed and recorded and there were no (official!) winners. So that boarders could participate fully, instead of the usual hot midday meal, a cut lunch in a brown paper bag was prepared for each child by Mrs Walker and the girls.
Camps and excursions
Camping was very important to the life of the school. Walker had a lifelong interest in the outdoors and the smallness of the school, combined with the abiding Walker/Brunning belief in development of the whole person, led them to take full advantage of opportunities for excursions, camps and concert tours. Educational excursions, mostly organised by Brunning, took students to factories, news publishers, Studley Park (‘to see the beautiful anticline’, said Brunning) and many other places of interest. Early weekend camps were to places such as San Remo (to the property of one of the parents).
In 1934 there were three camps held, including one to Tasmania, memorable for the tragedy that occurred there: Vernon Petty, one of the students, contracted pneumonia during the trip and died soon after their return. From 1935 onwards, December camps under canvas were held each year, mainly on Phillip Island or on the foreshore at Rosebud or Balnarring. One exception, which raised a few eyebrows, was a camp in 1939 when Walker and the campers joined 2000 participants at the Workers’ Sports Federation Camp at Phillip Island. He had been invited by Mr Boardman, a parent and one of the organisers of the camp, and Alf Lorbach, who was to run the camp’s recreation program. The notion of an organised camp must have seemed attractive to Mrs Walker who had, at that stage, seven children of her own, including a new baby. She must have relished the idea of having meals prepared for her in a kitchen by professional cooks. At other camps she was often the sole cook and had very basic facilities only.
In 1937 a serious polio epidemic hit Melbourne. Polio was highly contagious and there was no known cure. Activities such as the Royal Melbourne Show, which would have resulted in large groups gathering, were banned for fear of the disease spreading. Camps were held at Kyneton and Healesville to replace prohibited activities
FAR LEFT:
Excursion to the hills, about 1937
The 16mm Kodak camera was used by Walker for over 30 years to record significant school happenings (sadly outdoors only), and much of this footage still remains. Travel to excursions was often by a furniture van fitted with bench seats. Large numbers could be transported cheaply in this way.
ABOVE LEFT:
A rehearsed moment in 1937 on the first of many concert tours. The tour received publicity in The Herald.
One of their photographers took this picture.
LEFT: Phillip Island camp, 1939 Studebaker towing trailer-load of kids.
CENTRE ROW (LEFT TO RIGHT):
Students at camp in Kyneton, 1937. School trip to Norfolk Island, 1951 Evan Walker, Pat Northey, Edith Hocking, Phyllis Radford, Ruth Walker.
The circus tent, centre of activity, 1952 Gerald Wall appears on the left.
BOTTOM LEFT:
Rupert Brunning at camp (note ‘Brunning’s Boudoir sign on a tree), John Brunning and friend.
BELOW LEFT:
CFW with three young campers at Balnarring, 1961
such as sports days and to provide an activity for boarders who were prevented by the epidemic from going home for the term holidays. Also that year the school held its own ‘Royal Show’.
By 1937 Walker had acquired a Studebaker Straight Eight and a caravan and was able to take parties of students around Victoria on concert tours to publicise the school.
Walker had contacts in the north of Victoria amongst Methodist ministers and parents of the boarders and the 1937 tour, like so many others later, was planned to take advantage of this. The group slept in the caravan and car or in the homes of friends. Walker conducted a church service and a picture night at Long Gully and picture nights at Shepparton and Benalla. The ‘pictures’ were Walker’s home movies of Box Hill Grammar School. Admission was charged, and the money raised was donated to the parsonage fund of the Methodist church associated with the concert venue.
At Benalla, where the proceeds were for the Methodist Babies’ Home, 100 people turned up and £1/ 16/0 was raised. But the trip was not without mishap. There were several punctures and water got into the cylinders of the Studebaker. On the return journey the caravan had to be left at Seymour and the car itself finally gave up on Pretty Sally Hill. Walker telephoned his wife to bring the Plymouth to tow him home in the dense fog but they became bogged and had to call in the RACV. Nevertheless, this trip was the forerunner of many entrepreneurial tours from 1939 to 1945 despite wartime petrol rationing making the trips shorter.
(mattresses). The faithful trailer was hitched to the family car and stacked with boxes of food and also on the load was the Queen Mary, a heavy twelvefoot clinker-built rowing boat that leaked, but provided endless hours of enjoyment close to the shore. Another, lighter vessel was constructed by students Evan Walker and Loy Chee in 1950 and added to the fleet.
The largest tent was called the circus tent. It had been a post office during the Boer War and had two centre poles, walls of striped canvas (that could be removed on hot days) and a frill between the roof and sides. This was the hub of the camp. Inside, the ground was covered with pieces of worn carpet collected by Mrs Walker over the years and a line was strung between the two centre poles for drying tea-towels. Sturdy army tables with seats attached, plus trestle tables and benches, provided the seating for meals. On one side of the tent was the kitchen: a long trestle table supporting kerosene stoves, cupboards made of packing cases for the plates, a bread cutter and a cutlery box. Underneath were four-gallon jam tins for water, boxes of food and large saucepans. The tallboy, lashed to one centre pole, held peanut butter, Vegemite, jam, plain flour and cooking basics. Mrs Walker planned and cooked the meals while Brunning organised the rosters. Students helped with peeling potatoes, collecting water from a nearby tap, digging holes for the disposal of rubbish and washing dishes.
By 1937 Walker had acquired a Studebaker Straight Eight and a caravan and was able to take parties of students around Victoria on concert tours to publicise the school.
Later tours were more like travelling concerts that also contained a learning component. Students presented plays, recitations, songs, orchestral items and tumbling displays and on Sundays took part in church services. This meant enthusiastic practice sessions of singing items, pianoforte solos, recitations and dramatics with a good standard achieved by only 12 boys and girls.
After the Second World War, in place of the concert tours, it became the practice to take a party of children and teachers on extended trips, one each year, usually during the September vacation and under the supervision of Brunning. Although now common, it was unusual in other schools at the time. These trips included trips to Norfolk Island, Alice Springs, Heron Island and Broken Hill.
The December camp on the foreshore was always an event to look forward to. In those days, Speech Nights were held last day of the school year and the very next morning the truck, often provided by Mrs Walker’s orchardist brother, was loaded with tents, poles, stretcher beds, blankets and palliasses
Days were spent swimming, rowing the Queen Mary or the Gwynton, or walking to places such as Cape Schanck Lighthouse or Arthur’s Seat. After the evening meal, students and adults would gather around a camp fire on the beach to sing songs or walk along the shore before returning to the friendly glow of the kerosene lamps inside the circus tent to play cards, Monopoly or chess until bedtime.
Control, though complete, was unobtrusive. Mr and Mrs Walker’s tent was the closest to the circus tent with other tents not far away, and Brunning and other staff members were strategically placed. Numbers rose to 60 in some years, but there was little problem with discipline.
These Christmas camps were an extension of the family atmosphere of the school at that time. Many students still remember with affection their time at ‘School Camp’. Walker, in his essay ‘On Education’ in Collected Essays ( 1970) wrote:
I’m sure that camping helped me considerably in developing techniques of management. used the roster system for getting camp duties done, and this I also used in the boarding house. am sure a worthwhile esprit de corps was developed amongst the boarders, and that the roster system helped.
Discipline and governance
For Walker, discipline was a matter for debate and experimentation. He maintained that the manner in which teachers, students and administrators related to each other was a question of personal and social development as much as of social order and control. And while he was a very imposing person, one likely to inspire non-divergent behaviour in most people, he believed that students should be able to learn self-discipline by being free of authoritarian restraints. While there were few rules and regulations, Walker – who was also physically powerful – was a steady authority figure and as teacher John Watson recalls, “if he was angry, you stood back”.
While it may seem ambiguous, despite the school having more than its share of difficult students, most of school members during Walker’s years recall a relaxed and orderly school atmosphere.
‘CFW had a happy knack of putting children back onto the right path. For example, a boy not honest with money was [rather than be punished] sent to do the school’s banking. Something of an amateur psychologist. The staff admired him for this approach. There was no punishment for its own sake. And he liked students who showed initiative. So Eric Linklater, after he had broken a window, went straight down to Station Timber Yard and bought glass and putty, then came back and repaired the window. This was not atypical’.
(John Watson, written reminiscence circa 1983
In the late 30s, the early 40s, and again for a time in the 50s, a system of self-government was introduced. Students were encouraged to set and enforce their own rules regarding uniform and behaviour. On each occasion, this self-regulation regime was discontinued due to too-harsh rules laid down by the students that caused resentment and discontent.
Prefects were selected and recorded in some years but in reality had few responsibilities. Some students named as prefects at Speech Night seemed a little surprised at the news but the announcement served (in Walker’s terms) to satisfy School Council expectations.
Character education
Walker’s views on education were different from those of many teachers at the time. He firmly believed that education, like character education, must make use of the project method. His experiences with student control in the boarding house and his ventures into the country with school groups led him to believe there was more to education than teaching content.
Even a communal meal or a party can be a Character Education project. Outcomes? Co-operation, courtesy, persistence in carrying the project through well, clearing up afterwards – all virtues are taught by such a project.
Other projects could include the formation of a tennis or football club with many worthwhile outcomes – initiative, dependability, industry, making of choices, co-operation, sharing, working out of character problems as they occur – on the spot! (From writings of C.F. Walker circa 1950
In the late 40s and early 50s Walker became very involved (as Chairman) with the Character Education Enquiry, along with other forward-thinking educationalists at the time such as Secretary of the YMCA, Mr E.A. Gollan and members E.M. Derrick, Superintendent of the Tally Ho Boys Farm, Miss Joan Forster, then Principal of Methodist Ladies College Junior School (1943 -1977), Miss Mary Fox, YWCA, and Mrs Trigellis-Smith, Children’s Court Officer.
This strong interest in different approaches in education led him to apply to the School Council for an opportunity to attend The University of London Institute of Education. It would require him to spend a year in the United Kingdom visiting and recording aspects of school in many parts of the UK. It also meant leaving BHGS for the year August 1952 to July 1953 It was a bold suggestion and not encouraged by the council, but it was finally agreed to on the condition that Walker forfeit his superannuation. (This condition was later to become a financial difficulty for him.) But Walker was keen and his cousin Sir Roy Cameron – who lived in England – encouraged the plan.
In order to leave the school functioning adequately in his absence, it was managed by Rupert Brunning (Vice-Principal), Kathleen Walker and Mrs Ethel Walker. Kathleen moved from her role as a secretary at Coles and Garrard to become the secretary at BHGS for the year.
A letter from the University of London Institute of Education in 1954 described his time there:
Mr C.F. Walker was registered as a student … during the session 1952-53 He was engaged in an investigation on ‘A comparative study of the emphasis on character training in Great Britain, Holland and Australia’ …
During the course of his investigation he visited between 60 and 70 schools in different parts of England, covering schools at all age levels, both state schools and independent private schools … Mr Walker made excellent use of all the opportunities offered in his tours to examine the work of the institutions and to talk with teachers, students and administrators … When he was in London he attended advanced courses of lectures in Psychology and Philosophy of Education …
Walker wrote extensively about his visits to the schools in England and the continent. His explorations and eloquent reports of his investigations were awarded with the Associate of the Institute of Education (London), letters to be added to his qualifications and an acknowledgement of his approach to education at BHGS.
He remembers, in one of his many diaries, being collected from the wharf on his return to Melbourne and being driven back to the school:
Imagine my surprise when I found the whole school lined up on the two sides of the drive – with streamers (blue and gold). Each child held one end of a streamer and the car drove through the lot! Then we had a welcome home ceremony in the Assembly Hall… Travel diaries of C.F. Walker 1952 and 1953
After his return to BHGS Walker continued his interest in the Character Education Enquiry in the United Nations Association of Australia (having been one of its very early members) and in his membership of the Rotary organisation.
Walker’s latter years
Walker had run a very remarkable school but by the end of the 50s he was pre-occupied and his powers of leadership, as well as his skill in promoting the school, were definitely diminished. There was both a need for renewal and a lot of pressure for change. His school was no longer developing and the expected growth, for which a new building had been provided in 1958 had not occurred. By contrast, both Wesley and MLC were experiencing strong development and this was not lost on the Methodist Conference or on the School Council.
Rev G.D. Brimacombe, as incoming President of School Council, and with strong support from Conference, accepted the leading role in the work of resolving the problem. It seems that Brimacombe’s solution involved the quick retirement of Walker but this was met with resistance so he began to look for ways of implementing a smooth and gentle retirement.
LEFT: The whole school, 1949.
ABOVE:
C F Walker and Paddy Toogood; C F Walker returns from overseas.
Because Walker had earlier made the statement, ‘If the girls go, go’, a change to an all-boys school policy, if instituted early, offered Brimacombe the opportunity for a resolution. There were, after all, valid reasons for a change to a boys’ school: it would be financially more viable, there were several private girls’ schools in the area, and higher fees could be charged.
Walker’s retirement date was to have been the end of 1965 The Council’s firm decision, taken in 1961 to discontinue enrolment of girls in 1963 meant however that Walker would leave early – and he did. Although most girls withdrew when Walker left Box Hill Grammar, the few who remained were allowed to complete their schooling there. Only the kindergarten was to have a continuing program for both boys and girls.
had instituted a superannuation scheme in 1956 for the teachers, but was not included. (I was said to be ‘too old’). There was an amount of £796 pounds set aside for me, the sum total of any superannuation to be paid to me. (C.F Walker writing in a letter to Michael Norman 30 August 1966).
Always the pragmatist, and in order to supplement his meagre finances, Walker in retirement returned to his earlier career of sales and marketing. He launched into importing (from New Zealand) and selling rural mail boxes, became an agent for Taylor Instruments medical supplies, and a wholesaler of Modern Paints house paint and bathroom products which he warehoused in the garage at the back of his house.
In 1968 Walker was diagnosed with prostate cancer. Optimistic of a cure, he did not discuss the issue with family and continued to be involved in his various activities: UNAA member, World Calendar advocate, Box Hill Rotary Club Chairman, his ongoing interest in Character Education and continued (controversial) membership of the Australia-China Friendship Society. He wrote a daily diary – typed up and syndicated to worldwide friends, formerstudents and family – published a book of Collected Essays in 1970 and delighted in visits from his family and growing cohort of grandchildren while also maintaining contact with Michael Norman and the school.
During this time, Walker’s son Evan was an architect living in Toronto, Canada with a young family. Encouraged by Walker, Ethel travelled to Toronto for Christmas before returning to Australia on boat (via Japan) with the family in May 1969
Other members of the family were also working abroad with youngest son Robert teaching English in Saudi Arabia and daughter Anne managing a kindergarten and sharing the leadership of the YWCA in Fiji.
Walker’s diaries only incidentally suggest that by mid-1971 his health was deteriorating. Pain and urological problems necessitated a procedure in Melbourne’s Alfred Hospital but he returned home and continued with his daily diary entries which remained positive with the reassurance that he was ‘getting better’.
Wisely, Anne returned from Fiji in late July (on the pretext of attending a YWCA conference in Melbourne) for a well-timed and treasured twoweek visit with her father. However by September, with Walker’s health deteriorating and his wife Ethel also very ill, Robert also arranged to return to Australia.
Charles Fitzroy Walker passed away at the Alfred Hospital on 1 October 1971 and while Robert only just missed seeing his father, his presence provided comfort to the family and he remained to fill a teaching vacancy at Kingswood College.
Walker’s final diary entry on 29 September, only days before his death, referred to the deaths of Mao Tse Tung and Lin Piao with the words: ‘There will be a dignified passing and the whole world will admire.’
At Walker’s request, his body was donated to science and there was to be no funeral. Instead, a memorial service was held on Saturday October 9 1971 at the school’s Brimacombe Hall.
CHAPTER 3 SOME SPACE TO DEVELOP
The school offered to Rev Michael Norman was a boys’ school. While Norman was more than ready to assume leadership of his own school he needed a lot of convincing that separate schooling for boys was the best idea. Like Walker, he considered co-education better for a child’s all-round development. But the case had already been decided.
Born in 1934 Michael Norman gained a degree in Arts and a Diploma of Education at the University of Melbourne and taught Humanities at Essendon, Stawell, Drouin and the Royal Melbourne Institute of Technology. Experience with the Methodist Church as a lay preacher and in youth work prompted him to join the ministry and he was ordained in 1963 He was involved in parish work in Kyneton when he was invited to take over as headmaster of Box Hill Grammar School. While the Council resolved to build a headmaster’s residence, this would take time. Until then, Norman, his wife Nancy and their two young children Claire and Mark, moved into a rented property at the southern end of Station Street. Soon after the move to Kingswood College, their third child, Brett, was born.
Norman had a huge task ahead of him: the numbers were too low for the school to remain financially viable (a total of 184 at the end of 1963), there had been some staff unrest in Walker’s last years, and most of the buildings were tired and old. But Norman understood the real nature of the school he inherited. In 1964 he wrote:
From 1930 to 1963 under Mr Walker’s headmastership Box Hill Grammar School was a school of a very special kind. It had a character and charm of its own. No extensive or elaborate suites of buildings ever came about; it was never a large school. It was nevertheless an expression of some very important educational ideals and it was for some hundreds of scholars both a home and a school of which they were extraordinarily proud. Many people have misunderstood the school and many more have never tried to understand the significance of the things that were being done. Through the years the Methodist Church failed to support the work of the school as it ought to have done − sometimes because it disapproved, sometimes because it did not know or care. In fact Conference hampered the work when during the early Fifties it held the school back while Wesley College debated a takeover. (‘Some Thoughts On The Possible Change Of Name’, Michael Norman, 1964)
Norman argued strongly for a new name for the school, one that would give the school a new image and which would clearly link the future of the school to the Methodist tradition:
To put it bluntly Methodists don’t seem to know about us and don’t seem to care about us. Again and again in Conference [and] in congregations … it has to be carefully explained that we are a Methodist Church school. Because it is a Methodist Church school and not some other sort of school, then it must grow out of the richness of that tradition. This must be the way that approach the task. It is for me, after all, the discharge not just of a professional responsibility, but of a ministerial calling … I can have no other legitimate reason for being here … I personally favour a change of name not to blot out our past, but to open up and clarify our future … We are being compelled by the most urgent financial pressure to move decisively and positively towards our new future − or perish. (Michael Norman, 1964
Several new names were suggested, including Asbury College, Lincoln College, Leigh College, Kingswood College and Kingsbury College − all with links to the Methodist tradition. Kingswood School was the first of the great Methodist schools set up by John Wesley in England at Bristol and ‘Kingswood’ had been the name of Stephenson’s own childhood school in Bath, England. The name Kingswood College was finally decided upon and adopted in 1965
The challenge to Norman was clear: to increase enrolments dramatically by improving and promoting the school’s educational image in Melbourne’s flourishing eastern suburbs. This promotion could not be based on the facilities the school then had available; but it could stress the quality of the teaching itself.
The editorial column of The Spectator in September 1965 under the heading ‘Kingswood College and Its Great Potential’, put it succinctly:
The emphasis will not be on impressive buildings or the extravagant promotion of sport … The aim of the principal and staff, inspired by the findings of the best researches in education, [is] to develop the character of the boys, leading them to thoughtful, responsible and unselfish citizenship. Many parents of eligible boys are realising the value of the educational outlook of the principal and staff.
(The Spectator, 1965)
Norman was an outstanding communicator, and he consciously spread himself widely throughout the local and church communities. Additionally, he ran a weekly radio session on Melbourne radio station 3DB.
In each case he promoted the importance of the development of each individual.
‘Youngsters need greater adult watchfulness early’, he said. ‘Less and less is needed as they learn to take up opportunities with responsibility and confidence in their own judgement.’
He powerfully lampooned traditional education as too often acting as a ‘sausage machine’, forcing conformity and stifling individual differences. His views and his persuasive charm impressed his listeners and encouraged many parents seeking a warm and understanding environment for their child to try Kingswood College.
But of course it wasn’t just Norman. One of the great initial steps he took was to select and mould a loyal and competent staff body with appropriate personal and professional skills. He first built a strong staff then through leadership and solidarity, a new school emerged.
In 1964 the Secondary School staff were Rev M. J. Norman (principal), D. H. McKay (vice-principal), N. H. Fry, P. R. Radford, G. E. Jaeger, T. E. Treadwell, D. L. Crosbie, R. T. Crouch, D.R. Bunting, G. R. Partington and R. Stone while the Junior School was staffed by G. Wilson, V. Meier, J. McLachlan, E. Hocking.
Special tuition was provided by L. McKenzie (Elocution), S. G. Simpson (Piano) and J. Tunbridge (Riding Academy). D. Watkinson was appointed as Matron with E. Marshall and Lucy ‘Nanny’ Holloway as assistants. R. Davies and C. Spry were the school’s secretaries.
Most of this first staff had been appointed during Walker’s headmastership and some stayed on for several years including Graeme Partington, Edith Hocking, Jean McLachlan, Vera Meier, Lena McKenzie, Fred Crouch and George Wilson.
Fred Crouch was Year 7 form master. ‘Fred’, as he was known by all his students, was unique. He treated his class as if they were Year 12 students with extra responsibilities and expectations. He arranged to have some comfortable armchairs in his Form Room and took the boys on innumerable library and art appreciation excursions. A self-confessed atheist, he held strong views on the real meaning of education and passed these on to his students as well as to their parents. He would call ‘very important’ parent/ teacher meetings for his form, sometimes by word of mouth only, and all parents would come.
He would begin the meeting by writing on the board all the things that he was not prepared to talk about: things such as homework, sport, time-tables, curriculum and uniform. There were far more important issues at hand. He might begin the discussion by asking, ‘How much time are you, as parents, spending with your child?’ or ‘When did you last take your child to a symphony concert?’ He was eccentric but the students loved him and he fitted well into the ethos of the school.
George Wilson was another memorable teacher. He had taught in the Junior School since his appointment in 1958 but from 1966 he also became a Year 7 form master. As a teacher he was meticulous and thoroughly organised yet quick to take advantage of unpredictable events, such as a beautiful morning. George was also a great raconteur with an irrepressible sense of humour. Although firm with his students he was nearly always cheerful and made life in the classroom great fun. For many years he ran successful sporting events, sometimes under the most trying conditions, and usually manning the microphone himself. Although he made people laugh at his jokes, George always retained his dignity, even on the playing field.
Norman said years later that he used to spend some time during interviews with new parents and aspiring Middle School boys deciding just which of these two Year 7 experiences would be most appropriate for the boy sitting in front of him: the Wilson experience or the Crouch experience!
Norman chose Doug McKay as his vice-principal and director of studies. A teacher with many years of experience, McKay was totally dedicated to his students. Much of his time was spent out of class hours visiting the families of schoolboys in order to better understand them and help sort
CLOCKWISE FROM RIGHT:
Years and 2 with teacher Jean McLachlan, 1965.
Teacher Mrs Jean McLachlan with student Mark Norman (photograph from a promotional pamphlet 1967).
The staff, 1968
Back: (L to R): Trevor Treadwell, Bob Laing, Lloyd Hall, Robert Walker, Daryl Crosbie, Graeme Partington, Ian Huxley;
Centre: Doug McLaughlin, Jean Piggott, Laurie Rush, John Norman, Michael Norman, Peter Alsop, George Wilson, Peter Lenten, Edith Hocking, Stuart Hosking;
Front: Margaret Genders, Adele Preston, Helen Broad, Nancy Norman, Avice Wardley, Rita Davies, Jean McLachlan.
Sketch by Michael Norman ‘The pipeline school keeps students under constant pressure. Some explode at the end. Too many emerge as a series of drips.’
out problems or difficulties. He also began the Young Farmers’ Club (putting his own money into it) and was particularly happy on any sort of farm, working alongside students who may have been struggling academically.
When McKay retired, Norman was able to persuade his brother John Norman to fill the vacancy. John was an English teacher, a good organiser and, as deputy, complemented the skills of his brother. The confusion that might have arisen over the surname was resolved by the boys addressing the Normans as ‘Mr Michael’ or ‘Mr John’. Norman had a relaxed manner with his staff and would call staff meetings at short notice as required.
Michael could walk into the staffroom during a school break and say: ‘Staff meeting this evening, my place, O.K.?’ and everybody would come, and stay ‘til quite late, planning and talking. And it wasn’t just planning or programming: we were given a layman’s understanding of Kierkegaard and Tillich and other great thinkers. Michael filled sheet after sheet of butcher paper with his brilliant summaries and diagrams. Nancy (Michael’s wife) had to remind us it was getting a bit late. (Robert Walker, interview 1988)
Michael has been the inspiration in my professional life … He opened my eyes to what education is all about. (Stuart Hosking, interview 1988
The curriculum which developed under Norman’s guidance aimed at satisfying traditional demands while allowing the child some space to develop in his own way. The timetable was arranged so that academic subjects could be interspersed with activities which stimulated personal growth. This ‘vanilla slice’ approach proved most successful because it enabled a wide range of academic abilities to be catered for.
Norman’s enthusiasm infected everyone. Others quickly adopted his commitment and his beliefs: staff, parents, students and Council included. He began each year with a staff camp and groups of 25 to 40 teachers stayed at Somers or Dromana for three or four days. They discussed curriculum and timetabling matters but more importantly, grew to know each other as people before school began. Peter Alsop, one of Norman’s first two deputies, recalls:
‘Michael wanted us to become a corporate, closely-knit staff. It worked. Norman built and maintained a readiness in his staff to try almost anything. He instituted a new program called ‘Colenda’, which in Latin means: ‘things worth cultivating’. The senior school timetable was arranged to allow an hour and a quarter each week in which, as he said, ‘ … attention can be given to affairs beyond
the ordinary timetable ...’. Activities available to students now included woodwork, gymnastics, drama, model aeroplanes, radio, minibikes, chess, stamps, photography, car maintenance and repairs, and a Young Farmers’ Club.’ (Peter Alsop)
In this and other areas Norman continued and expanded the progressive educational ideas of both Stephenson and Walker.
He stated in a Newsletter in 1967
There can be no doubt about the beneficial influences of such activities as hiking, camping, cooking, tinkering, talking, hard-labouring and music-making in the development of self-awareness, self-confidence and sound relationships. (Michael Norman, newsletter 1967).
Camps
The Colenda program provided inspiration to take small groups away on camps. The Adventure Club walked and camped at places like Wilson’s Promontory, Bacchus Marsh and Mt Feathertop with Trevor Treadwell or Peter Lenten. In the May holidays of 1965 40 boys from the Young Farmers’ Club pioneered the farm project at Colac. Under the guidance of Doug McKay they restored water pumps, removed broken fences, repaired the old farmhouse, erected tents and lit campfires.
The first major camp was in July 1966 Stuart Hosking, Graeme Partington and their wives with the whole of Form 3 [Year 9 – about 60 boys –spent a week on a farm at Tyabb owned by the Prahran Methodist Mission. Later in 1966 Form 5 [Year 11 combined Geography and Art assignments in a practical way at a camp at Wilson’s Promontory with teachers Crosbie, Lenten and Norman.
TOP (LEFT TO RIGHT):
Douglas McKay, vice-principal 1964 - 1967
John Norman, vice-principal 1968 - 1972
A woodwork group at work in one of the second-hand buildings later demolished to make way for the new building programme.
From Left: Don Stevenson, Mark Ashby, Peter Kleeman, Robert Todd, James Inches, Trevor Williams, 1969.
ABOVE: Car club, 1969.
ABOVE RIGHT: Tyabb camp 1966 The boys helpfully laid a path at the Tyabb camp, only to discover that the bricks belonged to the farmer next door. Here the boys are seen returning the bricks.
RIGHT: Michael Norman and Peter Lenten with a group of hikers in the Grampians, about 1969 (l. to r.): Michael Norman, Andrew Knight, Ian Wotherspoon, Doug Lapthorne, Peter Lenten.
These camping excursions were so successful that in 1967 it was decided to introduce them for all boys from Form 3 to Form 5 as early as possible in the year’s program. Boys from Form 4 (Year 10) went rock climbing and scrub bashing at Hall’s Gap and completed Geography assignments there under the guidance of Bob Laing. Form 5 conquered the summit of Mt Feathertop and Form 3 spent four days at Wilson’s Promontory walking, sketching or swimming by day and playing British Bulldog on the beach at night. The camping program served several purposes: it expanded the students’ knowledge of the countryside; it provided physical challenges and a sense of adventure; and, importantly, it gave newly-enrolled students a chance to be assimilated into the school population.
Around 1968 Peter Lenten, Tas Boskell and Laurie Rush instituted the idea of ‘trekking’ at Form 4 level. Boys were given briefings on survival skills and offered a range of possible outdoor challenges which varied in the degree of difficulty involved. They formed themselves into groups of four to six boys and discussed ways in which they might approach their chosen option. They had to look at all aspects of the venture and convince their teachers that they had planned sufficiently. If they chose the ‘tough’ route they were taken to a remote area carrying the maps that they had prepared, along with their own provisions, and sent in groups in different directions. It was not easy by any means and boys recall the experiences vividly.
… People were pushed to their limits … We got lost, took non-existent short cuts; and eventually the only way to get home was to flag down a car and ask for a lift …
People were pushed to their limits … I remember one camp at Hall’s Gap in the Grampians where we were divided into groups of four and let loose in various areas of the mountains. Some groups had to hike so far they were away for two days. Others, including myself, had to hike to a far-away, one-horse town and back again in one day. It was a physical impossibility. We got lost, took non-existent short cuts; and eventually the only way to get home was to flag down a car and ask for a lift … Another camp was a pushbike ride to Somers at Westernport … Just out of Somers my foot slipped off the pedal and went through the front spokes of the wheel.
Now, later in life, I look back on Peter [Lenten] and can see what he was trying to do and admire him greatly. (Jamie McDonald, student 1965-1973 interview 1988
At the time, Lenten was working in the Adventure Camping movement and was convinced of the value of the student setting his own limits and taking responsibility for his own decisions. Few other schools were using this ‘outward bound’ approach at the time although it became more common in later years.
In addition to the February year-level camps, groups also went further afield. During the September vacation of 1969 Pierre Paris took a group of boys sightseeing to Canberra and Sydney and there were also visits by the senior Art and Literature classes to the Adelaide Festival in 1968 and 1970.
The expeditions of September 1971 went further afield. Trevor Pilling senior science students set out in a van for Broken Hill where they became bogged outside Menindee and ran out of petrol near Ouyen. Another group of 38 Form 2 students, with George Wilson and Doug McLaughlin in charge, went by bus to Alice Springs, camping along the way and returning home through the Flinders Ranges and Broken Hill.
Boarding
With Norman’s new enthusiasm and vigour, most areas of the school’s life grew and flourished. However there were some inherent problems including a boarding component that now excluded the sisters of brothers who came to school from far-flung corners of the state – or the world. But principally, the economic problems of boarding schools everywhere were becoming almost insuperable. New salary awards, better country high and secondary schools and equal pay for women were all making an impact.
While the boarding house remained an important part of the lives of many boys, the departure of the girls – and their modifying influence – along with the inclusion of an increasing number of challenging students made the demanding task of a running a 24 -hour-a-day, 7-day-a-week boarding program even more exhausting.
The Pav, which had been used for years to house boarders in bunks, was demolished in 1966 It was a rudimentary construction and many stories were told about its history as a boys’ dormitory. It was converted to a woodwork centre in 1964 and finally taken down in 1966
Attempts were made to improve accommodation for staff and boarders. In 1965, a CHI display home was erected near the house where the tennis court had been. A house was built at the top of the drive for Norman and
his family and a small flat was created within the boarding house for the resident house-mistress or master. What had been Walker’s study and bedroom were converted to a sitting room, bedroom and ensuite bathroom thus creating a self-contained suite. This area was first occupied by Derris Watkinson in 1964 as matron followed by Peter Lenten and his wife in 1966 A small kitchen area was also added so that the resident master’s family could be independent from the rest of the boarding house. Another flat was created upstairs above this one by joining the front upstairs bedroom − the ‘box room’ – to the bathroom and adding a kitchenette. This was used by John Grant and his wife in 1966 And once again, the MLC block was pressed into service as a dormitory.
As most of the washing was now sent out to contractors, the old laundry was partitioned off making room for a bedroom at the back. The front was still used for sorting and distribution of linen and the old washing machine and free-standing spin-dry coped with a smaller amount of clothes. An old coal stove made the room quite cosy and Pang Quong, followed by Ian Huxley –both assistant house-masters – lived there. Later, Lucy (‘Nanny’) Holloway, a person much loved by the boarders for her easy grace and gentle humour, moved in and stayed there as matron until the boarding house closed in 1972 Instead of paying extra to have their washing done, boarders were given the option of washing their own clothes. This arrangement worked well once the intricacies of the washing procedures were fully explained. There was a period of time when a number of boys went to Dr Steele, the school doctor, with a strange medical complaint. They were all suffering from a ‘mysterious rash’. The cause remained a mystery until it was realised that the boys had incorrectly assumed that the old Pope washing machine had a rinse cycle. The unrinsed detergent remaining in the under-clothes had caused the trouble.
Peter Lenten was to be the main influence on the boarding house after the Walker era. A firm disciplinarian, Lenten understood how to gain the respect of young people. He believed in the philosophy that Norman expounded on 3DB on his weekly radio program: that everyone could be ‘a fully functioning human being if given the right care’. This optimistic, positive approach had wide appeal and a number of families with children who needed special care chose the school and its boarding house during Lenten’s time. Lenten explained his ability to maintain control in the following way: set out to negotiate behaviour patterns with each child. The boys knew that I was prepared to follow through on their contract and they did not contest me. One of my criteria for teaching had always been to make few demands but to follow through those that were made.
(Peter Lenten, interview 1988)
To some, Lenten may have appeared tough but those who knew him well were aware that much of this was bluff. Pang Quong, who was a boarder under Lenten, became assistant house-master and later taught at St Paul’s ‘Woodleigh’ with him. Years later Pang reflected:
Even as a kid I had figured him out. A lot of the guys needed firm discipline, but as some got older and wiser they could see through the bluff … I came from Orana Methodist Children’s Home. My holiday hosts, the Loats at Murtoa, offered to pay for me to go to Kingswood College for a year. wanted to join the army but they arranged for me to meet Peter [Lenten] and Michael [Norman]. As a result of that interview changed my mind and did a year at Kingswood. had to work hard. At the end of the year I failed English. I was disappointed. It was unfair to the Loats. Michael and Peter said: ‘Stay. Do HSC again and be assistant house-master and help in the Junior School with Phys. Ed.’ I did quite well the second time round and was accepted into the Physical Education course at Melbourne University. Then I didn’t have anywhere to live. They offered me free board and lodging in return for house-master duties while completed my diploma. I stayed in the sleep-out at the top of the back stairs and then in the room at the back of the laundry. owe a lot to those two guys. (Pang Quong, interview 1990)
Weekends during the Lenten era allowed for diverse activities. Norman organised a regular Sunday forum for the boarders. These groups were held in one of the classrooms and subjects for discussion ranged from sex to religion. ‘Michael had a different way of approaching the Bible,’ recalls Pang, ‘I enjoyed those discussions.’ Apart from this forum, Sundays were no longer tied to the church routine and there were opportunities for groups to travel further afield. The school station-wagon was borrowed on occasions and packed with boys for visits to such places as the Calder Races or the beach. Daryl Crosbie, a member of staff who lived in ‘the cottage’, Ian Huxley, Hugh Nicholson and other resident masters spent time with the boys kicking the football or flying kites. Some of the boarders played the guitar or the piano. Some were encouraged to take their own photographs and develop them in a makeshift dark-room above the toilet seat in the upstairs bathroom. Some even helped members of the staff to give the boarding house a much-needed coat of paint.
Just as had been the case in the Rose Street house, keeping an adequate supply of hot water was an important aspect of life for the boarders. The old coke heater that Ethel Walker battled with for years was replaced with an equally difficult briquette model. Fred Cox, who had been groundsman since Walker’s time, kept the new briquette heater going but when he stopped it became one of the duties of the boarders. Each week the heater was the responsibility of a different boy – a dirty, unpopular job that was sometimes forgotten. On some mornings quite colourful language could be heard thanks to the heater going out overnight resulting in cold showers.
Boarders were allowed to keep small animals as pets and quite a large menagerie was established at the back of the house near the dining room. While the smell of the animals worried the cooks the boarders loved them. Rats, rabbits and guinea pigs were nursed through pregnancy with great care. On one occasion Len Tregonning went on an overnight excursion leaving his precious pregnant guinea pig in the care of ex-student and assistant house-master Pang Quong who slept in the sleepout above the menagerie.
John Norman remembers:
At 3am on Friday morning Pang was aroused from his sleep by the most heart-rending shrieks from without. Fearlessly he leapt from his bed and raced to the verandah whence the screams were emanating. And there he saw a cat making off with ‘Rusty’, one of Lenny’s guinea pigs. Pang gave chase. Down Station Street rushed the cat with pig a-mouth. And down Station Street after him rushed Pang, his shorty pyjamas flapping in the cold night air − the milkman gaping in astonishment! Till suddenly our culprit cat swerved in a screeching skid to the left, and darted round to the back of ‘the Draeger mansions’. (You remember Malcolm and Alan who were students at the school.) At this point Pang looked down, realised he was not dressed for visiting, and hurried back to the boarding house to change. But, would you believe, he had just got back when he heard another squeal − and found the same cheeky feline returned for ‘seconds’! Once more the chase was on − down Station Street − into the Draeger residence − and there, lo and behold, Pang came upon Lenny’s ‘Rusty’, damaged but OK. And all this while Len was in Ballarat, never anticipating that his pets would be faced with anything more dangerous than the complications involved in a breach birth. All praise to Pang, and sincerest congratulations to Len! (Kingswood Newsletter 1969)
Each week the heater was the responsibility of a different boy – a dirty, unpopular job that was sometimes forgotten. On some mornings quite colourful language could be heard thanks to the heater going out overnight resulting in cold showers.
Mrs Franklin stayed on as boarding house cook for some time after Walker left. She came in during the week to prepare the midday meal. However the evening meal was apparently not large enough to satisfy growing boys. Appeals to the matron fell on deaf ears and led to drastic action. Late one night three boys led a raid on the fridge. One climbed through the kitchen window, grabbed the drying rack for support and wrenched it off the wall. It fell to the floor with a crash, bringing the matron to find the cause of the commotion. Severe reprimands followed but rations did increase as a result.
be cooked and a boarder from Thailand was keen to prepare some curry:
He went to work, singing and smiling, and prepared the meal. We could smell the delicious aroma for ages. Before long we were starving and looking forward to a great feast. But it was the hottest curry we’d ever tasted. We couldn’t eat it. Sarati ate the lot. The other twenty of us were so cross. Those beautiful chickens! (Peter Lenten, Kingswood Newsletter 1965
Pat, with Mrs Holloway and other helpers (such as Mrs McNamara and Joan Jones who had been employed in the 50s by Ethel Walker), successfully ran the kitchen and other domestic areas of the boarding house right up to the end.
George Wilson continued to help with boarding duties after Walker left the school, supervising ‘prep’ and helping out at weekends with meal duties. Ian Huxley remembers that when Wilson was in charge there was always a great deal of hilarity, not always approved of by the matron of the time. Peter Lenten remembers George patrolling the grounds at night with two bull-terriers in tow when, on at least one occasion, there was an intruder at the school. Lenten takes up the story:
ABOVE:
ABOVE
When Mrs Franklin resigned, a series of new cooks, none of them satisfactory, came and went. Norman decided to try Nationwide Catering Service. This group of contract caterers felt confident that they could provide good quality meals and satisfy the boys’ normal appetite. And they did. What they were not prepared for, though, was the abnormal appetites of some. One boy, Austin Bernicke, who was 4 7 ” and 19½ stone and native to Nauru, ate a huge amount. Lenten appealed to Austin and other boys to eat less, but Nationwide withdrew their services. The situation was saved when one of their staff, Pat, who had enjoyed cooking for the boys of the boarding house, decided to remain as cook at Kingswood. He was a great success but there were still the weekends to contend with. Pat had every weekend off so Lenten and the boys had to prepare the meals which they took in turns. On one occasion there were eight beautiful chickens to
A fellow climbed up the spouting and jumped through the window of the room that had been a girls’ dormitory. To his surprise he found the matron there instead and fled. Down the spouting he went and off up the drive. The boarders and housemasters rushed to capture him. Michael came down from his house with golf clubs poised for attack and George appeared with his dogs. Some kids were hiding behind the oak trees waiting. They saw Michael and, believing this to be the intruder, set upon him. It was pitch black. They could have killed him! About three nights later we were out again − this time without golf clubs − when Huxley, whose courage couldn’t be doubted but whose physique wasn’t great, saw the intruder. Help! Help! George! Peter! Pang! The intruder ran up towards the oval, with Hux after him, fell into one of the huge holes in the drive and knocked himself out! (Peter Lenten, Kingswood Newsletter 1965
The boarding house continued to be an important adjunct to the school but as total numbers in the school rose, the proportion of boarders declined. In the 40s, almost half the school population had been boarders and in the 50s they made up 20 -25%. By 1968 with 414 students in the school, the percentage of boarders was less than 10% and the impact of the boarding house on the total life of the school diminished accordingly.
TOP: Chris McNichol plays the guitar in his room, 1971.
Philip Need holds two of the guinea pigs from ‘the rattery’ at the back of the house, about 1969.
RIGHT: Boarders, 1971 (Standing to r.):
Peter Lenten, Billy Russell, Geoff Nalder, John Meagher, Woody Hoch, Glen Boyd, Ken Nash, Chris McNichol, Dana Hoch, Hugh Nicholson; Front: Albert Yip, Simon Anas, Len Tregonning, Geoff Lawrence, Chris Alp, Peter Belford, Simon Smith, Peter Tan.
Developing the child
Although Norman and entrepreneurs such as Ian Hendy worked tirelessly to raise money to improve the physical surroundings of the school, Norman never lost sight of the real needs of growing children. He felt strongly that there should be places that a child could go where he could create his own imaginary world and advocated that schools should leave untouched ‘secret or exciting spaces’. By accident or design there were still such places at Kingswood College. Dr Michael Hill, a student at the school between 1959 and 1970 (and now a research scientist at CSIRO Armidale) recalled in a letter to the author in 1989
When I try to think back about Kingswood, the most vivid memories are of the fun had with all my classmates at recesses, lunchtime and before and after school playing the latest craze in sporting games. These ranged from: going over to The Trees (the large oaks and pines along Station Street and up the northern side of the school) to play super heroes where everyone got to be everything from Flash Gordon to Superman (Grades 1 and 2); to marbles on a dusty patch opposite the old junior school where the flag and flagpole used to sit; to long running games of ‘brandy’ where one often felt the painful sting of a tennis ball in the back; to constant games of hand tennis; to vigorous games of kick-to-kick; to ‘tippity-run’ cricket with an old board or fence paling as a bat; and finally in my last three or four years to an obsession with basketball, including the odd very competitive game against staff such as Bob Laing, Graeme Partington, Doug McLaughlin and George Wilson. (Dr Michael Hill, former student, letter to the author 1989)
The yearly gymkhana, begun in Walker’s time and run largely by former students and parents, continued as a feature of the school for several years into the Norman era. Miss Tunbridge taught students to ride horses at Gwynton Park or in paddocks nearby and the students of her riding academy – along with many other horse-riding enthusiasts, some from miles away – would gather each year to try the jumps and impress the judges at Kingswood’s gymkhana. The building program, begun in 1967/68, which reduced space for parking of horse floats, finally put an end to these colourful events. But there were plenty of other happenings.
There were Father and Son Work Days when necessary tasks such as the removal of the cypress trees along Station Street were undertaken. In 1968 the first of several tree-planting exercises was undertaken. Led by Bill Ellis (one of the parents), parents and boys planted over 300 native trees and shrubs.
Boys were encouraged to take part in special curriculum events such as Bastille Day 1969), Peasant Days (where they put on old clothes and worked to clean up the property), performances by the budding school orchestra, drama productions and choral presentations. A driver education program was also instituted and at least one event was totally conceived and organised by the boys themselves: a one-period walk-out in protest at the Vietnam War in 1967 Organisational detail included informing the local media and Radio Peking (by Ian Roberts, Form 5 student) of the activity. This was not quite standard publicity for the school, and caused Norman some embarrassment, but the event was passively condoned by him and by most members of staff.
Sport
The enthusiasm that accompanied the influx of staff and students during the Norman era carried, for some time, over into the sporting field. George Wilson had taken over as organiser of school sport from Rupert Brunning in 1958 a position he was to hold until 1987 Brunning had approached Wilson soon after his arrival at the school and offered him the job of sports master. George remembers feeling very flattered:
thought it was a great honour, not realising the heartache that would be involved. (George Wilson, interview 1990
George had taken the job on with enthusiasm and had revitalised the house system during Walker’s last years at the school. In 1965 new house names were introduced: ‘Gwynton’, ‘Brunning’ and ‘New’, to replace the original ‘Blue’, ‘Gold’ and ‘White’. A fourth house was created in 1967 and named ‘Walker’ house. But building school spirit through team sport proved to be a problem. ‘Michael’, said Wilson, ‘was philosophically opposed to compulsory sport.’ This made it extremely hard to ensure a full team.
Surprisingly, many of these short-number teams defeated strong opposition. The kids that did play, played their hearts out for the school. (George Wilson, interview 1990
On the matter of competitive sport, the staff was divided. Most were in favour, but there was a significant minority, epitomised by Fred Crouch, of detractors. Fred wanted all boys in the First Eleven, for example, to play only schools who would agree to the use of a ‘soft’ cricket ball. He also wanted every boy to bat and bowl for an equal length of time and to consider more how they approached the game than whether they assisted towards a victory. Competition to Fred was irrelevant: he believed that style was the essence of all activity. Nevertheless, sport continued to play an important part in the curriculum and a wide range of sports was offered. Said Norman:
Not every boy can become a sporting champion, but we do give him the best possible chance to find enjoyment in sport.
(Kingswood Newsletter 1965)
In 1966 Wilson, with the encouragement of Norman, was instrumental in founding a new organisation called the Eastern Independent Schools (EIS) Association which now comprises at least 20 schools. Kingswood College was a foundation member of the organisation that in 1990 was the largest sports association of any independent school grouping in Victoria with over 20 000 students. In the first few years, football and some cricket games were played competitively on Saturday mornings with football coaches such as Ian Huxley, Doug McLaughlin, Daryl
and Peter
Crosbie
Lenten,
RIGHT: 1967 School Sports Day with George Wilson pinning ribbons on Stephen Bartlett, Michael Chong and David Neck.
FAR RIGHT: Under 15 football team, 1971 (Back): Trevor Williams, Robin Memory, Doug Lapthorne, unidentified, Peter Lenten (coach), Stephen Rouch, Richard Goode, Murray Lamont, Roger Evans, John Secombe; (Front): Noel Gordon, Dana Hoch, Don Stevenson, unidentified, unidentified, Ross Cornell, Ian Brooker, Peter Ridgwell.
LEFT: Hugh Jeffries, Musical Director, conducts a school choral group, about 1968.
BELOW LEFT: Students in the school orchestra, 1966.
To celebrate the launching of General Motors’ Kingswood model Holden, a car was donated to the school by
encouraging the boys. Initially, competition for positions in the teams was strong and there were some fine individual performances but the lack of success against larger and stronger schools began to dampen the enthusiasm.
In 1968 two baseball teams were formed and entered in the Ringwood District Baseball Association. Under coaches Stuart Hosking and Robert Walker they won the B Grade Pennant and were (briefly) promoted to the A Grade.
Basketball was also popular. Ex-student 1969) and former staff member, Peter Glover, recalled:
Bob Laing used to drive the whole team to Albert Park in his little car to play basketball on Friday nights, then back to his own home where he treated us to ice-cream and soft drinks and a game of billiards. (Peter Glover, former student and staff member)
Graeme Partington, the dynamic physical education teacher, also offered team soccer and numbers at the school soon rivalled those of Australian Rules. Norman tells this story of Partington’s bubbling vitality:
At a first assembly for the year, asked to address the boys about the gymnastics programme, Partington stood up, did a perfect back-flip, and returned to his seat. No words required. (Michael Norman)
Expansion of the house system plus commitment to the EIS competition strained manpower resources for team players and umpires and in 1970 there were three football, three soccer, three baseball and three tennis teams. Wilson wrote in the Newsletter:
Perhaps we have over-diversified … Could it be that, like most other schools, we have a definite trend among pupils towards the role of spectator rather than player? (Kingswood Newsletter 1970
No-one was conscripted into sport and the weekend games organised by EIS were not always fully supported by Kingswood students. In 1971 inter-school games were also offered midweek against such schools as Luther, Mazenod and Whitefriars with the fixture completed on Saturdays. While cricket was quite well supported other sports ‘failed to attract competitors’. An explanation was offered by Wilson: Kingswood is not alone in experiencing such problems. Several local high and independent schools have now abandoned all mid-week house sport and restrict their sporting activities to interschool games for the enthusiastic players. (Kingswood Newsletter 1971
Success at sport, like prefects, prizes and other symbols of status, was not essential to the development of this school – at least in Norman’s terms. George Wilson may not have agreed wholeheartedly but, as Norman said in an interview years later:
Traditional education leaves too many kids out. It becomes a screening process when it should be an affirming thing.
It is in statements such as this that we can see most clearly the continuity of thought from Stephenson and Walker to Norman.
Drama
The first major drama production of the Norman years, Green Pastures was staged in 1968 in the new Brimacombe Hall. It was a play that raised pertinent social issues as well as giving a large number the opportunity to participate. Green Pastures was a very elaborate production with over 90 students, parents, teachers, Old Grammarians, sisters and friends on stage, plus a choir singing African-American spirituals and numerous people backstage for the 17 scene changes. The production team included staff members Robert Walker (son of Walker), Ian Huxley and Daryl Crosbie, Mrs Lapthorne (parent) and Jean Provan (daughter of Walker and a former member of staff).
Not all teachers were happy about the disruption to the school timetable during the eight weeks of rehearsals but Norman recognised the educational and social advantages of such a corporate exercise and gave the team every encouragement. In fact, he took the leading role of ‘God’ and in a short time made it his own, good-naturedly suffering many jokes about type-casting. Sadly, he was not to appear on stage or indeed to witness any performances as he suffered a spontaneous pneumothorax in one of the last rehearsals and was rushed to hospital. His part was very bravely accepted in the second-last week of rehearsals, without prior warning, by Year 11 student Don Hopping. Don’s performance as ‘God’, the principal character in all seventeen scenes, was flawless.
In following years successful productions included Twelfth Night and Billy Liar under the direction of David Harris and East Lynne directed by Philip Melgaard. Female roles were generally played by the boys although five girls from the Presbyterian Ladies College took part in Billy Liar in 1970
Buildings
Norman’s first concern with buildings was to improve conditions for staff. He constructed a large facility to be used by staff as both a workroom and for recreation on the south side of the PWD building where previously there had been an open court area. He also ensured, from the start, that his own office and that of the vice-principal was located squarely in the middle of the ‘action’ in this building. He also had a platform built outside his office from which he held outdoor assemblies each morning until an assembly hall was built in 1968. In hot weather, outdoor assemblies were held under the oak trees on the north side of the drive.
In 1965, after another extensive Master Plan (incorporating proposed new facilities for boarders) was rejected for lack of finance, the decision was made to undertake a full-scale building appeal to raise funds. The appeal, with a goal of $100 000 was launched in 1967 at a dinner at Queen’s College. The appeal did not reach its target and once more the school administration was required to take economy measures.
The first big project was to provide the school with an assembly hall. It was to be named after Rev Doug Brimacombe, President of the School Council from 1959 to 1966. Although Brimacombe Hall was a modern and substantial building, it was not entirely new as the frame and much of the fabric of the building had previously served as the Mitcham Methodist Church Hall. These building materials were donated to the school and reassembled by Jack Holdsworth in the hall’s construction at Kingswood.
Between 1963 and 1968 enrolments more than doubled from 190 to 414 New buildings were urgently required, and a needs-analysis showed that,
as well as the hall, the school should proceed with development of a science block, a library, administration offices, a gymnasium and changing rooms, as well as junior school classrooms. Finance was still a problem but new policies introduced by the Federal Government were to make at least some of this a reality.
A new science block, designed by Earle, Shaw and Partners and constructed in 1968 by A.R.P. Crow & Sons, was opened in 1969 by Hon. Malcolm Fraser as Minister for Science and Education. A new library designed and built by the same team was opened in November 1969 by Prof. W. Frederick, Emeritus Professor of Education at the University of Melbourne. Both projects, made possible by Federal Government Education Grant, resulted in highquality educational facilities that were better than anything the school had previously had. The library was the first Commonwealth-funded library in Australia under the Government’s needs-based policy. Designed with large windows and an attractive outlook over trees and oval, it provided a much-needed learning facility and became the school’s focal point. Sue Dawe was the first librarian and for a time, the only female on the teaching staff. Her continuing interest in each user of the library, staff or student, and the service she and her staff provided ensured that the library remained popular.
The library was a source of information for the scholar, a meeting place for students and for staff, a haven for the lonely and the timid, and ‘the place where that lady mends your pants’. (Sue Dawe, interview 1989)
Earle, Shaw and Partners also designed a very fine tuckshop which was built at the top of the Memorial Oval in 1971. While it was the subject of some dissension at the time (some felt the money could have been better spent on other facilities) it proved to be a great success.
Junior School
The building of the Junior School was a very significant development for Kingswood both financially and educationally. It was built well away from the main block of classrooms, on the northwest corner of the property, and designed around the open classroom concept which was the result of extensive research.
Norman and the head of the Junior School, Ian Hargrave, had been looking for an appropriate way of teaming teachers so that staff with complementary skills could operate together. They researched different approaches in South Australia and after much discussion with staff, developed a plan in which teachers could work with students either co-operatively or individually. Hargrave sketched what was wanted and the architects, once again from the firm Earle, Shaw and Partners, were delighted with the ideas. There were mobile room dividers, a conversation pit and withdrawal spaces as well as a gymnasium and a library. This beautiful new facility had a rugged, stimulating feel about it. Every child feels the need to be secure, but he feels the need to be adventurous too. He needs rules and excitement if he’s going to grow.
(Michael Norman, 1971)
The Junior School concept was a resounding success and at that time, the envy of many other schools. It was opened in 1971 by Ivan Southall, a popular children’s writer and former student of the school. Jean Mclachlan, who had taught Grade 1/Prep in the Cato Block prior to the move, described some of the benefits and the atmosphere of the new surroundings:
There were more facilities, with the library and the hall. The children could do gymnasium inside and we could use the hall for concerts. loved the family atmosphere of the old building, but the new one gave the children more freedom to expand. Without the older students around, the children began to develop a greater sense of responsibility … We enjoyed the garden outside. We used to take art and craft lessons out there … Every morning I played the piano and the children in my class danced and marched around in the open area. even taught them Scottish country dancing … Michael [Norman] and I did ‘community singing’ on Friday afternoon with the whole Junior School. I played and he sang lustily from The Community Song Book. That took the place of the old ‘film afternoons’ run by Mr Walker … Michael also used to come to each class once a week and sit and talk to the children. It was really religious studies but he would talk to them in a way that they would understand.
They loved him … The children used to line up at the end of the day and kiss me goodbye. Some of the boys would take a long time to pack their bags and sneak up after the others had gone. felt they were my kids. loved it, I really loved it. (Interview 1989)
Effective educational initiatives and caring for the individual were equally important. Nancy Norman, the principal’s wife, taught the infants to read using the Initial Teaching Alphabet (ITA), a method involving the use of 44 characters in an alphabet instead of the usual 26 The method was so successful that when the Normans were due to leave the school at the end of 1971 they advertised for a replacement proficient in the ITA method. Pixie Pinkster recalled:
The advertisement intrigued me. My children were only two and five years old and my husband did not want me to take on a job just yet but I researched ITA and found that it seemed to work. Having done that I walked into Kingswood to make further enquiries. The first thing I saw was children in trees, climbing trees and making cubby houses and very, very relaxed and happy, and thought, ‘I would like my children to go here.’ I rang the doorbell of the principal’s residence and Michael Norman floated past me in his academic gown and gum boots (it was November). I said to Michael, ‘I’m not really applying for this job in any serious way: firstly, my husband doesn’t know about it and my children are very young.’ He said, ‘But I want you to come. You can bring your boys and they can be part of the family.’ We talked a while; he had those penetrating eyes. And then he dashed over to the Junior School with umbrella and gum boots … Ian Hargrave was teaching Grade 6 at the time but had to rush off ‘to take an archery class’. had a look around. I went into the prep class and saw this mysterious reading programme in process and that it worked.
I went home and said to Hank, ‘I’ve applied for a job.’ He said, ‘You can’t take Jason with you, he’s too young,’ and said, ‘But you haven’t seen what he’s going to.’ He went up to Kingswood and saw this lovely motherly person, Edith Hocking, who ran the kindergarten … I spent the first year tucking Jason into bed and paying fees for him to sleep all afternoon. (Interview 1989)
When the junior classes moved to the new location, the former Grade 5 and 6 classrooms were added to Year 1O’s stock of rooms. That whole complex, part of which had been the old assembly hall, now became the home of the Year 10 students. The redecoration of the old building by the boys of each successive Year 10 group meant that the students could enjoy an imaginative Integrated Studies program in an environment they had helped create. The provision of better buildings gave a boost to the academic morale of the school. After years of ‘making do’, Kingswood began to show pride in its beautiful surrounds and this pride was reflected in the educational offering. But the buildings were only a part of the overall confidence of this flourishing school. Bold new initiatives were being taken.
Academic program
The abandonment by the Education Department in 1968 of the compulsory school syllabus gave Kingswood (and all schools) an opportunity to plan their own academic program from first principle. Kingswood was one of the first schools to take up the challenge in earnest. With enthusiastic support from staff members such as Peter Lenten, Laurie Rush and Tas Boskell, an imaginative General Studies program was introduced at Year 10 level in 1971 By integrating English Expression, Literature, History, Geography and Religion, and by considering the whole student body at one form level as one group, it became possible for a team of teachers to plan and implement a wide variety of inter-related learning experiences. A more modest version of the same transformation took place in Year 8 under Greg Miles, Doug McLaughlin and Daryl Crosbie. A new building designed by architects Jackson and Walker and incorporating the concepts of integrated studies and teamteaching was planned for Year 9 level. Finally opened for use in 1973 it was named the Michael Norman Wing.
A great deal of creative energy went into the planning and implementation of the program and in the Newsletter of 1971 Laurie Rush outlined for parents aspects of the new approach:
An indication of the scope and variety of learning activities can be gauged by listing some of the programs already undertaken in the first three weeks of second term. Our theme for the term is a comparative study of Indian and Australian society; and already boys have cooked Indian meals, walked through selected Melbourne suburbs, discussed slides of Indian farms, talked on chosen aspects of Australian society, studied guru thought, drawn plans of Indian housing, viewed ‘The Naked Bunyip’ (its first showing to a school audience), role-played an Indian’s first contact with Western inventions, practised skills of collage-making, miming and public speaking, and so on. It may sound like fun, and much is, but it has allowed us as a staff to place emphasis on critical and conceptual thinking rather than on the mere transcription of bookish knowledge. (Newsletter, 1979
The student response reflected the staff enthusiasm:
Previously our course consisted of writing and learning facts. Instead of this we do more interesting things such as: giving talks, making taperecordings, having group discussions, taking photos, going around Melbourne collecting information, writing poems, making collages and debating. I prefer General Studies to straight subjects because it is more interesting. (Robin Memory, student, Newsletter, 1971).
ABOVE: Edith Hocking and the 1968 Kinder group. Miss Hocking was the Kindergarten teacher from 1951 1975.
RIGHT: The Junior School, 1971 opened by Ivan Southall, former student of the school.
Teachers noted a more positive approach to schoolwork: Already boys are taking advantage of the additional opportunities for academic and social growth that such a scheme offers. Many parents have observed, for example, the increased interest in schoolwork at home. Teachers are concerned to preserve the best features of the modern and traditional approaches. A balance is sought between that which is completely teacher-directed and that which is totally child-centred. (Greg Miles, staff member, Newsletter, 1971
The time allotted to the Integrated Studies program allowed staff and students to undertake major projects. One was Retrogression a film produced and presented by Year 10 under the direction of a student, John Bowring. It was on the theme of Australian lifestyles and involved every student in the class. It created much interest amongst the boys although Norman confessed, in retrospect, to some concern at the amount of time and resources required to complete the project.
The effectiveness of the new outlook on learning promoted by Norman and his staff was clearly demonstrated by the Commonwealth Scholarship results in 1972 Of the total enrolment of 60 boys in Year 10 24 won scholarships, a figure 12 times better than the national average of one in 30
The truth was that the whole school was working as a team guided by the educational goal of encouraging individual development. Increasing enrolments and increasingly successful matriculation results, despite the open enrolment policy, attested to the success of this philosophy. (Dick Cotter in his book ‘Farmers, Ringmasters and Builders, 1985, p.172)
Norman had done a great deal to revive the morale of the school. He had built a team of teachers who were committed to both the school and the care of their students, facilities on the property were far better than they had been before he arrived and numbers had risen significantly. Norman had begun with 190 students and by the end of 1971 there were 509 But there was still much to be done if the school was to compete with the increasing number of well-equipped private schools in the Eastern region of Melbourne. Norman’s health began to suffer so he decided that it was time for a change and at the end of 1971 he left the burgeoning school.
The next phase of Kingswood College’s growth was to be quite dramatic.
ABOVE LEFT: Dana Hoch working on the Year 10 film production Retrogression, directed by student John Bowring.
ABOVE: Form 6 1968 Back (l. to r.): Bill Otte, Manuel Pappos, Roly Roper, Gordon Secomb, Malcolm Draeger; Centre: Lloyd Hall (teacher), Neil Williams, Lionel Rose, Gary Pugh, John Stevens, Peter Nicholls, Geoff Windle; Front: David Cousins, David Price, Ian Cowden, Pang Quong, Brian Haymes, Chris Johnson, unidentified.
CHAPTER 4 CO-EDUCATION REINTRODUCED
The incoming Principal in the first term of 1972 was Rev Charles Leigh Speedy and he came with an impressive background. He had a Master of Science degree in physics, had spent time at the Antarctic studying cosmic rays, and had taught mathematics at a number of schools, including Scotch College Melbourne and Scotch College Launceston.
From 1956 to 1959 he had acted as lay chaplain at Collingwood Technical School, a difficult and challenging task at a time when students were rarely ‘counselled’, but often kept in line with punishments. Before completing a Bachelor of Divinity degree in 1961 he had been assistant director of the Council of Christian Education in Schools and had spent time training voluntary religious instruction teachers. In this way he had gained entry to many schools, advising teachers and taking demonstration lessons. He was accepted into the Methodist ministry but in 1963 when he was ready to take up a circuit (now known as a parish) he was invited instead to become headmaster of the Methodist Ladies College in Launceston, a position he held until he moved to Kingswood College.
Speedy, his wife Joyce and their family of boys – Ken, Geoff, Richard and Chris – moved into the residence at the top of the drive.
Consideration was given to retaining the boarding section but there seemed to be insurmountable difficulties and a large amount of money would need to be spent either to bring the existing facilities up to acceptable standards or build totally new accommodation. Council felt that such an outlay of finance could not be justified and it was decided to close the boarding section at the end of 1972
The closure of the boarding house was possibly one of the school’s most significant steps. The school had, for most of its first 80 years, been identified with its central family of boarders, their carers and dependent children. Students who lived most of their young lives at the school, who felt they were almost family members, gave the school ethos a very firm and enduring character that could never be replicated in a day school, however successful. In closing the boarding house, Kingswood College stepped into a new era where the culture was reflected only through the portion of time that students spent in class.
The Kingswood College that Speedy inherited was still very much under the spell of the previous headmaster, Michael Norman. At staff meetings Speedy soon realised that the staff were divided into three philosophical
camps: those who wanted the school to be more disciplined than it had been under the charismatic Norman, those who wanted it to become even more relaxed and familiar in its approach to students, and the remaining group who were satisfied with the status quo, perhaps with some tidying up around the edges. The latter group represented the majority but each of the former groups included outspoken and influential people who were prepared to put forward their case as strongly as possible. It was not an easy situation as Geoff Glenn, a staff member who came to Kingswood in the same year as the new headmaster, remembered:
I felt that Speedy had a terribly hard time for the first couple of years. It was almost as if he was fighting a ghost. (Geoff Glenn, staff member)
Speedy actively set out to establish a rapport with staff and parents, for example arranging to play occasional games of tennis with various staff members so that they might meet in non-threatening situations. Opportunities were also provided for groups of 20 to 30 parents to meet with the new Principal in a series of informal gatherings in his residence.
John Norman was the Vice-Principal in 1972 but when he was appointed to the position of headmaster at Cato College in Elsternwick, Speedy chose Clive Bunston to take his place as deputy. It proved to be a very astute appointment. Bunston became a very loyal supporter of his headmaster and an effective ‘middle man’. Staff soon found that he was always ready to listen to them, to give practical advice and encouragement where necessary, and to help put into practice many of the ideas that were raised in the course of discussion.
Speedy was responsible for the reintroduction of girls to the school. Michael Norman had investigated the possibility of reintroducing girls (the question had been discussed at a joint meeting of staff and council in 1969 and again in 1970) but he had left the school before any decision on co-education for Kingswood College had been made. It was left to Speedy, who also believed in the value of co-education, to implement any change.
The decision taken in 1972 to introduce a co-educational senior school meant that the whole question of a fully co-educational school had to be addressed. A committee was set up to investigate it, and in November 1974 presented its findings. The report stated:
The aims of Kingswood College (to give a balanced academic and social education) could be better achieved in a co-educational situation … Co-education … should give greater opportunity for education in social relationships without reducing the quality of academic, physical or spiritual development of the students … Through co-education, as a natural extension of family living, we could offer this added dimension of education in a more thorough way.
All of the recommendations of the Co-education Committee were adopted and Kingswood College was to accept enrolments of girls at primary school from 1977 and at Year 7 from 1978 Those who had known the school in earlier times were not surprised at the decision.
In Speedy’s first year there were 577 boys at Kingswood and numbers were rising steadily. In 1974, with the opening of the co-educational Senior School, there was a further intake of girls which increased numbers at the school to 690
As numbers rose, Speedy soon recognised that if the distinguishing feature of the school – its ability to know and to care for each individual – was to be maintained, then there was a growing need to plan for activities that kept students in small groupings. With the encouragement and assistance of his Vice-Principal, Clive Bunston, three separate sub-schools were formed (Junior School, Middle School and Senior School) each with its own head of school.
Ian Hargrave was Head of Junior School until 1974 Pixie Pinkster, one of the infant school teachers – still on the staff in 1990 - but who arrived in the same year as Speedy, described those early years:
‘We used to have informal assemblies outside, the whole of Junior School sitting on logs and stumps. They were beautiful, so long as it was not too hot or windy. Speech Days were performed out in the open, too. We’d have music on the stage behind and the parents would come and watch the children dance on the grass … There was a nature enclosure, set up by the Year 3 teacher, next to Leigh’s house … with guinea pigs and rabbits, lizards and other things. It was smelly, but Leigh didn’t mind. The children had to help to look after the animals …
ABOVE: Clive Bunston, Vice Principal 1973-1988 photo taken in 1975.
ABOVE RIGHT: Leigh Speedy and Peter Alsop discuss the building of Senior School, 1973.
RIGHT: Rev Leigh Speedy, Principal 1972-1987
LEFT: Senior staff of Kingswood College, 1973 Back row (l.to r.): Les Cox, George Wilson, John Molloy, Alan Madden, Trevor Treadwell, Graeme Partington, Peter Lenten, Geoff Glen, Alistair Hopkins; Centre: Jacques Drent, Janet Secomb, Peter Alsop, Clive Bunston, Robert Laing, Alec Perrin, Laurie Rush, Tas Boskell, Kevin Close, Jenny Huggins, Eric Cosic; Front: Barbara Wright, Ruth Nelkelbaum, Mary Player, Margaret Genders, Leigh Speedy, Helen Broad, Barbara Fairey, Barbara French, Yvonne Swaney.
BELOW LEFT: Junior School staff 1974
Back: Merle May, Adrian Rhodes, John Bond, Michael Ellemor, Ken McIntosh, Pixie Pinkster; Front: Edith Hocking, Margaret Genders, Ian Hargreave, Joan Parker, Jean McLaughlan.
BELOW CENTRE: Prep celebrates Floppy’s birthday, 1980 Every year for six years the Preps had a birthday party for Floppy, and the whole of Junior School contributed in some way to the celebration.
BELOW: School groundsmen Fred Cox 1958-1973 and Les Stevens, 1971-1988
‘When I first arrived the classrooms were open space. There was team-teaching and you could hear everything between each classroom. But gradually different ones wanted to do their own thing. The walls have been filled in now and it’s a lot easier. From Year 3 up we had a multi-purpose room. It was great for small groups and for music, but difficult for larger ones. Leigh Speedy was one person who it worked for. When he was telling the story of Zaccheus for Religion, he would ‘climb up into his tree’ and act out the story.
‘We had a marvellous thing going called “electives”. Children could choose to go into groups: a cross-age thing. We’d do things like archery, cooking, chess, paper-making, weaving, or making paper gliders.
We all had a different expertise and we’d have about fifteen in a group, all ages. Sometimes we’d get parents in to help too. Sport was not competitive but those who participated received certificates or ribbons … we didn’t compete against other schools then … Excursions were informal and involved parents. They came with us and helped with their cars. That can’t be done now, but it was lovely.
‘All the children in Kinder/Prep had bikes, two-and three-wheeler bikes, mini-bikes and scooters. They were an absolute hazard to everyone else but a wonderful thing for the little ones … Fred Cox (the groundsman) spent a lot of time mending those bikes. He had an incredible ability to fix anything. If I sent a note asking for something he would come to me with the note and would tell him again what I wanted. It took me six months to realise that he couldn’t read or write. He had just got rid of the much-loved draught horse, Bonnie, when I arrived and was having difficulty relating to the new tractor.’ (Pixie Pinkster, interview 1990
Fred McGuinness followed Ian Hargrave as head of Junior School. After close observation of the classes in operation for a period of 18 months he decided that although it was a very happy place for the students, alterations should be made to the building to enhance the learning environment. The first major change was the partitioning of the former large open area into four separate classrooms to allow teachers more easily to take smaller groups. The Junior School library was doubled in size and the ‘withdrawal’ room was converted into a regular classroom for music classes. When the new gymnasium was built in the Senior School, the Junior School gym was carpeted and heated and provided an excellent space for a music and multi-purpose area, large enough to seat all the Junior School pupils for assemblies.
The changes initiated by McGuinness were seen as a backward move by those who had been involved in the original planning of the Junior School.
He was aware of the dissension but, as the following statement shows, he was confident that an even better school was the result:
‘I came from Scotch College. Therefore was suspect. was accused of wanting to turn Junior School into another little Scotch. Nothing could have been further from the truth. chose to come to Kingswood College partly because had not been entirely happy with my former appointment. My intention was to have a Junior School that was happy and pleasant but in which children would be well-prepared academically as well as socially for Senior School.’ (Fred McGuinness, interview 1990)
The Middle School under Clive Bunston was also a separate entity, within which further sub-groupings occurred as year level teams were developed. Although operating as a sub-school, it offered a degree of autonomy at each year level regarding content and methods of presentation. The Integrated Studies format now operated at Years 8 9 and 10 Teams of teachers at these year levels developed programs within a broad framework. The linking of several subjects, commonly English, History and Geography, allowed teachers to design and carry out imaginative programs which would not have been possible in single subject time allotments.
A number of curriculum innovations arose from the Integrated Studies approach. Teachers were given time to develop in some depth certain aspects of the course and to plan for and carry out curriculum-based events such as: Year 7 Animal Week when all Year 7 subjects had animals as their focus; a Year 8 Tudor Novel, Tudor Days and Medieval Feast Days involving creative writing and dramatic presentations, as well as games and feasts; Year 9 mock elections, where students developed their own political parties; re-enactments of the Gold Rush, part of a study of early Australian lifestyles; Year 10 week-long excursion on a farm or in a factory to discover different lifestyles, and visits to the school from international groups (e.g Russia or Japan) for the study of global cultures.
The activities were designed to involve several subject areas. Students could research and learn historical or geographical facts and then use the information to develop communication skills by writing, taking part in debates, or creating role-plays or audio-visual presentations. Perhaps more importantly, teachers had contact with the one group of students for an extended period which helped develop sound staff-student relationships
and an effective pastoral care process. Through a variety of different experiences, all arising out of class work, each year level built up its own different identity:
‘At Kingswood College we had two aims: firstly, the academic success of each individual student and secondly his/her social development. In the Integrated Studies programme we endeavoured to bring the outside world into the classroom and to take the classroom into the outside world.
‘Through weekends away, school camps, the work experience programme, specialist speakers, visitors from other countries, films, debates, theatre nights, evenings at restaurants, excursions to farms and factories or a stay at the Albury Motel we not only expanded the curriculum but we educated the whole person.’
(Terry Boland, staff member 1973-1988)
Speedy made it clear that he believed that the philosophy behind Integrated Studies was educationally sound. But he could see that there were also some organisational problems. Many students benefited from the arrangement but a significant number, in his view, were ‘drifting’. Some teams of teachers seemed more effective than others and, as staff changes occurred (most by natural attrition) he continued to select people who would be able to contribute both to subject areas and to the caring ethos of the school. Although he didn’t deliberately set out to alter the team-teaching approach, as teachers began to make their courses less reliant on the team, a new system gradually emerged which, while still activity-based, became more subject oriented.
Speedy’s style was perhaps not as charismatic as Norman’s, but in his own way he passed on to his staff his confidence in them. He created an environment in which staff felt comfortable in seeking him out for advice or to express concerns. While new staff were given time to familiarise with their subjects and colleagues, a ‘mentor’ was appointed to help them in the initial settling-in stage.
Speedy was essentially a shy person but he held genuine concern for the individual – whether staff member or student. He would often appear in the classroom unannounced, usually with prospective parents in tow. Sometimes he would leave quietly – without the teacher having been aware of his presence – while at other times he would say, ‘Don’t stop what you’re doing.’ He seemed quite comfortable with ‘creative turmoil’. If the students were in small groups practising role-plays, political speeches or trying on costumes for a dramatic presentation the clear message to parents was ‘what you see is what you get’, and to staff, ‘I’m proud of what you are doing.’
At the Year 8 Medieval Feast he delighted in challenging students to beat him at arm-wrestling in which they rarely succeeded!
Sometimes Speedy took part in classroom activities. For example, when Year 10 was involved in Yoga’s Game – a simulation game which had been designed to introduce the student to the social, political, economic and religious aspects of early colonial exploitation – Speedy occasionally took a role, usually that of a missionary. Or when Year 9 was celebrating Colonial Day, he might also don a costume and talk to the students as an early preacher would.
At the Year 8 Medieval Feast he delighted in challenging students to beat him at arm-wrestling in which they rarely succeeded!
Both Speedy and Bunston believed that in a large school Speech Nights could become impersonal events so for Middle School they were replaced by presentations by one or two year levels. These evenings, called Family Nights, were held in Brimacombe Hall and often highlighted for parents, aspects of the course undertaken throughout the year. From the early 80s, the end-of-year feature for Year 10 students was the Prom and Graduation Night and both Principal and Vice-Principal enjoyed seeing so many students take part in these events.
Speedy made it clear that he would accept all students to his school. Certainly enrolments were always needed, but Kingswood’s ethos had been that of an open entry policy. With his background in counselling, Speedy felt that most students could be helped if given a reasonable opportunity. There was no policy of streaming, and in order to assist teachers in classes where there were students with a wide range of ability levels, reinforcement teachers were made available for a few periods each week. Kingswood’s willingness to include in the school population both academically and physically disadvantaged students enhanced its reputation as a caring school. Here is one parent’s tribute:
As his Grade Six year drew to a close for Jim, our disabled son, we looked at the possibility of sending him to Kingswood. Robert Douglas, a boy Jim had known at Yooralla and who had the same disability, osteogenesis imperfecta (fragile bones), was already at Kingswood. Robert and his parents both spoke very highly of the school and of Rev Speedy who had spared no trouble or expense to
make all classrooms accessible to wheelchair users. And this was before 1981 the Year of the Disabled.
I rang up the school secretary asking if Jim could be enrolled for 1978 ‘I don’t hold out much hope,’ she said. ‘There are 30 ahead of him on the waiting list.’ Half an hour later there was a phone call from Leigh Speedy himself: ‘Forget the waiting list,’ he said. ‘If Jim wants to come to Kingswood, we’d be only too glad to have him.’
So to Kingswood Jim went, and Mr Speedy’s smiling interest and encouragement never flagged. well remember his excitement when a tractor-like invention was purchased which could get Jim’s wheelchair up two flights of stairs to the school library − the only inaccessible section of the school. We owe all the teachers over those years a debt of gratitude, and remember particularly George Wilson, who carried Jim in his arms to show him over the school, chatting to him merrily all the way and thus establishing a good relationship. We remember also Clive Bunston, a true Christian gentleman, always ready to listen to the concerns of parent or student and to take appropriate action, and Rev Roger Rooks, school chaplain, whose sensitivity, real concern and practical counsel were a great help to Jim during some difficult times socially.
In spite of being confined to a wheelchair, Jim went to all the year-level camps and safaris, coming back as browned and full of adventure as the other students. (]ean Provan, 1989)
ABOVE: Year 8 Family Night in Brimacombe Hall, 1988.
ABOVE RIGHT: David Giles and Blair Falahey li-loing down the rapids at Year 8 camp at Tawonga Caravan Park, 1984.
FAR RIGHT: A peaceful scene at Year 9 Camp Ichthus on the Gippsland Lakes in 1978 teachers are John Fletcher and Jenny Huggins.
RIGHT: Boys check their route before setting out on a Year 10 overnight hike in the Grampians, 1977 (l. to r.): Glen Gribble, David Wolfe, Peter Evans, Nickie Ball, Richard Hoare (or Richard Cook).
Year level camps
Opportunities for staff to spend more time with students on an individual level were provided by camps and excursions, which continued to be an important feature of the school under Speedy. The camps were specifically designed for particular stages in the students’ development.
Year 7 went to Camp Ichthus in South Gippsland and later to Marysville, staying in huts and sleeping in bunks. Walks and activities such as boating or canoeing (at lchthus) and weaving and art activities (at Marysville) were organised.
Year 8 spent the week under canvas beside the Kiewa River at Tawonga.
From the base camp they travelled during the day to places of interest (the Kiewa Hydro-Electric Scheme, Bright and Beechworth) and returned each afternoon to spend many happy hours li-loing down the river.
Overnight hikes at Wilson’s Promontory were a little more adventurous for the boys of Year 9 They hiked in small groups to places such as Waterloo Bay where they camped overnight and cooked for themselves. Wilson’s Promontory provided a good venue for the social aspects of camping and for a study of coastal landforms but the presence of other school groups disturbed the cohesion of the Kingswood groups.
lchthus was then used for two or three years and the first Year 9 co-ed camp in 1980 was held at an Anglican site at Newhaven.
In 1986 the Year 9 staff developed an activities program to replace the school camp. In the week when the rest of the school was away, Year 9 students visited Sorrento beach, Sovereign Hill, Ballarat, the Arts Centre and Werribee Park, returning home each night. While some students were disappointed to be missing a time at camp, others enjoyed the varied program.
The Year 10 camps, which were designed to provide more of a challenge and to test the boys’ initiative, continued along the same lines as the ones introduced in the Norman era. Boys negotiated the level of difficulty they felt they could undertake. They worked out their own map routes, planned their own meals and carried their own food. Sometimes groups were set down in the bush and told to find their own way to an appointed spot. On another occasion, in 1977 boys undertook ‘a moderately strenuous’ bike hike from Box Hill to French and Phillip Islands carrying all their requirements with them.
These camps were designed to foster a sense of acceptance and belonging outside of academic performance. (Lenten)
The introduction of girls to the school after an absence of more than 12 years coincided with a change in camping policy at the upper end of Middle School.
The strenuous expeditions, particularly at Year 10 while providing important challenges were dogged by misfortunes. The school had been particularly fortunate to avoid serious mishaps but when, in 1980 a fatal accident occurred on a camp from a nearby government school, new guidelines were introduced for camping program in all Victorian schools. A new program was introduced which did not include overnight hiking.
Different camping formats were tried by Year 10 for several years afterwards, including a coach/air trip to Northern Queensland, a science-based camp at the Grampians and beach camps at Lake Tyers.
In 1987 the stringent staffing requirements for camps and ‘adventure activities’ set in 1980 by the Ministry of Education were met at Year 10 by employing the services of professional leaders from an outdoor education group. Both boys and girls were now included in a program which tested physical endurance and built survival skills. Students went abseiling, rock climbing and white-water rafting and each was given leadership training. On hiking expeditions, as had happened in the earlier years, they again carried their own tents, stoves, food and bedding and, after camping out, returned home satisfied that they had achieved what at first might have appeared to be an impossible task.
Other new inclusions to the camping scene during this time were athletics camps organised by Terry Boland, music/drama camps led by Margaret Knurek and Lorna lnchley, a Year 7 writing camp organised by Marilyn Burke, and bike hikes and expeditions up Mt Bogong led by John Bond and Cor Van Maanen. For the most part these camps were carried out over weekends although at times they spilled into class time.
Buildings and growth
Leigh Speedy was Kingswood College’s builder of buildings. The first of his major building projects was the Year 9 complex. It was designed by architects Jackson and Walker to accommodate the Integrated Studies program operating at the time, and included a room large enough to house all the Year 9 students, a loft or discussion area and smaller withdrawal rooms, in addition to normal classrooms. It was named the Michael Norman Wing and opened by Norman in 1973
Growth in numbers also created a need for further space in the senior classes. In 1972 Year 12 moved into the old tuckshop area and, in order to make room for Year 11 junior Science was transferred from what was later a laboratory to a temporary area created in the back half of Brimacombe Hall. From there, the smells of mice and chemical reactions wafted into assemblies.
The Year 8 Integrated Studies program took over what had been the staff room so a new staff room was created in the corridor of the old Public Works Department building (PWD). Another staff area was made in the old boarders’ dining room, and the Principal and his secretary moved into offices in the old boarding house.
Since the new library had been constructed on metal columns it was a relatively inexpensive matter to improve the ground floor area to provide parking.
In 1973 the Cato Block was renovated to become a Mathematics centre, the old tuckshop and classroom block which had come from MLC 40 years earlier was finally demolished, and an entrance lobby was added to the old boarding house which became the administration centre (later updated again for administration). A staff centre was developed in what had been a dormitory building.
In 1977 the old Year 10 complex was the last of the ‘second-hand’ classrooms still remaining and its demolition that year signalled the end of an era. The new Year 10 building, built once again with a room big enough to take all the students at that year level for team-teaching situations, was completed in 1978 At the same time three additional Art rooms, an Art office and a gallery were formed by the joining of the Michael Norman Building and the PWD Block, and modifications were made to Brimacombe Hall to better provide for Music, Drama and Physical Education in the school.
In 1981 television sets and play-back facilities were installed in each year level of the school. Selected students were introduced to the mysteries of the video-tape recorder by John Sargent, a middle-school Mathematics teacher who had taken over the audio-visual role some years earlier. The provision in 1984 of a large, well-equipped gymnasium, largely designed by staff members John Kennedy and Clive Bunston, meant that after many years of being dependent on the weather the physical education staff could plan with certainty a program that utilised both indoor and outdoor facilities
Although Speedy had added significantly to the quality and range of buildings on the Box Hill property up to this time, there were still unmet needs. A questionnaire canvassed priorities as perceived by parents and staff, and a decision was made to improve and enlarge the Science laboratories and to provide a larger library/resource centre with computer classrooms.
Sue Dawe, who had been the first librarian at the school, had been present in 1969 to help set up the library built in the Norman era. In 1984 she also presided over the move to the Stephenson Centre as the new library/resource centre was to be called. This building, situated between the boarding house (now current administration) and the Cato Block on what had earlier been the old tennis courts then the CHI dormitory (having been removed to Doncaster), became the new hub of the school. Peter Stephenson and Mrs Naomi Neath, grandchildren of the founder Arthur Stephenson, were present at the official opening in 1984
The former library was altered to provide space for music classrooms and practice rooms while the area on the south side of Brimacombe Hall that had been occupied by the music classroom became the middle school staff room. The smaller practice rooms were used as offices, and the Vice-Principal, Clive Bunston, moved yet again. Extensive improvements were also made to the Science department which was situated under the Music department during this building phase.
The Michael Norman Wing, the first building designed for the Integrated Studies program, opened in 1973 by Michael Norman. 1976 administration building plus CHI dormitory used in Michael Norman’s era.
Removal of CHI building
Senior School
To this point, Speedy had managed to produce significant changes in the physical appearance of Kingswood College but the decision to build a separate Senior School on the property perhaps had the greatest impact on the school.
Much discussion and research went into the design of a building to cater for the needs of young people. The success of that building, the choice of suitable staff, and the development of a set of appropriate guidelines both for study and for social situations was to put Kingswood College in the forefront of educational thought at the time.
A separate college for senior students at Kingswood College had been mooted as early as 1953 when the school was still Box Hill Grammar School. Both Walker and Brunning were in favour of the idea and in a draft paper, probably to the Character Education Enquiry, Walker wrote:
believe that after the age of about sixteen years the next stage should be called the tertiary stage and should include the Matriculation classes … The young man or woman of sixteen or seventeen years upwards needs a fuller life, a more complex existence than the schools can provide. I put it to you that we should develop tertiary education to a much greater degree than we have as yet done and institute the true ‘college’ stage between school and university. (C.F. Walker, 1953)
As a firm believer in the social value of educating girls and boys together, he had urged that such a college should be co-educational.
Michael Norman told the Methodist Conference in 1964 that Box Hill Grammar School offered the Church a remarkable opportunity ‘to think experimentally and creatively within the field of formal education.’ During Norman’s time, the Matriculation results had improved steadily but he pointed out in 1971 that, with the school’s policy of taking in boys of a range of academic ability, some were leaving school before the end of the HSC year, ‘leaving us with very small classes in many subjects’.
Staff and council published a joint proposal for a senior college in July 1971 in the school’s Newsletter. The proposal was intended to stimulate parent discussion. It was proposed that Kingswood ‘recruit into Fifth and Sixth Forms by establishing a senior college with its own attractive lifestyle’. Norman added:
Some have felt strongly that co-education might be re-introduced at that level … What do parents think? Co-education has certainly been a major oversight in the independent school tradition.
When Leigh Speedy came to the school as Principal in 1972 he brought with him a knowledge of the Tasmanian system where senior colleges had been in operation for some years. The senior staff already at Kingswood were capable, confident teachers, and keen to become involved in worthwhile, exciting new developments.
Alistair Hopkins, a senior member of staff, recalls:
When joined the staff at Kingswood College at the start of 1972
I knew very little about the school and certainly had no idea that would be there until I retired in 1998
I found the atmosphere at Kingswood College congenial from the start. There was something a bit improvised about it with buildings acquired from a variety of sources, but it had an energy and openness which was attractive. It could be challenging – twice a week the students in Years 11 and 12 abandoned their usual classes and participated in electives – ‘things worth doing’. So, out of the blue, I had to come up with two things could offer which would be attractive to a group of students and worthwhile. If my memory serves me right I devised a philosophy segment (‘great thinkers’) then spent another afternoon coaching and playing squash. That was Term 1
Back to 1972… We were sitting in Leigh’s office talking about the school and how other places had done these new things.
Leigh responded immediately and sent us in twos to Canberra and Tasmania.
Without a doubt participating in the planning for the senior college then being part of its implementation was the highlight of my teaching career. am full of admiration for the vision that made it possible and for the freedom we were given in deciding the modus operandi. The quality staff who came to teach at the College and that of the students drawn from other schools are testimony to the attractiveness of the concept.
I lost count of the number of parents who said during parent-teacher interviews, with a mixture of pleasure and surprise, ‘my child enjoys coming to school now.’ It assured me that we had the essentials right. Between 1978 and 1984 three of my daughters attended the senior college and all were enthusiastic about the experience. had the great pleasure of teaching all three in Year 12 Literature.
In addition to Hopkins, staff involved in these fact-finding exploratory visits included Ted Elgood, Peter Alsop, Geoff Glenn, Margaret Williams and Bob Laing.
A sub-committee from the council (Ron Brooker, Ian Hendy, Perry Larsson and Leigh Speedy) was also formed. They visited other independent schools developing co-educational patterns and spoke to sixteen leading educators.
The recommendations of all involved supported the establishment of a senior college at Kingswood. They saw it as an opportunity to give a balanced academic and social education at a vital time of transition from school to tertiary studies or employment. During discussions about the way a college for Years 11 and 12 should be run, a broad consensus arose about such things as uniforms, smoking, bells, and the freedom to leave the property. A concept of a senior college with as much freedom from petty restraints as possible gradually emerged and these ideas were confirmed as staff visited McNab House, Geoghegan College, and the Canberra and Tasmanian Matriculation colleges.
The new building was, appropriately, to be named after C.F. Walker, whose philosophy had expressed the value of co-education and a respect for the individual.
Staff, students and council members, together with architects Jackson and Walker, met 12 times to produce a design for a building that would meet the needs of young adults in an academic setting. Emphasis was on informality. A large multipurpose area was the core of the building, leading on one side to a theatre and on the other sides to classrooms.
Construction commenced at the beginning of 1973 and the building was to have been completed by the end of that year, but strikes and shortages delayed the project. When 65 girls and 130 boys in Years 11 and 12 began the school year in 1974 the building was not ready.
First term was a shambles. There was a happy, constructive air about the place, but we were desperately short of places for the students to go. (Alistair Hopkins)
Interim measures were necessary. Classes were rescheduled so that the Cato Block and Science laboratories could be used as extra classrooms. Brimacombe Hall became a temporary students’ common room and locker room and what had been an open area under the then library was enclosed for use as a study hall with a smaller room in one corner where the chickens were housed for use in Biology studies. (After 1975 this room was cleaned out and became an office for the Vice-Principal.)
Students began using four classrooms in senior college before the rest of the building was finished, but first without water or electricity. Moving day was 10 September 1974 and the new buildings were opened in February 1975
Three separate mini-schools?
The division of the school into three separate mini-schools, Senior College, Middle School and Junior School, had its strengths but there were also disadvantages.
In 1972-1973 most of the subjects in the senior classes were taught by staff who also taught in Middle School yet the program of Integrated Studies, which the Middle School was developing at that time, involved team-teaching and a strong allegiance to year levels. When Senior College developed as a separate entity some staff chose to remain in Middle School. Others, such as Geoff Glenn, Bob Laing, Peter Alsop and Alistair Hopkins elected to teach exclusively in Senior College. This separation of groups of teachers into year-level teams, while providing effective programs and pastoral care for the student, meant that some unavoidable distance developed between the groups of teachers at different year levels, in both physical and professional terms.
The ethos of Senior College
By being separate from both Middle School and Junior School, the opportunities for individual staff members in Senior College to develop links at other year levels were lessened and Middle School teachers could not gain senior class experience. But the availability of staff to students was essential in developing the ethos of Senior College and included in, and central to, the design of Senior College was a staff-room which provided students with ready access at all times to staff members.
With the intake of students at Years 11 and 12 extra staff were required. The new staff chosen by Leigh Speedy and Peter Alsop (Head of Senior College) reflected the different approach that was being developed. Margaret Williams (English, History) was appointed as the new senior mistress. She had been Vice-Principal and head of the boarding school at Toorak College, Mt Eliza. Richard Cotter (History), who had written a number of textbooks; and Sylvia Walton (Geography), who was later to become the Principal of Tintern CEGGS and St Catherine’s. These three were experienced teachers, while the other new staff, although qualified as teachers, came from a variety of backgrounds. Ted Elgood (Chemistry) and Bruce Fisher (Physics) had both worked in industry, Leo van Wyk (Accounting) had been in business, and Elizabeth Clements (Biology) had worked previously in hospitals and been involved in medical research.
They were a very experienced and capable team who had been attracted by the new concept of Senior College and were soon joined by Sujatha Pannel (English), Jeff ‘Doc’ Castles (Maths/Physics), Marie Petris (Biology), Peter Glover (Politics and Economics), Anne Dean (Geography) and Prue Gillies (English). Prue later became Principal of Ruyton Girls School. Staff meetings were fun. They weren’t regular but we had them as we needed them. Everyone was equal. At this stage we didn’t have ‘heads of Maths’ etc. Even the newest members of staff, those just out of college, had as much say as anyone else. The only person with a greater say was the head of Senior College. This seemed to help with the kids. They realised that all the staff in Senior College were ‘just teachers’. (Geoff Glenn, staff member, 1972-1988)
Students were treated with an equality that many found new and different. I had come from a private girls’ school where had not enjoyed the emphasis on hats, gloves and garters … I was in the pioneer year of the whole concept. There was an energy and excitement on the part of students and staff as well … We were taught to think, not simply to conform. (Monica Lowen, student, 1974)
A quality of staff-student relationship was established where there was no ‘them/us’ mentality but rather an understanding that learning was a co-operative venture. Staff as well as students found the experience exciting and creative and the physical structure of the Senior College area encouraged the interaction between them. The staff-room door was always open to students and it was quite a regular sight to observe a teacher working alongside a student or a group of students in the multipurpose area (MPA). Issues such as whether students should wear thongs to school or would be allowed to smoke in the building had to be looked at from health, safety and aesthetic grounds, but they were worked out co-operatively and a mutual respect was developed. Most students responded immediately to the challenge of freedom by developing a more mature approach to their use of time. Some took a little longer:
Inevitably a few students have interpreted freedom and greater responsibility for their own progress as licence to waste time. They have learned that the result of this attitude is failure or the achievement of a standard less than that of which they are capable; a valuable lesson. (Des Parker, Head of Senior College, 1975)
CLOCKWISE FROM RIGHT:
The first Senior College group to include both boys and girls, 1975.
Senior College staff, 1984
Back (l. to r.): Dick Cotter, Sally Laurie, Margaret Williams, Dawn Phillips, Max Thomson, Elizabeth Meredith, Angela Moore, Alistair Hopkins, Rhonda
Students at Charity Day, about 1985
For a set fee students and staff could dress up in costume. Often they chose to wear their old school uniform, no longer regulation. The money raised went to charity.
Staff join in the festivities on Charity Day. Les Littleford (Batman), Glenys Nall (John Lennon), Alistair Hopkins (Clark Kent) and Geoff Glenn (golfer).
Informal group in the MPA, Senior College, 1990 G. Koumantatakis, P. Tsantilias, K. Marshall, K. Debney, Geoff Porter (Economics teacher), F. Evangelista.
Williams, Jack Moshakis, Roger Rooks; Front: Joan Maxwell, Les Littleford, Peter Glover, Eric Cosic, Geoff Glenn, Jeff Castles, Maree Abonyi, Wilbur Courtis.
Students could choose which member of staff to approach for help and guidance. The appointment of Rev Roger Rooks in 1979 complemented this arrangement. With his air of easy informality and sense of humour, students found him very approachable. He taught Social Psychology and took over from Glenn the coaching of the senior football team. He was able to provide wise counsel to students on vocational queries and about deeper issues affecting their lives.
They were the two best years I’ve ever had … The teachers were friendlier and more willing to spend time with me than at my previous school. (Kathryn Watt, student, HSC 1981).
This was a sentiment to be expressed many times in the succeeding years. For me Senior College was not such a change because it came out of the philosophy of Kingswood … It was a natural progression … As you moved up the school you were given more elbow room …
The most important thing for me was the informality, and that you were treated like adults a lot of the time. (Nick Place, student, HSC 1982
Peter Alsop, who had been involved in the initial setting up of Senior College, was its first head. Ill-health forced his resignation at the end of 1974 and his position as head was taken by Des Parker who had been a senior teacher with the Education Department in the field of Art and Graphic Communication. Parker remained as head until September 1982 when he left to become inaugural Principal of St Paul’s Anglican School at Warragul. Les Littleford, who came from a senior position in the English Department at Geelong Grammar School, was appointed as the next head of the C.F. Walker Centre.
Camps and excursions
The importance placed by Senior College staff on social as well as educational development led to the planning of the school’s first co-educational camp since the Walker days up to 1963 In May 1974 a group of 110 students and eight staff members went to a camp at Licola. Camps continued to be an important aspect of the Senior College program. Small groups camped under canvas at Wilson’s Promontory or went skiing or rock-climbing. School-based craft and activity camps were also offered.
In 1977 a Year 11 bus trip to Central Australia was organised by Max Thomson, and in 1978 two buses made a similar trip with Peter Glover, Geoff Glenn, Maree Petris and Markela Sargent. These expeditions were so successful that they continued for quite a few years and in 1983 the camping program was expanded. From 1984 onwards, camps for the whole of Senior College were developed under the guidance of Jonathan Hayman with an increased element of physical challenge and outdoor survival experiences. Students could choose from a variety of options: horse-riding near Maffra; canoeing on the Glenelg River; kayaking on the Goulburn River; rock-climbing, rafting and hiking at Wabang State Park; an aquatic camp including snorkelling, sail-boarding, power-boat handling, marine studies and SCUBA diving; or a base-camp at Mt Beauty with day excursions. In addition, an art camp to Canberra was offered and some students stayed at school where activities and excursions were organised each day. At the same time Middle School students enjoyed annual camps and for some time the initial week of school saw all students involved in camps.
They were the two best years I’ve ever had … The teachers were friendlier and more willing to spend time with me than at my previous school.
The highly successful Creative Arts Workshops commenced in 1986 and were held annually until they began to alternate with Science/Technology Workshops in 1991 For the best part of a week, under the guidance of Sally Laurie and with the help of the Art department and the Science department, all curriculum-based classes ceased and students were able to take part in a wonderful array of artistic and creative ventures. Experts in each field were brought in and materials and equipment made available. Art activities offered included dressmaking, leadlighting, cooking, paper-making, china-painting, creative knitting, kite-making, T-shirt design, ceramics, ‘herbs in the bathroom’, Red the Clown, carpentry and modern dance. At the end of a full week, each group displayed some of its newly-acquired skills at a concert in Brimacombe Hall. In addition, a media group was formed from amongst the students in order to record the happenings in magazine form. For the Science Technology Workshops there were science related performances, such as science of the opera, and students chose from a set of themes all of which included a site visit, a hands-on activity and an issues discussion. The Arts and Science Technology Workshops reinforced the fact that the Arts and Science/ Technology were relevant to all students.
CLOCKWISE FROM RIGHT:
Central Australian tour group. The tour was organised by Max Thomson.
Media unit, arts workshop, 1987 David Watts, Michael Hobsbawn, Greg Brown, Vinu Patel.
Modern Dance session, 1987
Kris Bona, Christine Twitt, Susan Kelly, Nick Freadman.
School-based craft camp, 1979 with teacher Peter Humphries.
Recognition as individuals
But the unconventional style of Senior College did not extend into the range of subject areas being offered. The curriculum was a standard core academic one covering the traditional areas of Humanities, Maths/Science, Commerce and the Arts – much the same as offered by the vast majority of independent schools. The difference was in the method of approach. While success at the Higher School Certificate, Victoria’s final school examinations, was an important aim it was certainly not the only one. Staff of the Senior College saw education in a broader sense and most parents appreciated this approach. One parent, who wanted her girls to attend a co-educational school, went with her husband to a meeting for parents held in Senior College in 1976 She recalled: asked the head of Senior College, Des Parker, ‘What was your pass rate last year?’
The parent was told that the pass rate for the year was not the most important fact. It was pointed out that one boy who failed in every subject had a triumphant year because he overcame personal problems and gained enormously in self-esteem. Here was a school that was prepared to look for other than just academic qualities in a child.
Ann Dean, a Senior College Geography teacher commented:
The fact that it was okay to be whoever you were was Kingswood’s uniqueness. remember a kid who came to Senior School from another private school. He spent the first three or four months at school with his back to the wall. Very insecure. He did get through, but the other kids didn’t tease him, bully him… they accepted him for what he was. He wouldn’t have got his VCE somewhere else –but he did! (from an interview 10.09 2015
It was pointed out that one boy who failed in every subject had a triumphant year because he overcame personal problems and gained enormously in self-esteem. Here was a school that was prepared to look for other than just academic qualities in a child.
Kingswood did not limit access to Year 12 to those most likely to succeed –as many students as possible were encouraged to attempt Year 12 and many or most did very well. Pass marks were consistently above the state average, and regularly above 87% (92% in 1987). Staff were delighted when borderline students, who may have been advised not to sit the exams in another school, responded to the opportunity with satisfying results. More importantly, perhaps, all students were given an environment in which to develop as independent, thoughtful, responsible members of society, well-equipped to cope with a wide range of situations.
I really miss Senior College: the way everybody sat and talked, inside and outside the building. I miss knowing everybody and having your own space … We had to develop our own self-discipline and organise our own study programme … The preparation it gave me for university was incredible. found it a lot easier than many others at uni. (Elly Bartak, student, 1988)
The Blackburn Report of 1983 and the subsequent recommendations which brought VCAB and VCE to life, are seen to some extent as a vindication of the wisdom of those who established the Senior College several years before. Blackburn recommendations include the following: Students should have greater access to and from the campus; students should have more determination in the decisions of the establishment; years 11 and 12 should have a degree of autonomy from the remainder of the school; students should be recognised as being in the late stages of adolescence and treated in a way which demands more responsibility.
Senior College was a success and other schools began adopting particular aspects that assisted in working with senior students. Here was a clear example of an independent school leading the way.
The provision of a special area for Year 11 and 12 students in the Senior College building released the space under the library for development in 1976 as a Junior Science laboratory. The laboratory and the curriculum were designed by staff members Kevin Close and John Fletcher (both had former Science-related careers) to allow students to follow a self-directed, enquiry-based approach to Science. Improvements to the grounds also continued during this time and two playing fields, one on either side of Senior College, were developed. But there were still improvements to be made to the Box Hill property.
Sport
Unlike the situation in most private schools, Kingswood did not see success at sport as essential to its image. In the beginning of its operation as a separate entity, the students of Senior College had the alternative of staying at school to play sport on Wednesday afternoons or of going home. Fixtures were arranged for several years against other schools in the Eastern Independent Schools competition, and teams were enthusiastically coached by staff such as Geoff Glenn (football, softball), Alistair Hopkins (hockey), John Kennedy and Jimmy Armstrong (soccer), Margaret Williams and Rhonda Williams (netball) and Dick Cotter (cricket).
However, competitive team sport did not sit well with the relaxed atmosphere of Senior College and practices were almost impossible to arrange. Despite this, the teams often did surprisingly well but it became increasingly difficult to field complete teams. In 1986 Kingswood withdrew its senior teams from the EIS competition but those boys who still wanted to be part of a football team were coached by Roger Rooks and played under the name of Huntingtower School which, without the aid of Kingswood, would not have been able to fulfil its EIS commitment.
Staff-student matches were regularly arranged and very popular.
The Senior College hockey matches were always won by the staff, due partly to the undoubted ability of Hopkins, Glenn and other staff members and also to the ‘astute umpiring’ of a senior staff member.
Leigh Speedy had come to the school with a sporting reputation of his own. At university he had achieved a football blue and he was a fine tennis player. He announced his intention of raising the standard of the school teams however, like his predecessor, he left Saturday sport on a voluntary basis, stating:
We should have enough students who want to play without coercing people to participate.
As management of Saturday teams was also voluntary for staff, once again it became difficult to find enough umpires and managers but there were successes. In 1974 Kingswood won three EIS premierships: in open volleyball (John Hughes, Captain), senior basketball (Bruce Ellen, Captain), and in cricket (Stephen Cook, Captain). The school also won pennants in Year 10 cricket, Year 9 cricket and tennis in 1978 and softball premierships in 1982 and 1985
But Kingswood’s main interschool successes came in the fields of swimming and athletics. In 1966 it became involved in the EIS swimming program and in the early 70s teachers Margaret Williams and Terry Boland both took a keen interest in the swimming. They encouraged students to train regularly and meets were held on Saturday evenings. By 1973 Kingswood had a swimmer in every final event on the program at the EIS swimming carnival. The team was keen and trained hard with support from other staff members such as Jenny Donaldson, Peter Glover, Ken Kearney (administration 1977-1983 and John Kennedy.
Margaret Williams was the heart of the team. She used to be at Nunawading Pool at 6 a.m. three mornings a week. This meant that she had to get up at 4 a.m. to drive her little Volkswagen to the pool. Not only was she the driver, the trainer, the coach and the first-aid officer, she also swam several laps of the pool each session. She would even take the students back to school afterwards and make coffee for them. My role was more managerial and team selection. (Terry Boland, staff member 1973-1988
In 1977 Kingswood won an EIS swimming carnival for the first time. Swimmers Murray Hill, Russell Banks and Misho Vasiljevich (who later became the Australian Junior Medley Champion) were the backbone of a very successful team. The win was a huge boost to Kingswood’s sporting morale and prestige. In 1978 girls were permitted for the first time to swim against boys at the EIS carnival which Kingswood won. The high point was in 1979 when Kingswood won the All Schools State Swimming Championship open freestyle relay. Terry Boland recalled the excitement of the night when Kingswood won a gold medal ahead of some much larger schools:
No-one knew who Kingswood College was. It just showed what could be achieved with commitment and purpose. (Terry Boland, staff member 1973-1988)
The athletics team also had considerable success. Terry Boland’s interest and enthusiasm were important and a three-year plan to improve the athletics team was launched. It meant first getting staff involved and people like Peter Glover, John Kennedy, Ian Chisholm, Jenny Donaldson and Alan Humphries – and many parents – were most supportive. It proved a great success and resulted in hiring two buses to take 150 volunteers to Hagenauer’s Reserve for training.
CLOCKWISE FROM ABOVE:
Senior College staff hockey team, about 1978 (Standing): Geoff Glenn, Margaret Williams, Marie Petris, Jimmy Armstrong, Sujatha Pannell, Leo van Wyk, Alistair Hopkins, Jeff Cassells; (Sitting): Dick Cotter, Ann Elliott, Peter Glover.
Nick Dawe shakes hands with student after a staff-student football match, 1987
Martin Courtenay throws the javelin at an EIS competition, 1980
Premiership basketball team, 1976
Murray Hill, captain of the swimming team, accepts the EIS swimming trophy from Father Davine, 1977 This was the first Kingswood team to win an EIS carnival since its inception in 1976
1979 EIS swimming premiers.
(Back): Russell Banks, Brett Davis, Andrew Horscroft, James Bate, Martin Anderson (captain), Simon Gundry, Robert Bienvenu; (Third row): Margaret Williams (coach), Adam Grey, Philip Battey, Simon Hollingworth, Mark Pemberthey, Geoff Banks, Martin Keir, Terry Johns, Terry Boland (team manager); (Second row): Gary Shickle, Antony Courtenay, Michael O’Shannassy, David Bebarfeld, Jamie Mann, Martin Randall, Andrew Deitz, Bruce Williams; (Front); David Close, Ian Jorgenson, Alex Knox, Scott Wotherspoon, Craig Jones, Patrick O’Shannasy,Michael Kopecek, Reuben Pinkster, Mark Thomlinson.
BOTTOM
The Kingswood team boasted some fine athletes and went on to win several EIS athletics premierships with stellar performances by Elizabeth and Myfanwy Blyth, Grant Szegedi (Stevens), Jason, Dale and Shelley Kirkwood, Sue Zeising, Lyn Kerrison, Martin Courtenay, Peter Evans, Tim Ellen, Simon Blaikie, Janelle Phillips, Richard Debney, Michael Clearihan, Susie Black and Simon Dalton.
House competition, which had been absent since 1971 was reintroduced into Middle School in the early 80s. lnter-house competitions took place in swimming and athletics as well as non-sporting pursuits such as drama.
Once the new gymnasium was in operation, a whole new range of sporting activities was available. New program designs meant that all students in Junior and Middle School and Senior College could use the well-equipped hall, gymnastic area and weight room to increase their fitness and skills.
John Kennedy, who had joined the Physical Education staff in 1975, provided continuity to the sporting program, took over the role of Sports Master in 1987 from George Wilson.
Drama
Speedy was an accomplished pianist and played the piano for the weekly assemblies and joined in the singing of hymns with gusto. He enjoyed musical theatrical productions and, if possible, liked to take part himself.
During the 70s and 80s there were several fine musical and dramatic productions which included: The Apprentices 1973 (Mary Player, director, Terry Boland, stage manager); the mini-musical Red Sea Jazz 1977 (Geoff Woodfield, musical director); The Importance of Being Earnest 1978 (Joan Maxwell, producer); The Pirates of Penzance 1979 (Des Parker, producer); Bye Bye Birdie and The Crucible, 1980 Oklahoma 1981 (Muriel Kempster, producer, Margaret Knurek, musical director); Oliver! 1982 (Lorna lnchley and Jack Moshakis, co-directors, Margaret Knurek, musical director); South Pacific 1985 (Lorna lnchley, director, Kenna Price, musical director, Jackie Buckland, choreographer).
RIGHT: Natasha Andrew and Tim Szegedi in Oklahoma 1981.
Edwards, Paul Read, Andrew Cotter and Heather May in Oliver! 1983.
LEFT: Julie Johnstone and Michael King in The Importance of Being Earnest 1978.
BOTTOM RIGHT: Martelle Love and Colin Jones in South Pacific 1985.
Pressure on enrolments – a quandary!
In 1976 the pressure for enrolments at Kingswood was heavy. The school had grown steadily over the previous few years and student numbers exceeded 800 Without increasing the size of the campus, prospective students had to go on a waiting list. An analysis showed that the majority of enquiries for places were coming from families living in the area east of Ringwood between the Lilydale and Ferntree Gully railway lines. Parents made it clear to Speedy during interview that they were looking for a school like Kingswood and while they were keen to put their names down for a place at the school, they felt that it was too far for their children to come each day. The possibility of starting a new school in the Lilydale/Ringwood/Ferntree Gully area was investigated.
Late in 1976 a notice advertising a meeting to discuss the question was put in the local newspapers and those on the waiting list were canvassed. A number of families expressed interest and the first meeting was held at Lilydale in December 1976 convened by the members of the School Council of Kingswood College. In early 1977 much to Speedy’s disappointment, the Kingswood School Council decided that it would not become involved with the project. Speedy left to travel overseas on a tour that was to take him to many educational institutions. After his return in July 1977 he found that the local people from the Lilydale area were still interested in the idea of a new school and were, in fact, prepared to carry on without the Kingswood Council.
A steering committee was formed. It was led by Speedy (Chairman) and Clive Evenden, both from Kingswood, and in 1978 a draft prospectus was produced. The Uniting Church backed the new school, to be called Billanook College, but the parents knew that if Billanook was to succeed they had to raise a lot of the money themselves. Peter Harris was appointed by the Billanook College council in 1978 to be its first Principal. Notice of a Schools Commission Grant of $270 000 for Stage 1 came in May 1979 providing a substantial proportion of the cost of that first stage.
Although not directly linked to Billanook, Kingswood had largely, through the energy and vision of Speedy, been instrumental in the formation of a new school and the pressure on the waiting list at Box Hill had been removed, at least for a time. But demand for places at Kingswood in 1981 still remained high. This time the main demand was from the Doncaster/ Templestowe area so once again the School Council looked at ways of dealing with the long waiting lists.
Two options were studied: the first was to increase the capacity of the present Gwynton Park (current) site and the second was to start a new school on a new site. After careful consultation with staff, parents and students at Kingswood it was felt that to increase numbers beyond 800 on the present site would endanger the distinctive character of the school. The second possibility was to initiate a new school.
A study of adjacent municipalities showed that Doncaster/Templestowe had grown remarkably since the Second World War. In 1950 it had a population of 6 000 in 1960 it had grown to 19 000 and by 1980 to 90 000 In 1981 the population of Doncaster/Templestowe was larger than that of several suburbs closer to Melbourne. Demographic data quoted in Kingswood’s proposal to the Schools Commission in 1982 suggested that, of 25 000 school-age children in the Doncaster/Templestowe area, 6000 were attending non-Catholic independent schools. The inference was that those students currently attending mainstream Protestant church schools must travel out of the municipality and often a considerable distance.
The Kingswood College Council circulated a questionnaire to Kingswood parents who lived in the Doncaster/Templestowe area. Of 200 such families, 66 responded and the great majority of these expressed interest in a school similar to Kingswood but closer to home. As it had before Billanook was formed, the School Council again placed an advertisement in the local newspaper offering further information about a possible new school to those interested. It brought 95 responses.
In the period October 1981 to March 1982 the Kingswood College Council’s Finance Committee carefully investigated the financial feasibility of a school of 550 students from Preparatory to Year 10 on a new site. Educational consultant and former Kingswood Principal Michael Norman gave advice, and the conclusion was reached that such a school would be financially viable on the current Kingswood fees, though this would involve considerable capital borrowing (up to $3 500 000) and repayment of borrowing would not commence until the end of the five-year building program.
These calculations were made on the assumption that the school went to Year 10 and that the greater majority of students continued to Kingswood Box Hill for Years 11 and 12
However, at subsequent meetings in 1982 , the issue of establishing classes at Years 11 and 12 was raised and this option was left open.
Kingswood Doncaster
The Australian Schools Commission, after hearing some objections from only one other private school (MLC), gave permission for Kingswood to establish the new school and a 38 -acre sloping stretch of land on Deep Creek Road, Doncaster East was purchased.
Brian Keyte, previously Head of English at Carey Baptist Grammar School, was appointed as the founding Principal, with Peter Haines the Vice Principal, and building began. Kingswood Doncaster opened in February 1985
Although concern was expressed by the Kingswood College Council Doncaster Review Committee in 1985 about rising interest rates and a lower than projected intake of students, the group remained optimistic: Staff and parents are enthusiastic and confident. Publicity is continuing and there is a constant stream of inquiries. The nearby subdivision will soon be completed and roads sealed. (Kingswood College Council Doncaster Review Committee, July 1985
Initially students were housed in six relocatable classroom buildings and the staff occupied the CHI building that had been built for boarders at Box Hill in Norman’s time and relocated to Doncaster. But a major building program was underway.
The new buildings for Kingswood Doncaster were of the highest quality. Much time and effort was spent by the parents, students and staff in setting up the classrooms, offices and library and in landscaping the grounds. They were justifiably proud of their new school.
Much time and effort was spent by the parents, students and staff in setting up the classrooms, offices and library and in landscaping the grounds. They were justifiably proud of their new school.
Fundraising
In July 1987 the inaugural fundraising campaign was launched under the aegis of the Kingswood College Foundation and Mrs Patricia Summers commenced work in the new position of Business Manager of Kingswood College Limited.
From the 1987 Doncaster School Diary:
The campaign, a parent-initiated response to declining levels of funding support from governments, planned to raise a total of $300 000 over a three-year period. The Chairman of the Kingswood College Foundation parents’ committee was most gratified by the initial response … The College Council identified the erection of a Science Block at Doncaster as the funding priority … (1987 Doncaster Diary p.20)
After some heart-searching, further funds were borrowed, with the Box Hill campus providing the surety (later to become a long-term problem for the Box Hill campus) and the building program at Doncaster continued.
A creative school mathematics and language program, drama, camps, sporting and literary occasions, outdoor adventures and school presentations all drew together a close group of students and teachers and a devoted, proud cohort of parents.
By the end of 1987 there was a total of 388 students at the new campus through Years 3 to 9 with 156 of those in Years 8 and 9 1987 Yearbook)
The possibility of expanding to Years 11 and 12 at Doncaster, rather than sending senior students after Year 10 to the Box Hill campus – as originally proposed by Leigh Speedy – became the desired outcome.
By the time Speedy retired from Kingswood Box Hill, considerable changes had been made to the Gwynton Park campus (Box Hill Grammar School/ Kingswood College). Its appearance had been transformed, old second-hand buildings had largely been replaced by new ones, the financial hardships and austerity of the past had apparently been resolved, and the student numbers in 1987 stood at around 850 Leigh Speedy’s term at Kingswood had been particularly fruitful.
Doncaster Staff, 1986 (l. to r.)
Back
Year 7 camp at Kangaroobie, 1987
Presentation Night, held at the Camberwell Centre, 1987
Year 8 Maths students create geodesic dome, 1987
CHAPTER 5 AN OPTIMISTIC FUTURE
row: Margaret Fisher, Bill Woodward, Fiona Mann; Middle row: Jane Malecky, David McLean, Jonathan Stone, Rodney Fielden, Mark Pobjoy, Ian Bunston; Front row: Nola Farrington, Lynne John, Gloria Knight, Brian Keyte, Peter Haines, Louise McWaters, Jenny Wilson.
When Judith A. Mitchell accepted the position as Principal of Kingswood College Box Hill in third term of 1987, the school had every reason to be optimistic. Things were going very well.
The School Council had selected someone who would be prepared to develop and strengthen a school moving with a rapidly-changing educational scene. For many of the school’s earlier years, a critical lack of funds had necessitated improvisation, often resulting in experiences which in themselves could be turned to educational advantage. But during the more recent years, the physical surroundings and equipment had been improved significantly. Students at Kingswood in 1987 had access to a fine array of advanced equipment. Kingswood was ready to show that it was a school of the times.
Judith Mitchell came to Kingswood from her previous positions as Director of Special Education and Director of Research and Professional Development at Methodist Ladies College, Kew. She’d had a wide and varied career in education. Educated at San José College and Stanford University, where she completed her Masters Degree in Education, Mitchell had taught in the USA and in Basel, Switzerland. She accepted an appointment in Australia in 1974 as lecturer in Special Education within the Faculty of Education, Monash University. In 1979 she was appointed to establish the Special Education department at MLC, and under her leadership this department – which catered for the needs of over 2000 students – established an outstanding reputation in the field. From there she moved into curriculum development as Middle School curriculum coordinator and, for a period of time, was also acting head of Middle School. Her other responsibilities at MLC included the chairmanship of the Board of Studies, which was responsible for the overall curriculum development at MLC, and she had a major responsibility for staff development within the school.
Students at Kingswood in 1987 had access to a fine array of advanced equipment. Kingswood was ready to show that it was a school of the times.
The new Principal’s hopes for the school reflected the ambitions of those who had gone before her as well as those of the Council that appointed her:
‘My aim was to develop at Kingswood a community of enquiry, a place where people rejoiced in learning and living together, staff as well as students. Learning can be very exciting. But learning can be difficult too … ‘(Judith Mitchell, interview 1990
She felt that a key issue to address was cohesion and overall structure in the school’s curriculum:
‘Two independent evaluations at Kingswood Box Hill, one in 1979 and another in 1986 both suggested that curriculum development in the past had been ‘piecemeal’ rather than cohesive …
In early conversations with staff it was obvious to me that many of them felt there was a lack of communication across the school. Some also felt a lack of ability to move in a professional sense from one section of the school to another.’
(Judith Mitchell interview, 1990)
New structures were put in place to enable more unified curriculum development from Preparatory to Year 12 and the improvement of communication between year levels within the school.
The requirements of the new Victorian Certificate of Education (VCE), the responses by parents to a questionnaire put out in 1988 and the changing needs of society all reinforced the Principal’s conviction that changes should be made to some aspects of the school’s educational program. With the emphasis on curriculum development, Council gave permission for the addition of a senior executive staff member who would become Director of Curriculum. Richard Sullivan from Yarra Valley Anglican School was appointed to this position in early 1988 and a thorough investigation of the curriculum was undertaken.
Judith Mitchell, Principal 1987-1990
Kingswood staff, 1989
Back row: Richard Sullivan, David LeighLancaster, Mitch Davis, Howard McNeel, Bill Morrison, Kirby-sue Lyons, Lorraine Ryan, Kathie Stappazon; Row 5 John Kennedy, Kevin Munro, Ashley Burnett, Carol Traill, Peter Humphries, Kim Cornish, Max Thomson, Carole McNamara, Isabell Johns Jill Thornton, Dawn Phillips; Row 4 Marijke Wright, Derrick Ryan, Nick Dawe, Roger Dillon, George Wilson, Anne Walker, Sue Harriage, Roger Rooks, Jan Wilcox; Row 3 Marilyn Burke, Val Edwards, John Bond, Patricia Summers, Glenys Millington, Paul Salomon, Brett Blackburn, Fran Millar, Judy Poore, Rod McKinlay, Anthony Beardall, Rod Carson, Chris Killey, Rachel Angel, Barbara Wright, Joan Nancarrow, Florence Blanchet; Row 2 Nancie Flegg, Cor van Maanen, Mary Frater, Sue Hayman, Annette Bennet, Margaret Leihy, Caryl Budd, Jenny White, Clive Bunston, Ian Chisholm, Mary Blain, Glenys Morris, Diana Burns, Marta Gorondi, Pixie Pinkster, Sue Ferres, Markela Sargent, Judy Mitchelson, Helen Moore; Front row: Libby Campbell, Dianne Mawby, Louise Byers, Maree Abonyi, Alistair Hopkins, Lesley Bell, Judith Mitchell (Principal), Les Littleford, Fred McGuinness, Rosemary Denholm, Merle May.
Changes in leadership and curriculum
Another significant change was that positions of Head of Middle School and Head of Senior College were combined. At the beginning of 1989 Les Littleford became Head of Secondary School (Years 7-12). The Middle School Integrated Studies program was changed so that subjects Geography, History and English were no longer combined but were taught individually throughout Middle School. The content of these subjects expanded but a valuable engaging and collaborative experience for students was lost. The large year-level rooms, some architecturally designed and built specifically to house a full year level with separate areas for the Integrated Studies program (e.g. in the Year 9 Michael Norman Centre), were now redundant.
Year level end-of year celebrations, the outcome of a year level’s work, ceased. This change, while seen as important at the time was later reflected on by Richard Sullivan to the author and seen as an unfortunate error.
A new executive position, that of deputy-principal, was created to deal with the day-to-day administrative tasks and with publications and Lesley Bell, from Wesley College’s Junior School, was appointed to the position.
Courses which developed the students’ ability to cope with an increasingly information-based society were extended. Classes which taught wordprocessing had been introduced in Speedy’s era and these were expanded so that all students could acquire facility with computers. In addition to subjects such as Mathematics and English, other areas began to make use of computer technology. Under the direction of Peter Humphries, computers were added to the Graphic Communications department which increased significantly the potential of this subject.
The need to understand the characteristics of different media, and their potential impact on all sections of society, was clearly recognised. A Media Studies department, led by Peter Alderson, was set up to offer courses at Years 9 10 11 and 12 Photographic and sound equipment, video cameras and an editing console were all made available for use by the students.
Greater emphasis was placed on the learning of languages other than English. A growing awareness of Australia’s links to the rest of the world, and particularly to neighbours in the Pacific region, had created a need for such a development in the curriculum. In 1989 the teaching of French was extended
RIGHT:
to include children of Years 4 5 and 6 in the Junior School and in 1990, Mandarin Chinese was introduced at Years 7 8, and 9 with the intention of extending the language through to Year 12 in future years.
In addition to working with staff at Kingswood to review the curriculum, Mitchell’s brief was to examine the profile of the school in the community and evaluate the physical facilities. From this were to flow long-term educational, marketing and financial plans to take Kingswood College well into the 21st century.
An equal-opportunity committee was established, comprising staff and parents, to look at the needs of both girls and boys in a co-educational school and in the wider community. The house at the top of the driveway, no longer needed as a residence for the principal, was converted into a Special Education Centre under the leadership of John Bond.
Enrolment issues start to impact
Box Hill parents and staff had been advised by the Council in 1983 that the establishment of a new school at Doncaster would not impact on the Box Hill school. This advice continued but proved incorrect.
In March 1989 enrolments at Kingswood Box Hill were 836 exceeding 800 deemed as an ideal number. At Doncaster the school numbers in 1989 were 450 64% of projections for 1989 There were 38 Doncaster teaching staff, including the Staff Executive and the Librarian and three more were appointed by Principal Brian Keyte in September that year, making a staff/student ratio of about 1 10
The Doncaster Development Committee were working very hard and the Fundraising Appeal result, at $241 000 was impressive.
Building programs at Doncaster and Box Hill
A Library Resource Centre, Science Block and Administrative Centre were well underway at Doncaster and extensive landscaping had been undertaken.
Kingswood College Box Hill was approaching its centenary, and a much-needed development plan for the Box Hill school had been discussed by Council as a priority. By September 1989 the work on this project had begun by architects Sweetnam, Godfrey and Ord. Clive Bunston, former Head of Middle School, had taken on a new role in 1988 overseeing future site development (another master plan), property maintenance, and planning for the school’s 1890 -1990 centenary celebrations. Much planning and research was undertaken, but in late 1989 the fact that the school would once again be in financial difficulty came as a ‘bombshell’.
Melissa Roberts rock climbing, 1988
School library, 1990
John Kennedy shows Year 8 students
Swimming
…but in late 1989, the fact that the school would once again be in financial difficulty came as a ‘bombshell’.
CLOCKWISE FROM ABOVE:
Mandarin class with Mr Chen, Kate Smilga and Alex Doble, 1990
Year 12 Chemistry, 1990
Adam McInnes, and Mandy Lee.
Sarah Hughes and Amy Watsford how to improve their fitness in the school’s gymnasium, 1990.
champions, house swimming carnival, 1990
Back: Kate Burke, Martin Brownlee, Simone Chaffey, David Brear; Front: Imelda Price, Andrew Foot, Caroline Bartasek, Justin Britt, Peta Smith.
Year 7 Music students in the music room using keyboards.
ABOVE LEFT:
Year 9 Media Studies students
Corey Brindle and Victor Maharaj operate one of the school’s video cameras, 1990
LEFT:
Art teacher Peter Humphries teaching computer graphics with Year 11 students Chris Ward and Maryanne Jensen, 1990
Financial worries emerge
Minutes of Kingswood College Ltd in September 1989 read:
The Treasurer had met with the Principals and the Business Manager to discuss the projected results for the 1989 and 1990 budgets. The Executive Committee had discussed the proposed fee structure for 1990 and recommended fee increases. It was becoming clear that there was a need to balance the budget. Fees at Box Hill were to rise by 18% and at Doncaster by 23% over 1989 levels. (13 9.1989
Two more reports were called for, from Philip Roff and Associates and the National Consulting Group. The final financial analysis of the affairs of the two schools was presented to Kingswood College Ltd on November 8 th 1989 The separate consulting firms independently came to the conclusion that the current situation was unsustainable.
By the end of 1989 the accumulated liabilities of the Kingswood College Ltd had reached $10 000 000 The value of the two campuses approximated $12/ 13 million. Interest rate on capital rose to 21%, an historic high. The National Bank would not exceed the overdraft limit of $750,000
The Uniting Church was not advised of the situation until 9 th November 1989
On 15 November 1989 at a meeting at Box Hill Town Hall it was announced to a stunned school community that Kingswood Doncaster was to be closed and the property sold. Crippling debts, exceeding $ 8 000 000 and rising alarmingly with the existing high interest rates, could no longer be sustained by the College Council (the one council for both schools). The debt would have to be borne by the Box Hill campus: a cruel irony since, for the first time in its 100 years of history, the school had at last appeared to become financially independent. Despite the alarming news, centenary celebrations continued.
To mark the commencement of the centenary celebrations, a large congregation gathered at the Collins Street Uniting Church in 1990 to share in a Service of Thanksgiving. The service was planned to ‘…express thanks for the life of the school, and to commit to the school’s future’. Former eras were represented in the processional by students dressed in authentic uniforms and bearing banners of New College, Box Hill Grammar School and Kingswood College.
Following reflections of the fluctuating nature of the school’s history, Rev Dr Norman Young indicated the challenge following the school in the future.
Other Centenary celebrations included: a Centenary Reunion Dinner in April; the construction of a giant Wyvern by an ‘artist in residence’ with
involvement from students at all levels; a production of The Secret Diary Of Adrian Mole Aged 13 ¾ in May; a Centenary Fair in August; a Blue and Gold Centenary Ball with 180 guests; a boarders’ reunion; and the launch of a history of the school 1890 -1990 titled More Than Just a School in October (now updated to the current edition).
The play was a brilliant success, with brilliant performances from all of the cast … Every student who auditioned was offered a place in the cast. (Jessica Russell, Tara McKay and Sarah Kriegler, writing in the 1990 Kingswood College Magazine)
After much analysis and angst it was decided that Council must ask the Uniting Church of Australia (UCA) to intervene to help the College to survive.
The Uniting Church requested the Council to delegate its powers to a Management Committee which decided that the College Council needed to be restructured. It was also decided there should be one Chief Executive Officer. Judith Mitchell, Head of Box Hill campus, was appointed.
Mitchell wrote to the Box Hill parents:
On Monday, November 27th 1989 the College Council met and moved to establish a sub-committee to oversee certain aspects of the running of Kingswood College. The sub-committee, chaired by Mr Greg John, includes David Orr, Alistair Hopkins, myself as Principal and four representatives of the Uniting Church … Throughout this period of stress the school has continued to operate with little disruption to the normal programme, thanks primarily to the quality and dedication of our staff … Plans are in place for 1990 and I am absolutely confident that, with strong commitment from the Uniting Church, Kingswood College can only, in the long term, be a stronger school. It will continue to carry on its tradition of providing a quality educational setting for the young people in its care. (Judith Mitchell, 4 12 1989 Uniting Church Archives)
The four members who were appointed to Management Committee by the Uniting Church were Rev Herbert R. Stevens, Rev Max Griffiths. Mr H.L. Richardson and Mr Jack Grimshaw.
At that time, commendable and spirited attempts by parents of Doncaster students to purchase the Doncaster property were made so that their school could continue as an independent entity. This could not be achieved because of lack of financial support. That Kingswood Doncaster was to be sold after such a short time of hope and hard work created much hurt and disillusionment from Doncaster parents and staff. A press release was issued by Kingswood College Ltd in late 1989 stating:
The Council of Kingswood College has decided to close the Doncaster campus at the end of 1989 and consolidate its operations on the Box Hill campus. The Doncaster campus was opened in 1985 and has progressively developed to its present stage which includes two major classroom blocks, a Resource Centre, a Science Block, an Administrative Centre which also houses Home Economics facilities and a Primary School housed in demountable classrooms. Development costs, the extent of borrowings and high interest charges have crippled the ability of the two campuses to remain open. (Uniting Church Archives)
UCA made available to the College some funds beyond the overdraft limit of the bank, assumed responsibilities for its management, renegotiated financing of loans, and publicly expressed support for the school.
Judith Mitchell, as Chief Executive Officer, was left to determine which staff from either campus could be retained under the extraordinary circumstances.
The transfer of students from Doncaster to Box Hill was considered vital to the future survival of the Box Hill campus. Arrangements were made to accommodate students from Doncaster at Box Hill but the climate of anger and confusion militated against this, and many other schools were waiting to accept those students. As a result, few Doncaster students enrolled at Box Hill for 1990 It was also necessary to relieve the crippling debt either by leasing the Doncaster property as a going concern, by sale to another educational institution, or by development (by UCA) of the site for housing.
As much as possible of the remaining high-quality equipment was to be sold or transferred from Doncaster to Box Hill under the supervision of former Head of Middle School, Clive Bunston, whose job in 1988 had been to oversee future site development at Box Hill, property maintenance, and planning for the centenary celebrations at Box Hill. Furniture and fittings were to be sold, although it was necessary to employ a security officer to avoid vandalism and pilfering from the Doncaster property. Ultimately not much finance was raised by these endeavours but the staff at Box Hill appreciated an injection of new furniture.
The Moderator of the UCA Vic, Rev Rodney Horsfield wrote to parents of the Box Hill students:
The purpose of this letter is to reassure the school community at Kingswood College, Box Hill, that, given their support and belief in the Principal and Staff, it is possible to continue Kingswood College, Box Hill in its rightful place as a pre-eminent independent school in the area. (4 12 1989, UCA Archives)
RIGHT: 1987 Doncaster Year 9 and 10 complex. Doncaster school buildings were of a very high standard.
BELOW RIGHT: Doncaster staff, 1987 Back row: Rick McWaters, Rodney Fielden, David McClean, Bill Woodward, Mark Pobjoy; Second row: Wendy Maurer, Jenni Farmilo, Margaret Forster, Robyn Sinclair, Margaret Fisher, Nancy Mann, Jenny Wilson, Andrea Sanderson; Third row: Deborah Devantier, Fiona Tedman, Robyn Vigneroli, Jan Warwick, Petra Robinson, Louise McWaters, Elaine Dugdale, Debra Chapman, Nola Farrington; Front row: Gretchen Bennett, Susan Burns, Gabrielle Gardner, Peter Haines (Vice-Principal), Brian Keyte (Principal), Gloria Knight, Vivien Wong, Lynne John.
Centenary
For the first time in the school’s history the Box Hill enrolments stood at over 800 – with a waiting list – so the timing of the demise of Doncaster in 1989 was most unfortunate. Much energy, planning, money and hope had been poured into Doncaster. Not only did it happen at the beginning of the worst recession since 1929 but the loan taken out on building Doncaster had gone over the limit. A determined but unsuccessful effort was made by Doncaster parents to raise the funds necessary to keep Doncaster Kingswood – and Box Hill – operating. Kingswood College was to proudly celebrate its centenary in 1990
Begun as an independent school in 1890 Box Hill Grammar School had been associated with the Methodist Church since 1929 then with the Uniting Church as Kingswood College since 1977 and much effort had been put into the centenary celebrations.
As early as May 1990 it was made clear by the newly appointed Management Committee that as insufficient funds were available from other sources, interest rates were very high and the bank would allow no further loans. So, unless there was a prompt sale of the Doncaster campus, Kingswood Box Hill would also have to close.
The aim now was to sell Doncaster to another education facility. The value of the 9.825 hectare (more than 24 acres), ‘Gwynton Park’ property in 1989 was almost $9 million and, along with improvements of around $6 5 million, Box Hill campus was now worth $15 5 million. But with an ongoing debt of $ 4 million it now had no means of borrowing money to improve conditions at a school whose suite of buildings needed upgrading.
As Australia at this time was experiencing an economic crisis with historically high interest rates, the Council resolved to seek interest relief from the Uniting Church to avoid the closure of the school. It was also recognised that this economic downturn would also affect the ability of parents to afford private school education.
A vigorous marketing program was proposed to boost enrolments and the Centenary of the Box Hill Campus was an ideal basis for such a program. But cuts in expenditure would also be necessary if the Box Hill campus was to survive.
Sale of Doncaster
Early in 1990 the State Training Board agreed to purchase the Doncaster property for $5 9 million, excluding eight building blocks capable of subdivision. The Uniting Church agreed to purchase the eight blocks for $1 1million but it took until September before there was government clearance for the purchase, in spite of persistent approaches to the State Training Board by the Director of the Management Committee (Rev Bert Stevens), and settlement did not occur until June 1991 A $4 million debt remained after the sale and the delay in settlement had cost the College a great deal of additional interest (Minutes Kingswood College Ltd, 26 June 1990).
The Treasurer stated that ‘the largest unexpected expense during 1990 was interest payments on the loan restricting progress and recovery at Kingswood College Box Hill’. A submission was made to the Commission for Mission and the Resources Commission for ‘an interest holiday’.
It was a stressful time for the Management Committee, the board, the principal and the staff of the Box Hill campus but it was the students who were the main victims. The education of students at Doncaster had been
interrupted and the students and staff at Box Hill were also inevitably affected by the uncertainty. Understandably, parents of the now defunct Doncaster campus were upset and highly critical of events – and they let their opinions be known.
In May 1990 the Box Hill principal, Judith Mitchell, tendered her resignation to take effect from the end of Term 2 1990
To ensure that there was limited upset in the office of principal, and as the college would not be able to pay ‘the going rate’, it was decided not to advertise for a replacement principal. Rev Bert Stevens (already Director of the Management Committee and a former principal at Penleigh and Essendon Grammar School) was asked to accept the position of principal for at least 18 months to help restore the College at Box Hill to its former standing. He stepped down from his position on the Management Committee to take up the new role. Mrs Lesley Bell, who had been deputy principal to Judith Mitchell, moved into the role of vice-principal to assist Rev Stevens. It was noted that, in spite of disruption, the college had maintained a high academic standard.
CHAPTER 6 FINDING A WAY THROUGH
The school was once again at a crossroads but Rev Bert Stevens AM was the man for the job. He had unbounded confidence in his own ability and the strength of character to take on the difficult challenge.
With personal experience in the world of finance, Rev Stevens had a strong and varied network of contacts both within the Uniting Church and the independent schools area ( 1972-1982 Chairman of Synod Education Committee, 1978 -1982 Chairman on Synod Business Committee). He also had years of experience as an itinerant minister of the Presbyterian (later Uniting) Church, principal of several schools – including Essendon Grammar School ( 1963 -1987) – President of the Independent Schools of Victoria ( 1985-1986), President of the Independent Schools of Australia ( 1987-1988 in addition to community service interests that included Treasurer of Western Hospital Board 1992-1996), Metcalfe CFA 25 years), Councillor of Metcalfe Shire, leadership of Melbourne Opera, leadership of Royal Australian Airforce Association.
Balancing the budget, increasing enrolments, and an ongoing curriculum
In an effort to help balance the budget, Stevens’ first task was to reduce staff costs. He realised he had to remove some senior staff – such as coordinators – and while some staff took early retirement, there were also unfair dismissal claims to confront. (Council Minutes 13 February 1990)
With such a large ongoing debt, the repayment of interest remained a huge problem. After much discussion at Synod, and knowing that Kingswood College was one of several schools of the Uniting Church coming from the Methodist tradition, the Uniting Church of Australia Property Trust – who held the title to the real estate – agreed to continue with support for the school. It stated that its schools were:
… a fact of life, and are part of the history of our Church, and have enriched the fabric through their educational initiatives and personnel (Education Committee, September 1991 from Uniting Church Archives).
During 1991 the Synod Standing Committee resolved to assist Kingswood through further repayable loan funds from the UCA Synod of $350 000 per year for four years ($1 4.million). This money had to be used for payment of interest on earlier loans and was to be repaid.
At the beginning of 1990 enrolments stood at 763 but with a low intake in 1991 numbers dropped to 650 at Box Hill and there were dramatic newspaper reports and confusion in the community about whether the Box Hill school would survive.
Efforts for survival
Aware of the ongoing need to increase enrolments, raise morale, and broaden the curriculum where possible, Stevens and his vice-principal Lesley Bell undertook further creative initiatives.
Acknowledging Australia’s economic situation, a new student entrance scheme was introduced and circulated to all government schools and pre-schools in the catchment area. Sibling discounts of 10% were reintroduced for second and subsequent children of families attending Kingswood and a staff fee concession of 50% was offered.
A weekly press release went to all the local newspapers in the catchment area, parish meetings were held by Rev Stevens, and a unique educational program – Learning to Learn – was introduced.
Bert was congratulated by the school council in June 1991 and it was agreed that he be appointed as Principal of Kingswood for another year. The Uniting Church of Australia Property Trust, who held the title to the real estate, agreed to continue with support for the school − the period ending on 31st December 1992 (Kingswood Minutes, 26th June 1991).
CLOCKWISE FROM ABOVE:
Bert Stevens took on the difficult challenge of reviving Kingswood Box Hill.
TOP LEFT: 1991 students were involved in the Rock Eisteddfod.
ABOVE CENTRE: A scene from Little Shop of Horrors
LEFT: ‘The Ronnettes’, Justine Kain, Jenny Williams and Anna Flaim from Little Shop of Horrors
ABOVE: Andrew Robertson, Head of Maths, at the keyboard for the performance.
FAR LEFT:
Winners of a special effect award for Gumby Sticks It Up Mark Nagel, Kristen Matthews and Brett Manning.
TOP RIGHT: Year 9 students at The Bluff after a long walk on their Outdoor Education camp, 1991
TOP RIGHT: Year 10 Lake Mountain, 1991
CENTRE RIGHT: Year 5 6 camp at Campaspe Downs.
RIGHT: Teacher Andrew Mackenzie, Head of Curriculum, leading senior ski group, 1991
FAR RIGHT: Spring Fair, 1993 Rev Stevens encouraged many colourful events to enhance the life of Kingswood families.
It was felt that now was time to advertise on the open market for a new principal to commence in 1993 and a selection committee was organised.
In his principal’s message in the Kingswood College Magazine, Rev Stevens was very positive and wrote: What a tremendous year we have had at Kingswood College. (Kingswood Magazine, 1991
He went on to list some of the years’ successful activities, which included production of Little Shop of Horrors which became a finalist in the 1991 ANA Drama Awards in the musical section.
Other successes included a finalist placing in the eisteddfod, aerobics championships, the presentation of Framed Alive and visual arts complemented by the performing arts. Stevens also drew attention to the Science and Technology Workshop Week with an impressive array of speakers and seminars.
Camps, outdoor activities, a successful careers exhibition, a Spring Fair and Fashion Parade, and Animal Week – where Stevens brought animals from his farm to display in an enclosure – were also features of a year that promoted the school’s attributes.
In a report to the Synod in 1991 Stevens expounded:
Dr John Munro introduced students from Prep to Year 10 to the ‘Learning to Learn’ program with the aim of developing learning strategies as well as professional development of teachers. The evening sessions conducted by Dr John Munro were also well supported.
Another initiative was the recruitment of overseas students (echoing a strategy used by C.F. Walker many years before) with costs and budgeting to be kept separate from the school budget. A number of recruiting trips to Korea, Hong Kong and Malaysia were undertaken by senior staff and paid for by an Export Market Development Grant.
By October 1991 17 overseas students were enrolled to start in 1992 across Year 5 to Year 12 Stevens enthusiastically pointed out to Synod that:
… apart from increased funding, those students would bring benefits. These would include greater understanding of cultural, educational and environmental factors and stronger affiliations with local organisations through overseas participation, increased networks within Australian education scene and international trade e.g. Austrade. (Report to Synod, 1991)
The idea of an Early Learning Centre was introduced. The principal’s residence at the north of the property had been vacated when Rev Leigh Speedy retired. It had been subsequently successfully used by Mr John Bond, for special education classes to support students who needed extra help.
In 1991 Rev Stevens floated the idea of using the residence to cater for a group of up to 30 pre-schoolers. It was to be self-funding and required 30 enrolments to be financially viable. (Kingswood College Council Minutes 30 October 1991). There were 17 enrolment applications for the Early Learning Centre in October 1991 and while the program didn’t commence at that time the proposal remained.
Although Rev Stevens had worked tirelessly on initiatives, finance continued to be an issue for the school.
It was raised at the school council in February 1992 that the staff-student ratio was too low. Rev Stevens, with blunt realism, stated that ‘until pupil numbers in each class increased there was little more he could do to improve the ratio’. (College Council Minutes, 12 February 1992) A strategy would need to be put in place to cope with the problem so in May 1992 UCA agreed to provide some working capital as another loan.
Until the end of 1992 there still was talk of needing to sell the Box Hill school. A resolution was put to the Uniting Church Synod to consider to refinancing the existing bank borrowing of $ 4 5 million by a loan from the common fund taken out in July 1992
The Home Economics Centre
The building of the Home Economics Centre, as an adjunct to the Cato building, commenced in July 1992 It opened on the day of the Spring Fair –October 24th, 1992 – by Mr Andrew Jackson (then Head of Box Hill TAFE) and during 2010 was upgraded to a trade training centre. This was to prove a highly successful addition to the curriculum.
By October 1992 Rev Stevens was negotiating with Deakin University about the development of a new fitness program for students. Enrolments for 1993 were anticipated to reach 580 but by November 1992 they were sitting at 560 and students were enrolling in independent schools such as Wesley at Glen Waverley which was now a K-12 co-educational Uniting Church school.
The consideration of bursaries
In September 1992 Kingswood College was given the authority by the UCA Property Trust to sell off some of its land. But with all parts of the school property effectively utilised by the school population, Rev Stevens made it known that he was not in favour (a stance which CF Walker would have been proud of) and he thought there were other ways to balance the budget.
From the council minutes of Monday January 11 1993
The Principal informed members of the Council about the proposal to introduce a Year 13 in 1993 … in collaboration with Deakin University and the Box Hill College of TAFE. He had discussed the proposal with representatives of the Uniting Church and had received a positive response. (Council minutes, 11 January 1993)
With need of a business plan, the Kingswood Institute of Tertiary Education Ltd (KITE) was established with a $10 000 loan from Kingswood College to cover advertising costs.
A Bachelor of Business course commenced in March 1993 (with 20 confirmed enrolments) with lectures held in the Senior School. Mrs Bell addressed the national TAFE conference in June 1993 and was commended by Rev Stevens for her tremendous effort in organising the course. However a possible Bachelor of Science KITE course was abandoned as all applicants had been placed elsewhere.
In 1993 ongoing financial difficulties led to a discussion of the possible closure of Kingswood’s Junior School and the effect this would have on the school. Fortunately the college council believed it was in a position to continue operating until the end of 1994 After the failure of Kingswood Doncaster, the Uniting Church had put together a committee, the Kingswood Commission, to closely monitor and approve the finances of Kingswood College until it was on a sound footing. It made recommendations to the Resources Commission of the Uniting Church that it approve continued funding of the college.
It was not until late in March 1993 that the college’s request for funding through to 1996 had finally been approved by the Uniting Church. While it was another reprieve for Kingswood College the repayment of this loan, and of the ongoing Doncaster debt of $ 4 million, was to remain a burden for many years. However by the end of 1993 with a more stable financial position, the school’s Management Committee set about advertising for a new principal.
A new principal – David Scott
The procedure for appointing a new principal, as set by the selection committee, was rigorous. In addition to selection criteria, the council felt that the successful candidate must have insight into Kingswood College’s specific problems.
The position of principal of Kingswood Box Hill was advertised widely and out of 39 applicants David Scott was appointed in 1994 Scott had taught for 21 years in government schools in Western Australia before being appointed as Deputy Headmaster of Wesley College in Perth and was ready for a school of his own. The selection committee was impressed and Scott came with a background that included educational leadership (Master of Education), sport and financial skills (Graduate Diploma in Business). His background in education and marketing, combined with vision and energy, was crucial for Kingswood College to move forward.
The appointment of Scott generated for the school a new image and renewed confidence to local and wider community.
In an interview in 2016 he explained: realised that there was a financial drama. That the initial appointment was for three years was because that was all the church could afford. Normally a head’s appointment is for five years. The task was to make a decision about whether the college could survive. (David Scott interview, 2016)
With consolidated loans to be paid over 30 years – $ 4.7 million at 5 8% variable – the school faced an enormous financial burden but both the council and principal were optimistic.
Scott first identified Kingwood’s place in the market – he realised the school was unique within the eastern suburbs of Melbourne and it boasted an outstanding teaching staff. To address the financial situation, he and Leslie Bell embarked on a proactive ‘open morning and tours’ each Saturday which generated much interest, eventually requiring the involvement of other staff, and resulted in a 10% increase in enrolments each year.
The appointment of the new principal brought a new image to both the local and the wider community, coupled with a renewed confidence within the college to face the future, (College Council Chairperson Alan Thompson, Minutes, 1995).
Particularly pleasing was the continued upward trend in enrolments and the welcome surplus of $85 000 This allowed the council to pursue new initiatives, such as the construction of the new Technology Centre to be completed in 1995 Also on the agenda was a hoped-for Performing Arts Centre. And the possibility of building a chapel on Kingswood grounds was raised. (College Council Minutes, March 1994.)
In 1994 David Scott and the school council gave approval for a computer system for library service under the leadership of the librarian Sue Nicholson. A careful, time-consuming but important process was undertaken.
A council retreat was also arranged to discuss the IT policy where it was decided not to take the Methodist Ladies College approach with personal computers for all students but to have computers in classrooms.
Scott set out to enrol more female students and he planned to offer bursaries and to introduce studies in Dance, Drama and Fabrics. (College Council Minutes, 1995)
Market communication gathered from the Saturday tours revealed an urgent need in the area for a pre-school so Leigh Speedy’s now-vacant house was re-purposed to accommodate. Enrolments soon filled and the pre-school went on to generate a significant income and become an important adjunct to the Junior School. (A year later it was realised that its fees were less than the cost of putting children into day care which explained some of its popularity!).
On February 24th 1996 Leigh and Joyce Speedy were present, along with Merle May the Head of Junior School, when the Pre-School was opened. As Joyce Speedy revealed the plaque commemorating the occasion she expressed the wish that ‘her old home be a place of love, happiness and growth for the children and staff who dwell within it.’ (Wyvern, 1996
The appointment of the new principal brought a new image to both the local and the wider community, coupled with a renewed confidence within the college to face the future.
Three schools – one college
One of the features of Kingswood’s Middle School during Leigh Speedy’s time was the idea of a community built up by a range of activities around year levels. A strong part of Kingswood’s ethos was fostered by the separate Junior, Middle and Senior schools with the school’s architecture dedicated to particular groups of students.
Leadership
A
Standing
Scott questioned this ethos as he believed it was important to pull the school back together – not so much for the staff but for the students and their parents. However this became a problem because of strong opposition by some of the Senior School staff.
‘We had a very creative music program. Steve Dillon was a great music leader, but music had this huge space when really the staff needed space. So a larger staff room was created above the Science department using space previously used by the Music department. This enabled all staff to meet at least for morning tea at recess’.
(David Scott interview, 11 October 2016
An early move was to acquire space for a joint staff room and Scott also re-introduced a house system to encourage the meeting of students across all levels. However it did not function as well as the pastoral care system it replaced.
Scott was considered courageous and had his own vision for the school – which included all the management team being moved into different positions.
He was also concerned about the smoking policy in the Senior School because, as a former physical education teacher, he knew that health was important. He closed the smoking room and turned it into a professional development area that effectively became an additional classroom.
While there was an admirable educational progression of increased independence, Scott felt that in Senior School there needed to be more of a sense of responsibility and an application to study. He believed students needed freedoms but also direction.
16 17 and 18 year-olds need that process of knowing you can be “matesy” and use first-name basis if you really want to, but you have to get your work done, and at that time the results could have been better. After discussion with the senior staff it was clear we needed to build more of an academic profile. Scholarship holders were a way to assist this and several of the early scholarship holders finished first or fourth in the state’. (David Scott interview, 11 October 2016)
A broader view was expressed by the 1994 Head of Senior School Jonathon Hayman:
‘An obvious strength of the Senior School is the policy of conveying to students, in a practical manner, that they are part of a wider community … This is evident in the frequent contacts the students have with visiting speakers, such as Amnesty International, the Greenpeace organization, the Christian Blind Mission and the Salvation Army. Students are encouraged to enter into the spirit of the school, to find an activity, sport, culture or community and then participate fully in that venture … The students formed an SRC and they raised funds for the Rwanda Appeal.’ (Jonathon Hayman from 1994 Kingswood College Magazine)
Trying to implement his idea of ‘three schools one college’ involved identifying staff to drive it and as this was more of a challenge for the Senior School, much thought and discussion went into selecting a new Head of Senior School.
For Scott, the choice of Leslie Bell solved a number of issues. As vice-principal, Bell had been a key support to Rev Stevens. She had credentials in the Junior School system and, by employing her as Head of Senior School, it also broadened her profile. Isabell Jamieson joined Bell as Senior school secretary but within six months, Bell accepted a job as Principal of Overnewton College in Melbourne’s outer northern suburbs.
After advertising the position, Scott then appointed Annette Bennet as Head of Senior School and Jonathon Hayman (then Head of Human Resources) as Deputy Principal. The plan was to make this a rotating position to be shared by Bennet, David Cannon and Andrew Mackenzie (some of these also went on to be heads of other schools).
In Term 3 1996 Kingswood hosted the Victorian Schools Constitutional Convention for the outer Eastern Region. Students from 22 government and independent schools were involved and the Senior School area was repainted and recarpeted for the occasion. (College Council Minutes May 1996)
The moves to improve the school’s academic profile, along with its personal development aims, became a key focus for Scott – one that has since been maintained in successive strategic plans. In addition to the introduction of academic scholarships, Scott’s drive was to adopt a cross-college student leadership program that provided role-modelling for younger students. A ‘Learning Assistance Program’ was formed by the SRC to assist less able students in the lower part of the school and a Peer Support program – led by Ms Elise Conabere – aided the leadership skills of Year 10 students and assisted the transition of Year 7 students.
CLOCKWISE FROM TOP LEFT:
Mrs Joan Nancarrow reads to the preps 1994.
Presentation of shield to Colin Lovus captain of Brunning House 2004 by Merle May, Head of Junior School 1992-1998
Jonathan Hayman, Head of Senior School, 1991-1994.
groups were formed to assist younger students to adapt to school life.
group of Year 12 New House students.
(l. to r.): Guan Tan, Carla Groom, Andrew Rosier, Simon Hayward, Rachel Baxendale, Michele Wong; Seated: Marcus Ward, Andrew Hansen, Shannon Kennedy, Alan Hill, Carolyn Bartasek.
Teachers and senior students at the rear of the C.F. Walker Centre, with the Early Learning Centre in the background.
Academic success
There were many examples of high-achieving students which were shown in the yearly school publication The Kingswood College Magazine which was launched in 1990 during Rev Steven’s tenure.
The first editor was Mr Alastair Hopkins who worked alongside a team of senior students to produce a high quality production that highlighted activities throughout the school year. This included successes in sport, art, drama across the Junior, Middle and Senior schools as well as outstanding academic achievements.
Hopkins had been appointed to Kingswood in 1972 and was part of the team that contributed to the planning of Senior School which opened in 1974 Through his time at Kingswood, he was totally committed to the education of young people. He had been a vital member of the Year 11 -12 senior school staff and was always available for discussions with students. He contributed to English studies and sport and, since 1990 edited the Kingswood College Magazine which was remarkable for its varied and detailed content, wealth of visuals, and the collaboration of students and staff. 1998 began with Hopkins as Acting Head of Senior School for Semester One before his retirement at the end of the year. The position of editor was then taken on in 1999 by Ms Di Bambra in collaboration with Year 11 student Lisa Krepp. Lisa was a high-achieving student at Kingswood. She completed eight VCE subjects with distinction and also participated in many competitions winning several in public speaking, economics and political discourse.
Scott also built on the Celebration/Speech Night tradition (that was reintroduced by Rev Stevens following the cessation of year-level family nights). He also raised expectations of staff and fostered the development and broadening of the curriculum as well as the support of a VCE Review Panel.
One parent said:
‘We have been offered a scholarship by another school but we have chosen to come to Kingswood because the staff that we have met here treat my daughter as if they are interested in her. And she proved to be an outstanding student!’ (David Scott interview 2016)
Development of a strategic plan for the future
In April 1997 the council and principal met with a view to guide the decision-making of the college. The executive staff at the college were asked to develop a broad set of parameters to guide the planning process. Submissions were received and the council held a planning weekend in June 1997 to discuss the broad outline of the 1998 -2001 strategic plan.
‘The decision to take this step came from the progress that the college had made over the last three years. This had seen a growth of enrolments of some 15%, a new Technology Centre built, major upgrades to buildings and grounds and a complete review of curriculum structure. It was now important to ensure that the gains made would be further enhanced by a detailed plan of goals and specific focus projects.’ (Jack Grimshaw, Chair of Council, Kingswood College, interview February 11th 1998
The philosophy of the college was outlined in the plan and reinforced what had been built up since the its inception. Kingswood College through its curriculum and staffing procedures was to: emphasise a sense of personal value and self-esteem; encourage independence of thought with interdependence in action; build values which would allow each student to develop a sense of responsibility in community; acknowledge excellence through the achievement of each student’s personal best; pursue equality of opportunity in relation to ability, culture and gender, and treat and care for each student as an individual. The strategies were to be backed up by careful evaluation.
‘The main strength of the college was the quality of the teaching staff. There were some incredibly good people. In addition to the ability of the classroom teachers, the quality of the leadership that grew out of the Kingswood ethos was impressive. Several senior staff, in my time, went from Kingswood to be “Heads” of other schools and a few others have gone on to be influential in the wider educational sphere. The list includes: Leslie Bell, David Cannon, Andrew Mackenzie, Annette Bennet, Mark Torriero, Peter Bothe, Sean Mangan, David Leigh-Lancaster, Neil Champion, Dianne Bambra.’ (Recollections of David Scott, interview 2016)
The main strength of the college was the quality of the teaching staff. There were some incredibly good people.
The VCE review panel
Extra strategies were introduced to foster student achievement and one of these was the VCE review panel. This was an innovative means of monitoring student progress, and of managing senior student and staff academic concerns. The VCE review panel was important in providing advice to students and staff, in oversight of setting of student goals, and in recommending activities to allow progress to occur. The agreements reached with individual senior school students and relevant teachers made it possible to provide helpful advice to parents.
The VCE review panel was made up of the Head of Senior School, Head of Curriculum, the careers advisor (who all had a senior school base) and other teachers as required.
At the weekly individual meetings senior students with subject difficulties, educational or relational, were encouraged to suggest actions needed to alleviate their problem, as well as hearing suggestions from the three senior staff who were present. Time for agreed actions was noted, and a subsequent meeting planned for follow-up. A process like this was timeconsuming and only possible due to the size of the school.
As a result of these meetings Senior School students were empowered to work through a difficult situation with the support of the panel staff who were based in the vicinity of the students’ workplace. This allowed further casual advice as appropriate. At times, serious pastoral concerns became apparent, which resulted in immediate assistance from the pastoral care team and other specialists. As this was not a disciplinary process, students were happy to attend a panel meeting, and a cooperative atmosphere prevailed, consistent with the senior school philosophy.
The Technology Centre
During the 90s, the government’s technical schools were being closed and Kingswood College considered it important to keep technology in its educational offering.
‘There were some students at Kingswood who were not academic but who could thrive given technical equipment and practical opportunities.’ (David Scott interview 2016)
By this time Scott was on the board of the Association of Independent Schools and found there was funding for technology improvements.
The old woodwork rooms to the north of the Gwynton Park property, so well used by teacher Cor Van Maanen in earlier years, were now unsuitable (and should have been replaced earlier) so Kingswood College successfully applied for funding for technology improvements.
‘I think we picked up $600 000! Only had to find $280 000 – huge, massive amount of money, but there was a former headmaster, a member of the grants committee at the time. He came out to have a look with a couple of other officers from Block Grants Authority, at what we then had in the tech centre and said “you’ll go to the top of the list”’. (David Scott interview, 2016).
Located next to the computer centre, the new Technology Centre was to house woodwork, plastics, graphics, metals and technical design.
The building was to house a three-dimensional printer and other high-quality devices and equipment. Mrs Dawn Zillman, who was in charge of materials technology, commented that
‘It (The Technology Centre) will be a good experience for the students, and it will teach them how to look at their projects in three dimensional form rather than just two dimensional, on paper. The subject will become compulsory for students in Year 7 and 8 and it will be an elective for students in Year 9 onwards.’ (Kingswood Magazine, 1995)
In the most recent reforms of curriculum in Victoria, technology was one of the eight key Learning Areas and was expected to be given emphasis alongside the more traditional subjects such as English, Maths and Science.
The new technology building would complement the other relatively new facilities – the Computer Centre 1984) and the Food Technology Centre 1992 – in providing Kingswood students with opportunities in this expanding field.
The architect recommended that the new technology centre be built near the main road as he could see a market edge in this location.
In 1996 the centre was opened by Dr Michael Wooldridge, Member for Chisholm dedicated by the Rev Robert Johnson.
Sport
Scott was not in favour of the current voluntary sport program and his experience as a sports master and top rowing instructor was quite different. As noted earlier, Kingswood was part of the mid-week EIS Association (sport was not held on Saturdays) and much effort was put into training of teams by dedicated members of staff both during school time and after school. Junior School girls’ teams competed in EIS softball, rounders, bat tennis and netball, while boys competed in EIS basketball, tee-ball and swimming. While they did not always win, the students developed team spirit, determination and fitness. Middle and Senior School teams also took part in cross–country runs, football, soccer, basketball (boys) and netball, basketball, hockey and table tennis (girls) with considerable success.
David Scott remembered:
‘Junior sport was on one day and senior sport was on another, and staff got back late and reckoned they were working overtime … tried to put in place a school-based certified agreement. It had certain working conditions in it. It included staff doing extracurricular activities (only one a year in most independent schools think it is two a year) and foregoing holiday pay bonus. It looked like the staff were going to agree to it with a 4% pay rise. But the federal union took over the state union and therefore there was federal coverage of independent schools. Finally the certified agreement went into place with the 4% pay rise – but it was two years later!’ (David Scott interview, 2016)
Moving on – another change in principal
Members of the school council had imagined that David Scott would remain longer at Kingswood. His vital role in leading the strategic planning process had been highly valued and effective. During his tenure the college had advanced considerably and confidence in its future had grown.
The school council had spent weekends away discussing the content of the 1998 -2003 strategic plan and Scott was offered a new five-year contract. However, to their disappointment, Scott resigned before the plan was published.
At the time, Mr Alan Thompson, Chair of the Kingswood College Council, commented:
‘David had a vision for the place and the energy to make a go of it … was surprised when he left as soon as he did …’
David Scott explained that he’d realised during his last year at Kingswood that there was a difference between what the school needed and what he personally needed. An opportunity to become the principal of the highprofile Church of England Grammar School in Queensland (Churchie) had been offered to Scott and he felt it was too good an opportunity to miss. Scott left Kingswood at the end of 1997
A principal’s selection committee was appointed – Mr Jack Grimshaw, Mr Andrew Jackson, Mrs Bibiana D’Souza, Dr Kate Donelan and Mr Peter Chomley. Mrs Annette Bennet (who was in the role of Head of Senior College) moved into the role of Acting Principal for Semester One 1998
David had a vision for the place and the energy to make a go of it … I was surprised when he left as soon as he did …
When Baxter Holly was appointed as the next principal, he came to Kingswood from a varied background that included Head of the Knox School (from 1987 and senior staff member at Melbourne’s Scotch College. His next appointment, in 1995 was to Bacchus Marsh Grammar School, which had opened in 1988 as a private school but struggled to survive. After significant lobbying by Holly and the school council, appropriate funding was successfully secured in 1998 when the school joined the Victorian Ecumenical System of Schools. (Baxter Holly interview, 8 August 2015)
His appointment to Kingswood from Bacchus Marsh was a logical one as he’d overseen the revival of a school in financial need. It was hoped he could do it again and was encouraged to accept the position by Scott and council member Jack Grimshaw (Member of Kingswood College Council), and others.
Before arriving at Kingswood in the second semester of 1998 Holly asked for an updated report on the school by Philip Roff and Associates. In the school’s strategic plan ( 1998 -2003) – which had been carefully thought through in David Scott’s time and had been printed and distributed to council in early 1998 – goals were identified for curriculum, staffing, pastoral support, resources, buildings and grounds, and presentation. Once appointed, Holly was able to discuss with council the draft of that first strategic plan. It set out desired outcomes for the following five years and was a useful document for an incoming principal.
Holly also spent time with leaders of the Uniting Church in an attempt to understand the reasons leading to the current financial difficulties following the collapse of Kingswood Doncaster.
‘The link between the Church and Kingswood was examined, the deeds of articles were read through … the bottom line was we had a big debt, it crippled the school.… It seemed to me that the school could not continue unless it took a realistic approach to its own finances …’ (Baxter Holly interview, 13 October 2016).
Holly’s view was that the school must take responsibility for its finances and one way to do this was to increase student fees. After a robust discussion it was agreed that council would write to the Uniting Church with a plea for help, suggesting that no further interest payments on the current loan could be made until there was a positive response to the Kingswood debt problem.
After an intense meeting with the Kingswood Commission, a negative response came from Uniting Church. A decline in local school enrolments, coupled with a decline in overseas students, meant there was now a need to keep staffing costs to a minimum.
‘I thought a lot about how we would refine the staff numbers. There were senior people near retirement, and some did retire.
Others moved to senior positions at other schools.’ (Baxter Holly interview, 8 August 2015
Staff numbers were reduced by six. Mr Holly was commended for efforts in reducing costs and bringing the staff numbers to manageable levels. While the over-riding loan was still very high, Kingswood had its first positive budget in three years. (College Council Minutes, 1998).
Holly soon appointed Annette Bennet as permanent deputy principal (a position that had been rotating in Scott’s era) and they worked together very well.
‘In the process was conscious of developing a powerful executive group of staff: Ian Bentley (Head of Curriculum, a science teacher and with a high level of IT expertise), Vicki Simmonds (the very experienced newly-appointed Head of Junior School to replace Merle May who had retired), Jon Charlton (Head of Middle School, a mathematics teacher with chaplaincy experience) and Annette Bennet (Deputy Principal and Head of Senior School). David Cannon, Peter Bothe and his predecessor Andrew Mackenzie had each become principals at other schools … I thought it was a “Dream Team”. I had never had that level of expertise to work with before. I suppose overused them in a sense. (Baxter Holly interview, 13 October 2016
Holly expressed the view that co-ed schools were currently at a big disadvantage compared to same-sex schools.
‘We had PLC down the road shifting kids in buses, MLC, Scotch … Wesley Glen Waverley, Camberwell Grammar. We were assisting some kids that didn’t quite fit into these other schools. I really loved that about Kingswood. You had a small, brilliant group at the top, fewer numbers in the middle, and some kids needing special care. I wanted more in the middle. Kingswood had a very dedicated and caring set of staff members. We had some really, really pleased parents when their kids developed brilliantly in the school. They would talk to others to promote Kingswood. (Holly Baxter interview, 13 October 2016).
The need for renewal
The impact of the closure of the Doncaster campus was still a major factor. It became necessary for the master plan – that had been put together with such hope and expectation by Clive Bunston and architects in 1988 – to be once again discarded through lack of funds. The need for major refurbishment of some of the school buildings was urgent.
Following the recent strategic plan advice, council agreed the Year 8/9 building needed to be demolished and replaced by a Year 7 facility. However, due to the existing loan and interest payments, a means of financing such a project was needed.
Financing the new Year 7 facility
Holly was focused on the need to upgrade the buildings. He set up a building committee – separate from the council – but this smaller committee had no power to make big decisions such as sale of land. While the council had differences of opinion about building and land sale issues, eventually it agreed to sell a portion of land. The school’s business manager Howard McNeel made it clear that, as borrowing money was no longer an option, there would be no finances available for building expansion. Fund-raising at that time would have been very difficult – especially to raise enough money for a project such as the Year 7 middle school complex – and while more limited avenues could possibly be pursued, a $1million-plus building development was not viable. Holly was frustrated.
‘That became quite a passion. We had to get the money! We interviewed an architect for a master plan. He listened carefully to what the staff wanted by way of facilities that would meld with the school philosophy … A firm of architects, Baldasso Cortese, was appointed and we started a building committee with council chair Jack Grimshaw, a quantity surveyor as chair, the architect, along with the executive team and the business of getting another master plan began. The Junior School as well as the Middle School was the focus.
(Baxter Holly interview, 2016)
More financial hurdles to solve
In May 1999 news arrived that a mortgage of approximately $3 million over the property had been granted by the Uniting Church (who held the title) as security for a loan to Kingswood College (College Council Minutes, 13th May 1999).
RIGHT: Baxter Holly, Principal of Kingswood College 1997-1999 BELOW RIGHT: 1999 Executive Management Team: Vicki Simmonds, Ian Bentley, Baxter Holly, Annette Bennet and Jon Charlton.
FAR
BELOW LEFT:
BELOW:
Holly believed strongly (although others disagreed) that the Uniting Church could no longer be held responsible for Kingswood’s near insolvency. At the next council meeting in June 1999 the option of the sale of land was discussed at length. Could the land be sub-divided into two portions and re-zoned to allow for sale for housing allotments? It would be the first time in the over 70-year history of the school on the Gwynton Park site that any of the original 24 acres would be sold. The area then encompassing the tennis courts and the hockey field on the south-east corner was identified as the logical parcel of land to sell. (To earlier BHGS students, this area was to the south of the old dormitory, kindergarten, laundry and clothes-line area). There was disagreement, with some council members unhappy about selling off the farm’, but the building committee made the recommendation and it was finally endorsed by the council. (College Council Minutes, 5th August 1999
The building committee had been working on another master plan but unfortunately, it soon identified a new problem. It would be necessary to design and document a new water supply and fire service to service all existing buildings and grounds to make provision for future buildings and works. While a budget of $19 000 was allocated the final cost was $151 720 This was yet another hurdle because the school couldn’t continue to occupy the site until it was rectified (College Council minutes, 2nd Sept 1999)
Fortunately, because the Association of Independent Schools in Victoria (AISV) knew of the school’s financial difficulties, a grant of $125 000 was made available through the Block Grant Authority (BGA) which administers Commonwealth funds for capital projects in independent schools. It was an important addition but, as the pipes were all necessarily underground, it was not recognised by many as a step forward.
The latest master plan was presented to the school council by the firm of architects, Baldasso Cortese in July 1999 with the Kingswood business manager reinforcing that for successful implementation of the initial stages, the sale of land would be critical. The income from the sale of land and the timing of the sale would also be critical as the school was to apply for a Commonwealth Block Grant Authority (BGA) grant for stage 1 of the Year 7 block. There were two days of meetings to explain the situation to the parents. Fortunately the BGA authorised some funds for stage 1 of the Year 7 building and the property sale was immediately put in the hands of an agent. (College Council minutes, August 1999
However there was soon another obstacle. Before the sale could go ahead, the Kingswood College Council was required by the local government council to construct a sewer line for 40 metres before title could be granted. The formal contract was finally signed in March 2000 with the Year 7 building planned to be completed by the start of 2001
Holly encouraged the sale proposal ‘in order that the school could look to the future rather than dwell on the past’ with the Moderator of the Uniting Church at the time encouraging the building committee to move forward. By the time Holly left Kingswood in July 2002 the Year 7 Middle School centre was completed and named the Jack Grimshaw Centre in recognition of Grimshaw’s enormous contribution. A former banker and one of the early members of the management committee and college council, chosen by the Uniting Church after the Doncaster closure, Grimshaw was a member of Holly’s building committee and remained Chairman of Kingswood College Council between 1997-2002
Computers
A specific focus of the 1998 -2003 strategic plan was for the college to enhance the use of technology within, and across, the eight key curriculum learning areas in addition to being utilised by students, parents, staff and management.
Scott and Holly both recognised the rapid rise and importance of information technology and wanted computers in classrooms ‘so they were part and parcel of what the teachers were doing’ and would also provide more efficient administration processes. Ian Bentley (Head of Curriculum) played a vital role in increasing the use of computers in and out of the classroom.
An optic fibre backbone was laid to achieve a whole college network which connected buildings to the resource centre across 178 computer connections. By 1999 there were over 250 computer connection points and most classes were routinely using computers. Funding from the Parents and Friends of the College was crucial for the implementation of the early stages of this project.
To make the project more affordable, computers were hired and parents paid a technology levy, which also allowed for a rented line to the Junior School located underneath the oval – a network that continues to be utilised. The system was well designed by a group who included council members and an informed parent. Holly remembers ‘it was the first time that as a principal I had a computer on my desk!’
Following the building of the new Year 7 building the focus of the building planning group became the proposed re-development of Junior School. A plan was tabled and there was extensive staff input. While an architectural concept plan was commissioned it was later put aside due to the quoted cost.
LEFT: The parcel of land to be sold to raise money for new Year 7 building.
LEFT: Kingswood College Council 1998
(l. to r.): Jack Grimshaw, Rex Isherwood, Carol Mathewson, Andrew Jackson, Kate Donelan, Peter Chomley, Betty Fuller, Rev Dr Philip Hughes. Seated: Bibiana D’Souza, Rev Peter Robson.
The Middle School centre, named after then chair of Kingswood College Council, Jack Grimshaw.
Steve Wiggs, Systems Manager, 1998
International students
Another specific focus from the strategic plan was to expand links with schools in other countries such as China, Thailand, Noumea, France, Japan, South Africa, Indonesia and the USA.
The idea of introducing international students, first initiated by Walker at BHGS, and re-introduced by Rev Bert Stevens and David Scott, was developed further by Baxter Holly. In 1998 a group of Japanese students arrived at the school and Kingswood became a ‘pre-qualified institution’ (PQI) with authority to check overseas students from China. Fifteen students arrived from China in March 1999 and Holly travelled to China in September 1999 to recruit ten more students. The school lost its PQI status in May 2000 but regained it in November. Fifteen more students came from China in February 2001
Co-curricular activities
During Holly’s time at Kingswood (mid 1998 -mid 2002) new co-curricular projects began such as such as the Human Powered Vehicle (HPV) (College Council Minutes 17 February 2000 and the ‘Maryborough Jaunt’ (a schools’ competition run annually by the RACV). Led by Head of Mathematics Andrew Robertson and strongly supported by laboratory manager Tracey Spiel, the HPV was a highly successful project. The first HPV was launched at the end of 1999 and excelled against other larger school entries, coming 11th in its class.
‘The team really felt they were ambassadors for the school…’ (Andrew Robertson, Kingswood College Magazine, 1999).
Cycling as fast as possible in the machine, students were monitored by the HPV team’s technology which gathered physiology, endurance and performance statistics. Supervised by Robertson and Spiel, the HPV program was a focal, collaborative and important event across year levels that proved highly popular with students.
‘This has remained a very successful ongoing project. Andrew and Tracey were a very dynamic partnership, year after year. He was the teacher, so he was in charge and Tracey was such a strong contributor in all areas. They were both highly respected by students and HPV activities were the highlight of the week for some students. Other staff members helped too – as required. When they went annually to Maryborough for the RACV Energy Challenge they needed a team of people to go – so Marta Gorondi would go and take responsibility, along with Tracey, for the campsite and food. They camped for a few days alongside many other schools. They had a great kit of stuff to put in an enormous tent … Parents would go and stay in the local B and B’s and were great supporters.’ (Annette Bennet interview, 2017)
For some students, including my son, HPV was the major highlight of their time at Kingswood. Teams of students were involved in the design of vehicles, the administration, the presentation and many other required tasks. (Rev Dr Philip Hughes in correspondence with the author 2018)
The Science Club was another very active group available across year levels. Instigated by Annette Bennet when she was Head of Science in the early 1990s, this lunchtime club was supported by a cooperative group of science staff who worked hard to set up a range of engaging learning activities. They were passionate about providing interesting projects to enliven the science program, particularly for Middle School teachers. Jenny Donaldson followed on from Kevin Close and John Fletcher who had run an innovative, individualised science program for Years 9 and 10 students. Prior to Tracey Spiel, Carol Traill or other laboratory technicians would always be available for the Science Club. Students provided direction into the program’s activities and excursions which included visits to Melbourne’s Alfred Hospital, Botanic Gardens, and traffic control centre. Staff conducted three to four excursions each year with a regular group of 10 to 12 students and the club thrived in an enthusiastic learning environment. Other key teaching staff included Linde Brush, who was later appointed Head of Science, and teacher, Saji Anil. (Brush and Anil also led a project in cooperation with Deakin University that analysed the teaching and learning of science topics.)
This has remained a very successful ongoing project. Andrew and Tracey were a very dynamic partnership, year after year … They were both highly respected by students and HPV activities were the highlight of the week for some students.
Sport
Although Kingswood was not involved in Saturday sport the involvement in midweek EIS sports, under the leadership of long-standing staff member John Kennedy, resulted in regular success.
In Term 1 of 1998 the EIS Senior Summer Sport competition was introduced and outstanding success was achieved with premiership teams in girls’ soccer, softball, tennis, volleyball and boys’ cricket. EIS swimming, athletics, and cross-country competitions saw many of Kingswood’s Senior School students delivering fine performances with the girls’ teams taking out premierships again in the EIS winter basketball and netball.
With coaches John Lyall, John Kennedy and Peter Bothe, the Middle School fielded teams in boys’ basketball, soccer and football. Teams were congratulated by the coaches for their commitment and success, including girls’ basketball (coached by Mrs Kath Andrews), hockey (coach Mrs Guy) and table tennis (coach Ms Elise Conabere). House sport − athletics, swimming, cross-country − highlighted the team spirit and enthusiasm of students at all levels. These were very well organised carnivals with John Kennedy directing operations.
Performing arts
Another specific focus of the 1998 –2003 strategic plan was to further develop the performing arts program.
Individual and group instrumental performances, and choirs led by thenHead of Music, Chris Skepper, led to a range of quality performances in annual concerts.
Margot Anwar, Head of the Arts Faculty since David Scott’s time, left Kingswood at the end of 1998 She had overseen the inaugural Arts Week in October of that year with an art exhibition and gala concert, providing opportunity for students to display the creative talents to the wider community.
As I leave Kingswood feel confident that the work started in the establishment of the first Arts Key Learning Area within the college will continue to expand into new horizons. (Margot Anwar, Kingswood College Magazine, 1998).
Stage productions such as Annie and Pirates involved students of different year levels, and in 1999 a superb production of Guys and Dolls directed by Julian Ashton, was performed to great acclaim. Ashton held the role of production director for four years and his enthusiasm had encouraged many
students to be part of the annual production.
Robyn Giles and Bruce Wilson both began teaching at Kingswood in 1998 –in the same year as Baxter Holly – and both were highly experienced in the visual and performing arts.
Giles had set up a Drama Resource Centre at her previous school and had known of Kingswood before applying for the advertised position as Director of Performing Arts.
Wilson – who was appointed Head of Visual Arts – was the State Reviewer for Art in Victoria, training reviewers, visiting schools, marking folios and had also worked in a school that was part of a project to combine two technical schools and two high schools into one college. With their expertise and ability to relate positively to all age groups, Wilson and Giles made a talented addition to the staff which further raised the quality of the school’s art programs.
In building her performing arts team, Giles recognised that trust was a key factor.
‘When I took over as Head of Performing Arts knew that a cohesive team was essential. I had Junior School Music and Arts people join middle and senior people in the regular meetings. …I wanted everyone involved.’(Robyn Giles interview, 12 November 2015
One performance The Gods Are Not To Blame by Ola Rotimi, was an innovative, African version of an adaptation of Oedipus Rex in 1997 –a year-long project taken in conjunction with Artist-In-Residence Salome Mshai Mwangola (Sally), a Kenyan Master’s student at the University of Melbourne and PhD student Kate Donelan, a parent at Kingswood who was studying inter-cultural education in the context of performing arts.
‘It was very cross-curricular in a number of ways…from the Junior School right through to the Senior School. Historical, social – it had language (Kiswahili), dance, costuming… it engaged the more unusual kids, the more marginalised ones, as well as the very bright ones wanting extension. It was extremely interesting. The fact that Kingswood allowed that project to be there… amazing! It was performed at Robert Blackwood Hall on Celebration Night.’ (Dr Kate Donelan interview, September 2015)
House Performing Arts events were very successful. The members of the four houses − Brunning, Walker, Gwynton and New − each worked as a team to present varied and talented performances and demonstrated that students had the drive and talent cooperatively to create excellent work.
In mid year, Senior School students took part in art workshops run by talented professionals in the fields of cartooning, improvisation, printmaking, jewellery, music, costume design, script-writing and textiles. The students developed new skills and visited important art galleries, potteries and multi-media facilities learning that art, in all its forms, is essential to life and culture. Mary Blain’s Frankenstein – produced in the early 1990s – was an excellent vehicle for students to involve themselves in creating theatre and appreciating the arts. It attracted students who were not always involved in the drama or music to experience, both front and back stage, working together extensively before presenting their shows for a supportive college audience.
Following Blain’s success, students were keen to be involved each year. Margo Anwar, then Head of the Arts, produced The Gods Must Be Crazy to satisfy the need for larger ensemble offerings. In response to this, Julian Ashton had the willingness, theatrical vision and a series of Hawaiian shirts for each of these opening nights. Outstanding productions of Annie Pirates of Penzance and Guys and Dolls saw many students wearing Judy Coward’s glorious costumes with dance routines choreographed by professionals and tickets in high demand. Kingswood had created its own tradition of brilliant shows that continues today.
Student-led responsibilities – such as lighting and sound control, set design and construction, backstage management and assistant direction – evolved strongly under each staff coordinator. New directions under Giles and Wilson saw a range of wonderful new shows being written and adapted for the students. Grand rights-licenced shows and commissioned-written works all added to the expectation of what the next year would hold. Each was a visual feast, full of highly-capable performers and musicians.
Taking risks was part of the process and in 2002 Christopher Skepper transformed the music room that adjoined the hall into a sound-studio filled with 14 professional musicians. The score to Jesus Christ Superstar was so professional that the audience thought they were listening to a backing track. This remarkable effort is one which is still talked about today.
Skepper’s work with each production was so based in trust and careful rehearsal that when he suffered a heart attack before the last night of Cabaret his tightly-knit band allowed themselves to be conducted by Giles who fortunately knew the music well enough to get by. Reprising it again for Celebration 2007 was an even greater challenge but again the band’s performance was excellent.
Arts workshops
In Junior School and Middle School, visual and performing arts were a strong and popular part of the curriculum. Giles directed a range of annual secondary school productions and demonstrated her mastery of all aspects of staging a show. She also directed what was now the annual Celebration Night program – a very successful end-of-year event showcasing student talent. Junior School teachers, led by Michael King, also produced popular, high-quality productions involving the younger students.
A time of change and development
In the process of constructing the new Year 7 building, two art rooms were lost. As Head of Visual Arts, Wilson claimed the former Year 7 meeting area which was installed with storerooms and water. The darkroom was relocated elsewhere and the kiln was moved into the Technology Centre.
With the demise of the Integrated Studies program, the stairway in what had been the Michael Norman complex had been closed for over 20 years.
‘Old art easels and discarded art work clogged the mezzanine floor. Baxter [Holly] was asked to “open up” the staircase. And, even though there wasn’t a lot of money – it happened! There were some holes in the wall, dead possums…! Once the top floor was re-opened two studios, an office and a computer room were available in the art complex. From upstairs it was easy for the teacher to look down on the students working. It worked.’ (Bruce Wilson interview, 12 November 2015)
The standard in drama and visual arts was high. Kingswood students were getting into top arts’ courses with its students acclaimed as some of the best in the state. There were also a number of students who were asked to exhibit their works publicly.
‘An Arts program is often an add-on in many schools, but to do well in arts is a stimulus to do well in other subjects. The essence was to find in each student what they could most contribute and to assist them to get the best from their ideas.’ (Bruce Wilson interview, 12 November 2015
Media Studies was also a very popular arts program with Peter Alderson at the helm since 1990 However at that time it was still located in the old toilet/ change-room block where it remained for some time on its own.
City Cite
A unique and important Kingswood program to develop student engagement, initiative, collaboration and responsibility at Year 9 level was the City Cite program. A cross-subject program, it involved teachers in both its planning and experience.
The philosophy behind City Cite came out of a push towards reform in middle years’ schooling. Inquiry-based, experiential learning had gained strength in a variety of contexts and City Cite is based on the belief that a hands-on, integrated and challenging city immersion experience is a powerful way to meet many of the needs of Middle School Students.
The program was initiated at Kingswood by Jon Charlton, then Head of Middle School ( 1999 -2002 who first took groups of students with Bruce Wilson, then Year 9 Coordinator:
There were many kids who had never been to the city on their own before, many had never caught a train on their own before. They went on a trial day where we set a number of challenges –and they were such meaningful experiences for those kids. CLOCKWISE FROM
Some students were introduced for the first time to homeless people and sellers of The Big Issue. They also explored the Queen Victoria Market, Parliament House, city churches, the Old Melbourne Gaol and many other central city sites before presenting their research to parents and teachers.
Andrew Robertson, Head of Mathematics at the time, recalled: ‘Many new buildings today rely on geodesic and curved structures. Viewing these exciting structures, taking photographs and discussing in depth how it all works mathematically is quite motivating for the students and engaging on all sorts of levels.’ (Kingswood College Magazine 2009 page 32)
‘Year 9s are used to sitting at their desk and being told what to do! The starting point for City Cite was to take them out of the school environment and to put them in the city. They had to have a plan and arrange to get there themselves. They were to meet up at planned spots. There were many kids who had never been to the city on their own before, many had never caught a train on their own before. They went on a trial day where we set a number of challenges – and they were such meaningful experiences for those kids. The school hired a space in the city that was run by Ballarat Grammar as a city educational site. Everybody on the Year 9 staff had to be part of the program.’ (Bruce Wilson interview, 12 November 2015)
‘After a few years each Year 9 group was at City Cite for a month –two weeks before the holidays and two weeks after. Teachers of each subject area were to provide specific, relevant content projects (such as Science, Maths or Humanities …) They would bring in the needs and the knowledge required for relevant projects. They were organised and checked by me in collaboration with successive Heads of Middle School: Jon Charlton, Peter Cooper and Anthony Willis.’ (Bruce Wilson interview, 12 November 2015
Wilson recalled student comments such as ‘I know why am at school now!’ and ‘School makes sense’ after they had experienced the City Cite program. It was a turning point in their whole experience and they would take their parents into the city during the holidays and show them around. This program, tailored to suit Kingswood’s goals, proved to be a leader in the field. It was expensive, but highly valuable for both students and staff and continues to be part of the Kingswood curriculum.
Baxter Holly was gifted with creative and committed teams of staff and had fostered many interesting and important programs. He was popular with both staff and students and was able to draw people together and ensure effective teaching teams. Before Holly left the school in early 2002 the Kingswood leadership team was already working on the next strategic plan. There was much discussion about the school’s strengths and possible improvements. A study of its strengths had commenced under the direction of Dale Renner, son of school council member Geoff Renner, who had expertise in branding. A plan to do something special to share the findings with the wider community was to be held at the end of 2002 However, many members of the council were concerned about the directions of the school and the functioning of the council. Rev Dr Philip Hughes had joined the Kingswood council 1997 and was there right throughout Baxter Holly’s time as principal. Rev Dr Hughes had a Masters in Education and had been on the Methodist Ladies College (MLC) Council for nine years. He recalls:
‘My sense was that the Kingswood council was not operating well. It was not doing the sorts of things that believed councils should do. (Rev Dr Philip Hughes interview, 20 August 2015
Following the resignation of Jack Grimshaw as Chair of Council, Peter Chomley took on the responsibility and council began to consider the way it operated. A two-day retreat, without staff, was organised to think through the relationships of the council to its various stakeholders, the processes of nominating council members, the operation of meetings, and the formation of committees.
However, Holly’s relationship with the council deteriorated. Although his contract was due for renewal, council members were not confident he was able to ensure the future viability of the school and decided in July 2002 as was their legal right, not to renew his contract. Holly decided to leave immediately – a sudden decision that disappointed some staff members, parents and students, who felt that Holly had been good to work with.
‘As a staff member not privy to the council meetings, it was hard to see the distancing develop between Baxter and other key players. saw Baxter as a bit of a Renaissance man. He was interested in many aspects of the curriculum and a keen supporter of the arts. remember his last day. It was tough.’ (Robyn Giles interview, 2015
One of the significant outcomes from this period of the renewal in council processes was the production of a Handbook of Council Operations (2009) which advised and facilitated the operations of the council. Rev Dr Philip Hughes, with wisdom, sensitivity and skill, also encouraged the council to do more of its work in committees rather than in plenary. There were now four major standing committees: the finance committee, the principal’s review and support committee, the innovative governance committee (covering operations of the council – the agendas, the succession, the planning of council and so on) and the learning and well-being committee.
‘Philip wrote a handbook about governance...we were then much more strategic about recruitment for positions on council… There was more emphasis on process and good governance, accountability for the Council… I learnt a lot about fiscal responsibility, legal responsibility… I really enjoyed my time as Chair. (Dr Kate Donelan, parent, member of the PFA and of college council and Chair of Council for four years – from interview September 2015)
Looking back, Baxter Holly reflected:
‘There were so many things I was pre-occupied with – getting the money, talking to people to see how we could get things working, eventually getting the chair of the building committee and the architect and the senior staff all combining their ideas… In amongst the difficulties had my first ‘Dream Team’ at Kingswood. Annette Bennet was in that story too. We interviewed everybody together… enjoyed working together, a highlight for me. Annette had had continuing service at the school so knew it well. I couldn’t have done much without her support. Aired all the disappointments and shared advice about staffing… think some of the things we did then were absolutely significantly important for the growth of the school. We sold the land. We had the master plan done after lots of discussion with possible objectors. We were allowed to get on with the buildings. It was good to get a fair way along the track and to recover the spirit that was Kingswood. I had the right team to work with. When left in July 2002 Annette was available to be acting principal. I hoped she would be in the running for the position of principal.’
(Baxter Holly interview, 13 October 2016)
One result of this upheaval was that the next strategic planning process was delayed.
CHAPTER 7 PROMOTION AND CONSOLIDATION
In August 2002, Annette Bennet was appointed Acting Principal for the second time.
Earlier, Dale Renner had been commissioned to design materials that would be used for a campaign culminating in a launch event. Over many weeks, Renner gathered information about the school before coming back to council with a draft document that accurately described Kingswood College and positioned it for fresh marketing and promotion. The central prospectus-type document – Kingswood Attitude – was adopted under the theme of ‘Know Yourself, Be Yourself’ and was commended by council and staff. With a principal still to be appointed, the document was not a strategic plan but rather a paper that defined and affirmed the character of Kingswood College.
A launch promoting the school and its strengths was held in October and attracted a crowd of over 300 The event incorporated a buffet meal in the Senior School before adjournment to Brimacombe Hall to hear a number of speakers – that included Rev. Tim Costello and some of Kingswood’s Old Collegians – before breaking into small discussion groups that were led by staff and council members. The new document was distributed to each attendee and the aim was to increase enrolments by reaching out to families who were looking for the education environment Kingswood could provide.
The document was welcomed and supported by staff, parents and students as it focused on the importance of environment, experience, encouragement and how this was achieved at Kingswood College.
Rev Dr Philip Hughes recommended to the council that the position of principal should not be advertised but instead, the appointment made to Annette Bennet. He believed the school needed someone who knew it well, understood its ethos, and who could quickly move into the role. Council agreed.
‘That was the most important thing that the Council did!’
(Rev Dr Philip Hughes interview 2015
Bennet was inducted into the role in May 2003 with former principal Michael Norman as guest speaker for the occasion.
Norman told the gathering:
‘In 1963 – forty years ago – I was asked by the Methodist Conference of Victoria and Tasmania to go out to Box Hill Grammar School where Ethel and Roy Walker for more than 30 years, against the astonishing odds of the Depression, of the war that followed, of things like the polio epidemic, nevertheless kept alive a really quite extraordinary school …
“For all” and “for each”. Precisely what Paul was reminding the young churches about in Rome and in Corinth. A necessity of “each other” and a commitment to “each other” and to the gift of the talent that rests within. Education is never the dishing up of a commodity for consumption. It is always a partnership so that in the broader and the richer sweep of things and in the Kingswood story through its decades in terms of the ‘all’ and the ‘each’ there is nothing more important to the affirming of our future than putting the priority on the person in our pedagogy – the priority on the “person” – each topic taken, each subject explored, each test – is it a chance for a “coming alive” of that student on his/her terms?
‘The trust developed, the respect, the possibilities to emerge. It is with those two richer dimensions in mind that bring my word of congratulation and celebration to this new chapter in the life of Kingswood College. Putting the priority on the persons in the work of our classroom and the priority of the partnership of the parents, the students and the teachers in the life of our community.
‘I commend you on the continuation of such work.’ (Rev Michael Norman speaking at the induction of Mrs Annette Bennet 20 May 2003)
Annette Bennet - Principal 2003-2010
A former biochemist, Annette Bennet became Kingswood College’s principal in August 2003 First studying science, where she majored in chemistry and biochemistry, Bennet had worked as a clinical biochemist at Melbourne’s Alfred Hospital (where, in her final year, she was Acting Director of Clinical Biochemistry) and then at NSW’s Wollongong Hospital. She later completed a Diploma of Education and in 1982 joined theteaching staff of Kingswood College when Rev. Leigh Speedy was principal. A following Master of Education degree saw her research the Science Technology Society approach which went on to influence science education at Kingswood.
From her first days at the school, Bennet was impressed with the atmosphere at Kingswood.
‘There were interesting and wide-ranging programs, many of which had been designed and implemented by groups of staff who were very committed. Teamwork also was very evident in the pastoral care system from which the students benefitted greatly.’ (Annette Bennet interview, 5 March 2017)
Bennet noted that students were known by many staff and the school’s atmosphere of cooperation and sense of belonging was unique. Over the next 20 years, she undertook a range of leading roles at Kingswood including two significant periods as Acting Principal before her eight-year tenure as principal from 2003
‘When I first arrived in 1982 I was a new teacher and found Kingswood to be a very exciting place. It was moving forward and it was progressive. It had a science program that attracted wide interest and there was a strong Integrated Studies programme in the Middle School. It was a very innovative approach that wasn’t common in other schools.’ (Annette Bennet interview, 5 March 2017
Originally, Bennet didn’t think she would be at Kingswood College long-term but she was soon offered opportunities to be part of the school’s growth and development.
‘I arrived to fill a part-time, one-term position. But there were many opportunities to be involved and to be part of the projects happening at that time. Within a few years was coordinator of Year 7 then Head of Science and Head of Senior School before appointment as Deputy Principal.
Overall, always felt that the ethos of Kingswood and the programs made it stand out as a school which was greatly appreciated by its
students and their families. That also made it a good community for staff to belong to.’ (Annette Bennet interview, 5 March 2017)
Since the collapse of Doncaster school in 1989 and the subsequent financial struggle, the tenure of Kingswood’s successive principals had been less than four years. Bennet’s 2003 appointment provided an important opportunity to stabilise leadership and rebuild both the confidence and physical structure of the school.
As a long-standing member of staff, Bennet knew and understood the school’s ethos and values but also recognised that refurbishment, new facilities and landscaping projects were crucial. Although the curriculum was robust and diverse, it needed support from suitable facilities.
‘I was very aware that the two biggest immediate challenges were enrolments and upgrading the buildings. We needed to lift the standard of the property, and then work on the enrolments.’
(Annette Bennet 5 March 2017
With the support of council members, Bennet began a capital fundraising plan which included applications for Commonwealth Capital Grants that were made available for independent schools. In consultation with staff about project priorities, these applications required detailed, meticulous and time-consuming preparation by Bennet and the school’s business manager Howard Mc Neel. The results were successful with grants allocated for a range of small and large projects.
Heads of School appointments
With a three-school structure, Junior (incorporating the Early Learning Centre), Middle and Senior, the Heads of School were pivotal leadership positions. A very experienced team of Vicki Simmonds (Junior School), Peter Cooper (Middle School) and Chris Goy (Senior School) held these positions as the school entered the important phase of developing and implementing the next strategic plan. Each Head of School was responsible for the overall operation of their area and worked closely with their team of teachers (for both pastoral and academic programs), and were situated within each school. Their expertise and enthusiasm was valuable for future planning and each was heavily involved. In 2005 Chris Goy took on the extra responsibilities for being Deputy Principal/Administration while Peter Cooper added the responsibilities of becoming Deputy Principal/Curriculum (including timetabling). In these roles both made significant contributions to the development of programs and the efficient operation of the school.
Science Laboratory technicians, 1985
Chris Goy coaching football, 2006
Chris Goy, Head of Senior School in 2003 with College Captains, 2003
Year 12 students, 2003
Vicki Simmonds, Head of Junior School in 2009 with students.
Peter Cooper, Head of Middle School with Middle School Captains 2004 Leaders of Kingswood College Secondary School 2003
Ms Bennet (Head of Year 7 at the time) and teacher Kathy Hassett at the Snakes Alive! Show, 1989
Mr Chris Goy, Head of Senior College 2003- 2009
Parents and Friends Association (PFA)
In 2003 Dr Kate Donelan was elected Chair of Council and fundraising was earmarked as a priority. With the need for strong and cohesive parents’ and friends’ groups, Doug Davidson became the PFA President. He led this group enthusiastically from 2003 to 2007 with a committee that was supported by a band of staunch volunteers who worked in the tuck-shop, swap-shop, book exchange and organised family events which resulted in significant funds for special projects that included landscaping in the Junior and Middle Schools.
John Lyons followed Davidson as PFA president, maintaining enthusiasm and extending a warm welcome for all parents who became involved.
For almost five years, the ‘Know Yourself’ document was utilised as a prospectus. It was followed by a new strategic plan and together the two documents were used to promote Kingswood College.
The next strategic plan ‘Positive Futures’ (2004 -2008) clearly outlined the purpose and philosophy of the school. Under the auspices of the UCA, Kingswood College was to provide a learning environment that was coeducational at all levels and committed to an open-enrolment policy which would welcome people from many faiths and spiritual perspectives.
It confirmed:
– great pride in providing genuine support for the unique needs of individuals so they discover and value who they truly are, and – a belief that self-understanding builds self-esteem, meaning and motivation to tackle life issues with confidence and passion and that becoming oneself is the realisation of potential.
This plan again identified areas for concentration: curriculum, staffing, pastoral care, buildings and grounds − the underpinnings of the school − and the need for ongoing work. It promoted the past achievements of the school in its more than 100 years of history and set out to clearly underline key principles with which Kingswood was to be known.
With expressive arts, resilience, sustainability, internationalisation, future ways of working, middle schooling, the redevelopment of Junior School, and capital fundraising ranked as priorities, project groups –that included parents, staff and council members – were established with identified goals. There was expectation that these goals would flow-on into curriculum development. Through this busy collaborative period, a strategic plan emerged that provided the basis for on-going development. By mid-March 2004 1500 copies of the plan were printed and sent to all school families.
For the facilitation of its goals, the selection, dedication and motivation of staff was paramount. Staff were encouraged to foster the achievements of high-quality student outcomes and needed to be well qualified, passionate and good practitioners in their area of responsibility. Additionally, they were required to be sympathetic to the purpose and philosophy of the College, to be participants in the total program, and enthusiastically continue their professional growth.
International students
Annette Bennet and the senior team worked to continue raising the school’s local community involvement and its international profile. Overall enrolments were expected to rise to 600 in 2004 with 91 international students in 2003
To establish important and personal links with the families of overseas students, Bennet travelled to China in April 2004 to visit parents with further pastoral and promotional visits in following years. The major emphasis of these visits however was pastoral and parents were shown short videos of their child and reports were discussed. Every Kingswood family in the city Bennet visited (which varied) was invited to meet with her and they were important and moving occasions. Both before and after the visits, Bennet also held individual meetings with the students at Kingswood.
During this time, exchange visits to Kingswood’s sister school, Gaoxin No. 1 Middle School in Xi’An China were also undertaken by small groups of Middle School students and led by Head of Middle School/Deputy Principal Curriculum, Peter Cooper. Cooper’s expertise, dedication and support enhanced the students’ international experience. On alternate years, Kingswood families welcomed Gaoxin students to stay in their homes and many special events were shared with other students and staff. At each of these visits, students attended an arranged program at the host school.
Community engagement
During Annette Bennet’s tenure, much time and effort went into enhancing the school’s image and building its level of community engagement.
‘We invited Principals, had community gatherings, ran parenting seminars for Kingswood families and visitors, and worked on building our image with the local schools to inform them what was on offer at Kingswood College. The annual Open Days, regular Saturday tours and many individualised appointments resulted in interested families being able to see the school, including during normal operation.’ (Annette Bennet interview, 2017)
Enrolments increased (from the disappointing levels recorded following the Doncaster collapse) and although they did not reach the high preDoncaster numbers of over 800 they were solid at around 600 - 647 One of the school’s major benefits was the personal attention students received and it was felt that this could be best achieved from being a small-to-medium sized school.
‘I think so many good things were happening at Kingswood that may not have always been recognised outside of the school community. Because of some of its past problems, the school did not sometimes have the image it deserved. It was easy to discount it as “a little school in Box Hill”. But the reality was that a dedicated team of people were working on really innovative and progressive ideas. Visitors did pick up that there was much to admire about the programs and the way in which students and staff worked together.’ (Annette Bennet interview, 2015
Bennet believed that students needed to come to school and feel it was ‘their place’ – a place where they were encouraged to do their best and have a strong sense of belonging, something that the school had achieved from its inception.
The enduring ethos at Kingswood was a high level of pastoral care for its students. Consistent with this was the desire to form a committee that particularly monitored wellbeing. Did the students feel part of a group? Were they respected? Were there any mental health or bullying issues?
As a result of the committee’s work, which included Council members Rev Dr Philip Hughes and Dr Kate Donelan, feedback was sought from all students (Years 5-12) through a biennial survey on a range of matters related to wellbeing.
Feedback included:
‘It’s the way you feel in your own skin that matters. Kingswood is a place for students – student opinions count.’
‘Everyone is more supportive and the genders get along together.’
‘Kingswood has made me feel that can be myself. The teachers are focused on what is your best not what they want you to be.’
… It was easy to discount it as “a little school in Box Hill”. But the reality was that a dedicated team of people were working on really innovative and progressive ideas.
Rev Dr Philip Hughes had experience in conducting surveys and the committee framed the questions to be particularly relevant to Kingswood. In following years, staff wellbeing surveys were also undertaken with the overall results facilitating improvements for both students and staff.
Junior School refurbishment
A Junior School refurbishment had been on the agenda in Baxter Holly’s time but had not commenced due to a lack of finance. A new firm of architects, Smith and Tracey, was appointed and a plan was devised to upgrade the Junior School.
Underlying the building activities was the principle that buildings needed to support the wide range of activities to optimise student learning. The brief given to architect Mark Grigsby stressed the functionality, rather than expensive adornments, of buildings. With this understanding, a range of projects were delivered that were fit for purpose, attractive and within the school’s budget. The first of these was the redevelopment of the Junior School.
The Resources Committee was re-formed and in March 2004 a loan of $1 million dollars was made available for the Junior School project by the Uniting Church Funds Management. This project provided new sections as well as refurbishment of all other spaces including removal of asbestos. The popular and much-utilised central courtyard was retained and later re-landscaped effectively through funds provided by the PFA. With a Block Grant Authority (BGA) grant the Junior School was completed within budget in June 2005 and officially opened by Senator Judith Troeth in September 2005
‘What an exciting year watching the Junior School grow and develop. It was a lesson for all in setting goals, cooperative teamwork, thoughtful planning, flexibility and maintaining deadlines. The building works were completed on schedule, the landscape beautified and enhanced’. (Senator Judith Troeth, 2005)
The Junior School Library and Computer Centre formed the central focus for the school and provided formal and informal areas for children to research, investigate and explore, and to understand and develop a love of reading for pleasure and information. Music and drama spaces signified the importance of creativity and performance in the programs. Children’s creative work could be displayed in the gallery space and art area adjacent to the spacious classrooms.
The new section – with two classrooms and an administration and staff area – allowed room for extra classes, staff preparation and meeting spaces. The aim was to create the foundations of learning by providing a safe, secure environment in which the core areas of literacy, numeracy, technology, creativity and languages could be established. These were complemented with learning in personal development through ‘values’ programs and spiritual guidance.
Student wellbeing
The study of sustainability was also introduced to the Junior School by Mrs Barbara Szafraniec who enthusiastically led the remodelling of an existing vegetable garden to incorporate the use of tank water, composting and worm farms.
Many other sustainability initiatives were developed in the Junior School and later Mrs Szafraniec along with Senior School colleagues (particularly Jirrah McArthur) introduced projects in the secondary area. The re-development of the Junior School provided the opportunity to collect rainwater in tanks for re-use in the garden and toilets and this program was later developed through other areas of the school. An ongoing Gardiners Creek community planting project also encouraged children’s understanding of biodiversity and a number of sustainability awards were received by the school.
In 2006 a Year 5 Energy Convention saw different groups of students studying various aspects of renewable energy and the problems caused by the overuse of fossil fuels. Each group presented their information to the collective Year 5 students and staff.
Student programs in Junior School
Vicki Simmonds, Head of Junior School, successfully guided the Junior School with its continuing breadth of programs during this time of planning, refurbishment and building and enrolment numbers increased.
Each child was challenged according to their ability with accelerated programs and other activities introduced that included: Thinkers Plus –a cross-age creative thinking group; Tournament of Minds – a national drama/thinking competition across science, technology, maths or language; a visiting artists and writers program, a Literature Group, Computer Club and Chess Masters Club along with annual musical productions led by teacher Michael King.
The re-development of the Junior School provided the opportunity to collect rainwater in tanks for re-use in the garden and toilets and this program was later developed through other areas of the school.
A new science centre
2005 was a productive year for the school. The Year 7 area was complete and enrolments had risen to 647 With the Junior School redevelopments complete, the school’s architect presented the council with options for future development which, in effect, was an updating of the master plan. These options included a new science block estimated to cost $2 4 million.
The new science facility was voted the main capital works priority by council and a sub-committee of Linde Brush (Head of Science), Peter Cooper (Head of Middle School and Deputy Principal Curriculum), architect Mark Grigsby, Principal Annette Bennet, Tracey Spiel and Dale Renner, was formed. Extensive research was undertaken to ensure the new building would enhance the learning process – the goal was for a world-class facility. Bennet, Grigsby and other staff visited science facilities in Melbourne and Adelaide to help plan Kingswood’s new building.
A fund-raising campaign was launched with Bennet and Peter Chomley (Chair of Council) taking on lead responsibility. School families were involved in contribution discussions and with the assistance of a fundraising consultant, $ 480 000 was raised towards the cost of the project.
The needs for the new centre were outlined as:
– general science classrooms that could be used flexibly; two opening to a large ground-floor foyer that flowed into a learning lounge (which could also be opened to the outdoor areas)
– one of these rooms to be the base for VCE Psychology classes
– specialist rooms for biology, chemistry and physics opening onto a large foyer for small groups or activities needing to stretch from the classrooms
– a learning lounge, incorporating a kitchenette for group learning activities, senior students with ‘spares’, lunchtime activities and other meetings
– flexible classroom use including mobile benches and desks
– laboratory preparation areas on both floors with easy access to the classrooms
– sustainability features to be a daily working demonstration of energy and water savings; including a wind turbine, solar panels, water harvesting for toilets and large windows; the installation of key software displaying system connections, power grid, data of usage, and cost savings achieved.
The cost of constructing the new science building had been covered by prudent budgeting and fund-raising. It was opened in 2009 by the Victorian Governor, Dr David de Kretser, at a well-attended, outdoor celebratory occasion.
(At the 2010 retirement function for Annette Bennet, it was announced –with the unveiling of new signage – that the science centre would in future be known as the Annette Bennet Science Centre.)
Middle School – academic and personal growth
The emphasis on providing an area for Middle School students to gather was important: dedicated year-level centres surrounded the landscaped courtyard, which provided students in Years 7 8 9 and 10 with a place to relax and build relationships out of class time. Extensive landscaping was made possible through a grant provided by the Commonwealth Building the Education Revolution funding and also through PFA-raised funds.
In class, students benefited from a broad range of subjects; they were encouraged to set personal goals and enhance planning to achieve them.
During this period, Year 7 students were involved in a program called NEXUS where they drove their own learning by engaging in a range of resources available. The normal timetable was suspended for three weeks and teachers were used as guides and facilitators. Research and presentation tools – such as computer technology, stagecraft elements
and art supplies – assisted the groups in achieving work targets and project goals. Students enjoyed the challenge of working in a different learning environment and acquiring new skills.
Year 8 spent two periods each week involved in the personal development program INSPIRE which included four rotations, one each term: ‘Circus’ (general physical skills as well as encouraging team-work and confidence); ‘Me/We’ (a programme where students reflect on themselves as individuals and undertake community service. e.g. public gardening at Gardiners Creek and at Blackburn Lake); Martial Arts (for boys) to mentally and physically challenge themselves and to assist them in controlling emotions; ‘M-power’ (for girls) a program designed to build girls’ self-esteem, and ‘Quest’, an outdoor program with a marine focus.
Most of the old science centre was refurbished to become a new Year 10 area with four large classrooms opening to ‘break out/relaxation’ areas with kitchenette and staff offices.
Bruce Wilson, who had been the Year 9 Coordinator for several years, was now the Year 10 Coordinator. His team of pastoral-care teachers established good working relationships with students as they shared the working environment. Once Year 10 was moved into that new space, Year 9 moved to where Year 10 had been. Year 10 now sat in a bridge position as part of the Middle School but closer to Senior School. This enabled convenient use of classrooms by senior students if required.
‘When I started in there with that group, most students would go down to the tuck shop, the ovals etc. during breaks. By the time we left, you needed more chairs! They so took to being part of their own environment. The benefit of that was they had shared successes, praised one another for work.’ (Bruce Wilson interview, 12 November 2015)
Another Commonwealth Government Capital Grant (through the BGA) assisted in the redevelopment of this area.
Students enjoyed the challenge of working in a different learning environment and acquiring new skills.
Educational enrichment for the gifted and the challenged
The enrichment and extension program, Student Extension and Enrichment at Kingswood (SEEK), provided appropriate academic challenges to students of potentially high academic performance. In a small group setting, topics ranging from neuropsychology to claymation were explored with a range of 2005 workshop programs that included: Creative Writing, Philosophy, Problem Solving, Programming, Robotics, Mensa Challenge Problems, Science Talent Search and Maths Talent Quest. A range of other academic competitions were offered across the curriculum.
Awards were won in a range of areas and included the Dorothea MacKellar National Poetry Award, the Rostrum Voice of Youth Competition, and the University of NSW Computer Skills Competition. Students also represented Victoria in soccer, athletics and basketball.
Assistance for a range of students in learning-support classes had always been very successful at Kingswood and a dedicated group of teachers along with school counsellor and chaplain, continued to work together to meet the needs of these students and provide liaison.
Year-level camps were a great success and attended by core groups of pastoral-care teachers who knew the students well.
Communication skills for future careers
Since 1990 the media studies area had operated under the expertise of Peter Alderson in old facilities and had gained a reputation for high quality programs. It was a popular subject area and plans to expand its facilities were highly desirable. The architects worked closely with Alderson and other staff to assess the needs before planning a facility to occupy what had been a large double science classroom and adjoining preparation room and office. A good-sized classroom, filming studio, small work room, storage areas and office delivered a suite of rooms that could be used concurrently by a class and other small groups. Vocational Education and Training (VET) multimedia was one of the subjects on offer that benefited from Alderson’s expertise, his enthusiasm and his qualifications for this area and many students appreciated the innovative, hands-on learning style.
Another VET opportunity
Kingswood was the first school in Victoria to adopt VET Training Certificates II and III in Communication Skills in Middle School. The scheme was piloted in 2005 and 85% of the Year 10 students received the two certificates allowing them to widen their career options.
School-wide progress
By 2008 progress on strategic planning projects was well advanced: sustainability programs were strongly established, the arts were thriving, Middle School had developed a strong identity, and pastoral care was enhanced thanks to wellbeing surveys and other initiatives. Along with the completion of Junior School and the new science building, a number of smaller building projects took place including administration building refurbishment and the installation of a wall to separate upper and lower areas of the gymnasium.
The school’s council was encouraged and empowered by this progress, and by the reduction of debt which had existed since from the closure of the Doncaster campus.
Expansion of Brimacombe Hall
While the science building was being redeveloped, funding also became available through the one-off commonwealth building grants Building the Education Revolution. Kingswood qualified for funding of a multi-purpose hall which was to be an upgrade and extension of the existing Brimacombe Hall. The developed design offered two new areas: a large music classroom (with small instrumental tutoring rooms) located at the back of the hall with access to the stage area, and a new drama space on the courtyard side, with a folding wall, allowed the hall to be expanded. The remaining area was refurbished, with heating, cooling, a small kitchen and toilets also installed. These improvements allowed the hall to be used by more than one group at a time, and provided a more independent space that could easily and safely be used for large, out-of-hours events. The grant was approved under the condition that the building needed to be completed in a short time frame.
The Year 10 Centre and the refurbished Brimacombe Hall projects were opened officially in 2010 by Ms Anna Burke, Member for Chisholm before guests enjoyed the 2010 Spring Concert in Brimacombe Hall.
Hospitality trade training centre
A hospitality course had been introduced to the school by Rev Bert Stevens in 1992 with the first hospitality teacher, Gail Spadaro, advising on the design. Later, Marygabrielle Fitzgerald developed the area to become an outstanding success with courses for Middle School and VCE students.
She developed a partnership with William Angliss Institute of TAFE and worked hard to establish the facility as a Registered Training Organisation (RTO). This opened up many opportunities for students, and the VET certificate programs included work experience that assisted students in either part-time hospitality positions and/or further study in the hospitality area. These students, along with their teachers, catered for many school functions as part of their work requirements.
Kingswood College Hospitality students were trained to a high standard and courses were certified by the William Angliss Institute of TAFE and Marygabrielle Fitzgerald, Head of Technology, was able to take 10 -12 top students to leading hotels throughout Australia each year. Initially the partnership was with Sheraton Brisbane Hotel and Towers and Sheraton Noosa but later, students also had the privilege of partnering with Palazzo Versace Hotel on Queensland’s Gold Coast. The students experienced a ‘structured work learning program’ which was unique in Australia. They worked in areas of the hotel that included housekeeping, dining room, kitchen, and front and back of house, which provided outstanding opportunity for skill development.
While other building projects were under way Fitzgerald and Bennet worked tirelessly to obtain a commonwealth government grant to upgrade the school’s hospitality training centre. Again Mark Grigsby (of architects Smith and Tracey) worked with staff to develop a plan.
In 2009 a grant of $974 000 was approved through the BGA. The upgrade would involve converting the kitchen to commercial standards and the remaining two Cato classrooms to a dining room for up to 100 people. The planning was time-consuming and required detailed knowledge of the required facilities and courses. Building commenced in 2010 with makeshift classes taking place in the seminar room in Senior School.
On 26 February 2011 the Kingswood College Trade Training Centre was officially opened.
Principal Annette Bennet reflected:
‘The measure of the esteem the students had for Mrs Fitzgerald is that, when it came to my farewell, she put out a call to past students – would they volunteer to come and help on that night. There were about 20 who came back. It was like a reunion for them too. (Annette Bennet interview, 2015
Business as usual
Despite the disruptive building changes, regular school activities continued; staff and students were understanding and looked forward to using the upgraded facilities.
Students performed well in their house and EISM sports and during 2005 and 2007 won the EISM Athletics Carnival trophy. With John Kennedy as the longserving Sports Coordinator these programs continued to be successfully organised. Over the years, teams enjoyed a range of successes and in the ongoing Kingswood tradition, students welcomed weekends availability for community sport if required. After 38 years of valued service, John Kennedy retired in 2008
In the Senior School there was continuing encouragement for senior students to achieve in their VCE studies with provision of motivational speakers, specialised study advice, and individual sessions with teachers. This was a time when more assessment data from VCE studies was available and analysis was able to inform future teaching of subjects. Special support for international students was provided through the dedication firstly of Brenda Guy and later Wilma Bucella. Wise career advice from Careers Counsellor, Marta Gorondi, was valuable – she had worked with many students during their time in Middle School and her office in the Senior School was accessible for students to ‘drop in’.
Across the school, academic results were good and data suggested that overall students were achieving their potential.
As building works continued, staff were actively working on curriculum, pastoral care, wellbeing (which also included some council members), special project committees, and faculty/Key Learning Area (KLA) staff groups. Pastoral-care staff groups, made up of teachers of different subjects, were mostly located in year level offices and facilitated discussion of ideas and oversight of whole year-level issues and events.
The Curriculum Committee, under the direction of Peter Cooper, involved all Faculty Heads and Heads of School and shared project ideas as well as the planning for implementing of the Australian Curriculum. Revision of reporting formats and online curriculum documentation were large on-going tasks, professional development for all staff was regularly scheduled and goalsetting for teachers was initially overseen by relevant Heads of Faculty.
A Purposeful Life
Major changes had improved the physical environment of the school, numbers had increased and confidence had risen. It was time to develop the next strategic plan ‘A Purposeful Life’.
The grand old boarding house, once the heart of the school and now the administration centre, still remained although changes had been made to the building so that the office functioned well.
In 2009 a new strategy plan was prepared. For more than six months many staff members and parents had consulted and debated through open meetings to put the plan together. Through building partnerships, the focus on creative expression, the development of a ‘Centre for Creativity and Ideas’ and through educating for a purposeful life, it was felt that the new foci of the plan would set Kingswood apart from other schools. The strong message was that Kingswood was to prepare students to ‘Know themselves … Be themselves’ and to live purposefully in the community. In the early days of the plan’s implementation, change was occurring in the senior leaders’ team.
In 2009 Robyn Giles became Head of Senior School and in 2010 Anthony Willis became Head of Middle School and Deputy Principal. They joined Grant Buckler, who had replaced Vicki Simmonds as Head of Junior School. All were enthusiastically involved in leading their teams into the identified project challenges. One of the early outcomes was the major conference held at Kingswood in 2010 on Educating for a Purposeful Life, held in conjunction with the Christian Research Association. The conference brought a wide range of experts in psychology, philosophy and religious and spiritual education to the college to contribute and share ideas with Kingswood staff and teachers from many parts of Australia and New Zealand. The conference was featured on ABC radio’s John Cleary program.
The last five years emphasised environmental sustainability. There had been the development of sustainable gardens and award-winning new environmentally-friendly features in the student-focused buildings, improved programs such as the Year 9 City Cite program, online learning resources, opportunities for Year 10 to complete Certificates II and III in Employability Skills, along with a focus on global issues were well under way. The Middle School had been enhanced both physically and with broad and comprehensive curriculum and teaching practices and the Junior School had been completely redeveloped.
Creative expression had been high on the agenda. Visual arts had been vibrant, dance was part of the curriculum, performance groups had flourished in both primary and secondary areas, and drama had become established with annual productions that exhibited great talent. The world of ideas and innovations were seen as integral to the development of personal life and to achievement in contemporary society.
The issues surrounding social justice are part of the Kingswood community. Various fundraising activities, such as A Biggest Morning Tea and Pancake Day, run in both Middle School and Senior School have raised funds for The Cancer Council and the Uniting Church SHARE Appeal respectively. Global tragedies are bringing to light the importance of working together to make a difference and to help others who are less fortunate.
By discussing these issues in subjects such as Study of Society and Environment (SOSE) and sharing among year levels and school assemblies and students of other schools, more students are empowered to become actively involved in the school’s ambition to make a global difference.
While completing many special projects, including excellent new facilities, the highly-refined system of pastoral care continued to be a crucial part of the Kingswood community.
Early in 2010, Annette Bennet advised the council of her intention to retire at the end of that year. She had been instrumental in placing Kingswood on a sound footing: after some challenges, the school was financially stable, new buildings were well-planned and fit for purpose, staff were highly qualified and effective, and students were thriving in academic, creative, co-curricular and sporting achievements. In recognition of her contribution to Kingswood, the Annette Bennet Science Award was announced as an ongoing honour to her legacy, and is awarded each year at Celebration.
Rev Dr Philip Hughes expressed a deep and personal thankyou to Annette Bennet for her remarkable contribution to Kingswood College. (Council Minutes, November 2010).
While completing many special projects, including excellent new facilities, the highlyrefined system of pastoral care continued to be a crucial part of the Kingswood community.
CHAPTER 8 KINGSWOOD COLLEGE IN THE 21ST CENTURY
There were many factors that needed consideration in seeking a new Principal for Kingswood College. With more than 650 students, the school needed a leader who understood its ethos, journey and challenges, recognised the pastoral and educational needs of students, had the ability to recruit outstanding staff, and could drive the school forward with positive and progressive vision for the rapidly–changing 21st Century.
Fulfilling all these criteria – and more – Ms Elisabeth Lenders was appointed Principal of Kingswood College and commenced her tenure in January 2011
With extensive experience across a wide range of educational fields (including six years as Deputy Principal of Carey Baptist Grammar School) Ms Lenders brought the skills and qualifications that Kingswood College needed to build on its strengths and move forward with innovative goals and renewed confidence.
Her philosophy was – and continues to be – that educators have a rare privilege and opportunity to help young people find their place in the world and, in doing so, help uncover the unique coalescence of gifts, talents, and possibilities which exist in each young life.
Reflecting on her appointment to Kingswood College she said:
‘I had known about Kingswood College for a long time. My whole career had been around the inner and outer eastern suburbs. It included five years at Billanook College, which knew had grown out of Kingswood College, so Kingswood had always been on my radar. It was always a school that was affectionately regarded. So when the role at Kingswood came up had a good look at it. I had a conversation with the Chair of Council at the time, Rev Prof Phillip Hughes, and thought that the alignment with my values and aspirations was very strong.
I read the 2009 strategic plan at the time, which was a document which talked about innovation, and I thought: ‘Uniting Church values, focus on innovation, these are things that align very strongly with me’.
Co-education was another drawcard. I went through the selection process and was delighted to be successful. I felt that this was a school that reflected the kinds of priorities that I have.
‘When came here couldn’t believe my good fortune really: the sense of community that was here and how lovely the kids were. It was very clear that there had been some real highlights in terms of leaders here. would reference in particular C.F. Walker with his firm belief in character education and his ability to create an educational experience out of necessity, Michael Norman paving the way forward in education, Leigh Speedy, who set up one of the first senior schools in Australia and reintroduced co-education, and Annette Bennet who I felt really did rebuild the community in two important ways – the physical level in terms of the facilities, but more importantly still, she rebuilt the confidence of the community post-Doncaster and post the short tenure of those principals that preceded her following the financial challenges of that failure.
‘I felt could add something to what had gone before me. It was a challenge and I felt would be honouring the work that had gone before.’ (Elisabeth Lenders 2019
In addition to her responsibilities leading Kingswood College, Ms Lenders is a sought-after speaker specialising in the area of English curriculum and the effective utilisation of technology in improving learning outcomes for students and also the President of the Centre for Strategic Education (CSE) – a leading organisation of teacher professional development, publications, and consultancy in education.
A number of changes were then implemented to the school’s Executive. Lynelle Dudman was appointed as Director of Community Engagement in 2011 In January 2012 Liam King commenced as Deputy Principal (Learning and Teaching), responsible for the development and implementation of a new school-wide curriculum policy and in March Michaela Sutherland was appointed Executive Assistant to the Principal. In 2017 Julian Carroll became Head of Junior School and in 2018 Dr Stephen Maus was appointed Head of Senior School, and Kerrie Jordan appointed as Business Manager. In 2019 Adam Somes was appointed Head of Middle School. Since 2003 there had been several heads of Middle School: Peter Cooper, Anthony Willis, Aimee Fraser followed by Sula Tyndall.
Financially viable, the Kingswood College that Elisabeth Lenders inherited was three separate schools – Junior, Middle and Senior – and an Early Learning Centre (ELC). The existing buildings suited the ideals of flexible groupings, child-centred programs and an emphasis on wellbeing.
Unlike other schools where classrooms are routinely locked when lessons are not in session, Kingswood College classrooms and learning lounges remained open, and were well used by students. This speaks to the sense of trust and responsibility which operates throughout the Kingswood community and campus.
Unlike other schools where classrooms are routinely locked when lessons are not in session, Kingswood College classrooms and learning lounges remained open, and were well used by students.
CLOCKWISE FROM ABOVE LEFT: Elisabeth Lenders, Principal.
King, Deputy Principal.
Carroll, Head of Junior School.
Sutherland, Executive Assistant to the Principal. Lynelle Dudman, Director of Community Engagement.
Elisabeth Lenders
Curriculum development
Lenders advocated ‘relentless evolution’ in curriculum development and planned a courageous move forward that would need the support and input of staff, parents, students and the leadership team. The leadership and management team undertook global research to find schools with successful programs that fitted the new ideals of
– Academic achievement and self-concept
– Positive Education
These to Ms Lenders were the critical lines to follow. Ms Lenders often cited John Schaar in her discussions with staff:
The future is not some place we are going to, but [something] we are creating. The paths to it are not found but made, and the activity of making them changes both the maker and the destination.
(John Schaar)
Model for Learning
The 2009 strategic plan called for an innovative whole-school approach to education and, after extensive consultation with the Kingswood College school community, a clear philosophy for learning from ELC to Year 12 was articulated in 2012 It was built on four key values: > respect > compassion > responsibility and > integrity
The approach was holistic and was formulated (to general acclaim) for: > the mind > the body > the heart and > the spirit
This vision for the school to become a world-class school was to become the its guiding principle and underpinning of its reason for existence. It built on recognised principles that the school had developed over decades but now included some very creative new thinking. The theory was called the Model for Learning and it was to be used by staff and students throughout the school in and beyond the classroom.
At a staff conference, the leadership team outlined some of the initiatives that would have significant impact on teaching and learning methods. The school’s council was also an important contributor to Kingswood’s vision as a world-class school: quality staff, community involvement, sustainable business arrangements, appropriate facilities built for purpose, and resources.
Implementing the vision
Kingswood curriculum leaders gathered to consider goals, and agreed that they wanted students to become:
– creators
– risk takers – agile thinkers – wise users of new technologies – initiators of creative ideas, and importantly – effective collaborators
These were not new educational goals but there was a need to reimagine the learning structure to encompass them. This meant teachers working in collaborative groups to produce exciting, engaging projects that would involve more than one subject and lead to a more individual student-enquiry approach. In effect the student was to learn how to learn - a similar program to that which had been introduced in 1991 by Rev Bert Stevens
The future is not some place we are going to, but [something] we are creating. The paths to it are not found but made, and the activity of making them changes both the maker and the destination. (John Schaar)
Learning and Teaching Through Innovation, Collaboration and Engagement (LATTICE)
To begin this learning evolution, a curriculum restructure involving the whole teaching staff was finalised and adopted in 2013 and the LATTICE framework was born.
The key learning areas were to be amalgamated into four learning precincts:
1. Cultures precinct: the communications family of English, LOTE and Humanities
2 Discoveries precinct: the natural affiliation of Science, Technology and Mathematics
3 Journeys precinct: the synergy of Physical Education, Wellbeing and the broader community
4. Explorations precinct: the connectivity of the performing and visual arts. In fact this area had long been combined in the Kingswood College community, with remarkable success, and served as a model for the other new precincts.
The building of wellbeing goals, social justice contributions and mental health, had all been important features in past school programs and Lenders believed that continued improvement in all these areas should be a priority. The aim was to create a more contemporary, futures-focused education whilst stressing the enduring values of respect, integrity, compassion and responsibility.
The possibility of introducing a unique, holistic, high-quality educational offering to better suit 21st Century needs was discussed. The wellbeing survey conducted biennially showed that students were happy with the subjects offered, enjoyed school activities and exhibited desired respect amongst the school community.
ABOVE: Cathy McLean, Sula Tyndall, Roger Dillon, Jane Barrett wearing Learning
The LATTICE framework was a positive addition to the school’s philosophy, offering to enable the implementation of the Model for Learning.
‘LATTICE, by its very nature and design, requires teachers to look beyond the content of their subjects to seek the possibilities for innovation and collaboration in the learning space, whether real time or virtual, so as to improve student engagement and enhance their own teaching. (Robyn Giles, 2018).The Global Citizens Project, using this collaborative model was specifically designed for the Middle School, and was piloted in the Middle School in 2019 with implementation from Year 7 commencing in 2020 It was based on the PYP philosophy of building global-minded learners, further strengthening the LATTICE approach. The new learning program will be focussed around team teaching.
‘Each team of four will involve a teacher from each precinct of cultures, discoveries, journeys and explorations. A completely new curriculum is being created at Kingswood College.
‘Students will work in groups using inquiry learning, master classes and research online and via other methods like engaging with their broader communities outside the school. Learning will take place in a variety of ways – the traditional teacher model, flexible group learning in small groups, resource centre research and the wider school environment. This exciting program will involve Years 7 to 9 by 2022.’ (Sula Tyndall, interview 2018
The expectation is that these skills can then enhance the enquiry approach to study skills at the VCE level. At the time of writing (2020), Kingswood College is in its 7th year of LATTICE – a long but purposeful journey that’s an evolution rather than a revolution.
In 2018 Kingswood was chosen as one of six schools to take part in a program being developed by the State Library of Victoria and funded by the Ellen Koshland Foundation. The Passion Project it is designed to help teachers understand what students’ passions are and how passion-led learning can help engage students in their learning and ultimately produce stronger educational outcomes. Kingswood was the only independent school chosen for this study and results will be shared throughout Australia.
A partnership with Elevo, formerly De Bono Institute, was also commenced in 2013 This program focuses on learning how the brain works and thinks. The ThinkPlus curriculum is based on the belief that students are more engaged in their learning by understanding how their brain works.
The College theme for 2014 was ‘Be the change you seek in the world’. There had been more outstanding VCE results in 2013 and an increase in the gender balance of students. There were new options or subjects in Years 9 10 and VCE the following year.
In 2015 the school celebrated 125 years since its foundation as New College, Box Hill. An impressive website, kingswoodcollege125.com, invited the whole community to celebrate the school’s achievements. Images and historical records, comments from past and present student families, showcased the school’s remarkable story – a school that cares for its community, that has overcome many challenges and is unafraid to look forward to the future and stretch its limits.
Staffing implications of LATTICE
The LATTICE framework required staff positions of responsibility for leading each precinct area, including leading the practices of innovation, collaboration and engagement.
To be expected, the restructure meant that some staff found the somewhat unique organisation of the program difficult. There was no equivalent model in other schools and support for this new model needed to be generated from both within and outside the Kingswood teaching staff. New positions were created and advertised widely for leaders of precincts – current staff could apply for these positions. The options available for staff were outlined in January 2013 Much time and opportunity for discussion was given for staff to consider their options and to collaborate on developing the model and setting up Kingswood for the future. It was a testament to Elisabeth Lenders’ faith in her staff that this process was handled sensitively.
The new direction for the school brought with it a natural staff attrition. Decisions were made about part-time loads, support to move elsewhere, or retirement, and these were respected by Lenders. The recruitment of new, committed, innovative staff members joined the Kingswood team and this has continued as an important part of the evolutionary model of LATTICE and the ongoing growth of professional development.
When talking about the LATTICE framework and its capacity for change, Lenders often referenced McKinsey’s landmark report (McKinsey, 2007) which examined the world’s most successful education systems, and concluded that they had three things in common:
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study partner of their choice, researched and discussed the topic in depth.
The opportunity was there for Lenders and her staff to move into renegotiating the best possible outcomes that would progress the college forward with confidence.
The Global Citizens Project
The Global Citizens Project (GCP) was first developed with groups of teachers. It involves a problem-solving, team-based, transdisciplinary approach using the content students have learnt in class, complemented with their own creativity and passions. Time is set aside for groups of teachers to plan projects for students that encompass one or more of the precincts. If, for example, technology is to be used as part of the program, a specialist in the area can come in and work with teams of students and
The GCP demonstrates the power of student-led learning in achieving engagement and improving learning outcomes.
In 2012 an iPad program had been introduced for students in Years 4 to 8 to have their own iPads with easy, instantaneous access to digital information and resources. They were encouraged to discover, download and even develop their own apps to help them create, manage, capture and organise their work. This program was expanded to include students in Prep – Year 3 in 2018
A ‘Bring Your Own Device’ (BYOD) program was established at the same time for all students in Years 9 -12 This program allows and utilises personal technology within the classroom to help students use their class time more effectively. Within the iPad and BYOD programs students learn about their responsibilities as cyber citizens as they acquire, manipulate and share information.
JUNIOR SCHOOL AND THE EARLY LEARNING CENTRE
International Baccalaureate
A major change in the development of the Junior School curriculum was the introduction, beginning in 2013 of the International Baccalaureate Primary Years Programme (IB PYP).
Taught in over 109 countries around the world, the IB PYP is guided by six transdisciplinary themes of global significance. Students deepen their learning by developing their conceptual understandings. The program is open to students aged three to 12 Becoming an IB World School meant joining 4 700 schools worldwide in delivering IB programs. The Junior School at Kingswood became part of an international community of educators which helps students develop the skills, knowledge and attitudes they need to excel in their personal growth as well as in their studies
2014 saw the first full year of implementation of the IB PYP in Prep to Year 6 All Junior School staff completed a two-day workshop on ‘Concept-Based Curriculum’ in order to engage more deeply in the implementation of the PYP.
The IB mission statement states that students become inquiring, knowledgeable and caring young people who help to create a more peaceful world through intercultural understanding and respect. These ideals were not altogether new to Kingswood, and the new IB fitted well with the Junior School’s approach. It was largely aligned with the Model for Learning and LATTICE in action.
‘PYP has transformed learning in the Junior School. It is more studentcentred. Students are able to explore ideas in a much better way. Instead of being presented with facts to absorb, students, especially in Years 5 and 6 are able to explore ideas in a much more purposeful way. They can explore topics of interest to them, ask questions and use a variety of resources to research answers.’(Liam King, interview 2017)
Since 2014 Years 5 and 6 have had an exhibition in Brimacombe Hall each year where they can prepare material and talk to other students, staff and parents about their chosen topic. For example, using the UN sustainable goals, students have chosen to look at gender equity, human rights and ways to promote them, equality and a just world. Another group chose bioethics and researched the effect of an expectant mother who drinks alcohol during pregnancy can have on the DNA of the unborn child. These are interests that cannot be covered in an ordinary curriculum.
PYP students learn how to take control of their learning, and teachers collaborate to deepen student learning and increase their confidence
and self-motivation. The Junior School community, including parents, are viewed as partners in learning, and actively contribute to a holistic educational experience.
In 2015 the Early Learning Centre was awarded the overall rating of Exceeding National Quality Standards after a robust assessment and rating process as part of the National Quality Framework in accordance with the Education and Care Services National Law.
On all seven measures of quality, the Early Learning Centre was awarded the highest rating of Exceeding National Quality Standard. In its latest evaluation by the Department of Education and Training in 2019 the Early Learning Centre again exceeded the highest quality standard for all seven areas of the ELC program – a very satisfying accolade.
Sustainable garden
ln 2014, the Junior School and its vegetable garden joined the Stephanie Alexander Kitchen Garden Program. The stated aim was for children to form positive food habits for life. Students take part in growing the food, then collect and prepare the food for consumption. Sometimes parents join in the preparation of the fresh produce. The food is then shared sometimes with parents, sometimes with Middle or Senior School, or enjoyed by the students themselves. The garden program provides an appreciation of fresh food, a positive context for learning across multiple subject areas and is supportive of classroom learning.
MIDDLE SCHOOL
Learning environment
The refurbishment of the old science building provided an opportunity to reimagine how Year 10 could grow and develop in learning and teaching. In 2010 under the leadership of Peter Cooper (Head of Middle School/Deputy Principal Curriculum), the new Year 10 Centre had opened up new learning possibilities for student leadership, excellence in personal pursuits and an environment where ownership and care of the building was a priority.
‘A large lounge area with kitchenette, TV and learning spaces on two levels gave the students a home they could be proud of - it was theirs and they liked it that way. In fact, they didn’t want to give it up when the time came to move across the road.’ (Bruce Wilson, interview 2019
Like the coordinators before and after him, Wilson said the challenge was to engage the students in a more adult and mature way: ‘New privileges required even greater contribution and responsibility.’ The obvious links with the Senior School also started to emerge for the Year 10s. Career interests would inform subject choices as students took more deliberate control of their Year 10 courses.
‘The realities of what the year actually meant and how they prepared for the VCE gave some a jolt and others a reason to apply themselves more diligently.’ (Bruce Wilson, interview 2019
Leadership
Opportunities for student leadership in Senior School had developed more strongly under Chris Goy (Head of Senior School/Deputy Principal Administration) between 2003 and 2009 This had flowed down to Years 9 and 10 in Middle School captaincy and House leadership. The selection process was lengthy and was taken very seriously by the applicants and the student body during voting. Presentations were prepared and plans put in place under the mentoring of staff coordinators. Secondary voting for college captains occurred in conjunction with house and portfolio captains’ selection processes. It was important for the roles to be meaningful and authentic. Understanding how real leadership operated could be a valuable learning opportunity in itself.
CURRICULUM
Wellbeing
The Middle School teams have specifically tailored and designed programs that encapsulate the domains of: Digital Citizenship, Mental Health, Physical Health, Community Based Learning, Work and Study Habits so that students develop skills and knowledge in these areas, and also have an opportunity to participate in several practical workshops and experiences to broaden their thinking.
A bedrock of Kingswood College’s ethos, wellbeing had become more curriculum focused and embedded in the curriculum to give greater form and relevance to the students. Peter Cooper, during his time as Head of Middle School/Deputy Principal Curriculum, saw the need to fully embrace the new technologies that were becoming so influential in not only education but life outside the classroom. He had sought to lead an educational team that not only knew how to use technology confidently, but how teaching could enhance learning through redefined pedagogy.
The Middle School had been led by some wonderful heads over the years, run by dedicated and passionate educators in their specialist areas.
Bev Stewart (Head of Humanities) opened the world to young minds, keen to know the intrigues of history and why the planet works the way it does. Other middle years’ experts like Linde Brush and Saji Anil knew the value of individualised learning. Anil had brought a richness to the Year 7 family: her work in the areas of wellbeing and positive education was evident as each year students learnt more about themselves as learners.
In the Inspire program … [we] saw a bigger world, full of community awareness, team building and learning that one’s contribution can make a difference. Broadening perspective in the middle years was seen to be as important as detail and academic pursuits.
Work done in the LINKS program (education support) had been an essential part of providing students with a pathway to success. Similarly, the Student Enhancement and Enrichment at Kingswood (SEEK) program invited students to excel in specific areas of excellence.
The concept of LATTICE was to encompass all levels of experience and accomplishment. Wonderful teachers such as Di Thomson and Kayla Walker epitomised the Kingswood College capacity to make learning accessible, achievable and personally satisfying.
‘In the Inspire program Melinda Blake and her Year 8 team went to the circus most weeks or climbed walls or filled hampers − saw a bigger world, full of community awareness, team building and learning that one’s contribution can make a difference. Broadening perspective in the middle years was seen to be as important as detail and academic pursuits.’ (Robyn Giles, interview 2019
City Cite
Year 9 students continued to learn about themselves and the City of Melbourne in the four-week City Cite experience first introduced in 2001 Students were challenged to think critically about social justice issues facing the City of Melbourne. They had the opportunity to step into the shoes of a variety of fellow Melbournians by taking part in the immersive programs at the Fare Share Kitchen, The Big Issue and Urban Scrawl, for example, and to develop an appreciation for the struggles faced by so many within the wider community. They had also visited the Channel 9 TV studio and been welcomed by the Governor of Victoria at Government House.
Performing Arts
From the early 2000s, assemblies became a genuine showcase for many students to share their talents and reflections within their areas of expertise.
‘The assemblies gave a wonderful sense of community for students who were willing to present their skills and love for music and to be regarded with respect by an appreciative audience.’ (Bruce Wilson, interview 2019)
The annual college production has been an enduring calendar highlight. Innovative and challenging works by Rick Hastewell like The Outsiders Bat Boy and Carnivale evolved into more known musicals such as Grease Cabaret and the last one, Reloaded for Robyn Giles before she moved into the Senior School. Taking over the production reigns was Andrea Mina working with external collaborators to present Alice and Little Shop Of Horrors
Enter Judy Taylor who produced shows like Big Forbidden Planet and the very impressive play, The Crucible Aimee Fraser (Head of Middle School for a period) staged Dimboola and followed this up with Hairspray to the delight of the audience. Danae Stewart and Tony Keeble worked on the cheerleading musical, Bring It On then Anything Goes in 2017 featuring a cast of over 80 students. Guys and Dolls was reprised in 2019 under Danae’s direction. Each year the shows get better and better, drawing big audiences and helping to promote the College’s finest to a broader community.
Since 1997 there has been a major production each year staged in Brimacombe Hall, reflecting the growing curriculum focus of drama and theatre studies, music, art and dance. This legacy is one of the College’s proudest achievements.
International students
Year 9 has also been the beneficiary of the arrival of international students into their ranks:
In July 2017 14 international students and their families were welcomed from China and have already made an outstanding contribution to College life. The Year 9 coordinator Oliver Maddison thanked the Wellbeing Team, Jane Barrett, Sinead Whyte, Christopher Skepper and Tom Palmer for their dedication, care and support of the students. 2017 Year in Review)
SENIOR SCHOOL
The ethos of Kingswood College’s Senior School today has a firm base in the original development work done by staff in 1972-73 with Leigh Speedy at the helm. Senior School was to be, and still is, a house of transition.
Robyn Giles, former Head of Senior School, recalls:
‘… entering the Senior School [is] as important as earlier milestones in [a child’s] education. Creating a responsible, adult learning world where active participation and ownership of learning for self, and with others, is at the heart of our collective endeavour.
‘Leigh Speedy, [and C.F. Walker and Brunning before him], were right all those years ago. There must be a place where senior students feel the rites of passage to adulthood in a purpose-built environment dedicated to achieving personal aspiration and academic excellence in an atmosphere of individual recognition and mutual respect.
The very essence of the Senior School has been testament to this philosophy since its inception in 1974
‘Throughout its existence, one aspect of the Senior School experience that has set it apart from its educational contemporaries has been the pre-tertiary learning environment symbolised by students attending school in casual clothing. Although contentious in a private school setting, this element of the Senior School identity is embedded in knowing and understanding the responsibilities of adult behaviour and adhering to the precepts of workplace expectations. This aspect of the Senior School ethos has worked well and continues to embody the working partnership with seniors and the College.’ (Robyn Giles interview 2019
Each leader in the Senior School has built on the strengths and vision of those who have come before them, and each has built a team of significant staff members around them.
After Annette Bennet became Principal, Chris Goy was appointed to dual roles: he became both Head of Senior School and shared the Deputy Principal role with Peter Cooper. Chris established further the student leadership capacity that has become the structure through which leadership roles are encouraged and awarded today. This provided the seniors with leadership opportunities beyond College and house captaincies and expanded student leadership into other areas such as performing arts, HPV, magazine, sustainability and service roles. Leadership became yet another vehicle for seniors to excel in their interests and to learn first-hand the rewards and responsibilities leading others imbues.
Career guidance continued to be provided by Marta Gorondi and gave students copious avenues to explore subjects, courses and tertiary options. Gorondi worked closely with Anne Dean, Bev Stewart and others to make the transition to Senior School more reachable for many students. The ongoing association of Stewart and Dean as part of the examination supervision team has always been highly valued and appreciated by the College, and particularly by the long serving Chief Supervisor and former International Student Coordinator, Brenda Guy.
Other Senior School educators have also made a significant contribution to student wellbeing. During her time working with the international student cohort, Sandra Ho quietly and unassumingly set about organising not only the international students’ daily lives but also keeping contact with parents overseas (Ho worked in collaboration with Wilma Buccella who took up the coordinator role when Brenda Guy retired). Buccella and Ho were a mighty team and later were joined by Nancy Zhao. Exchanges and trips to China were expertly assisted by Ho and Zhao and provided excellent support to members of the leadership team over the years.
Year level coordinators re-emerged during Bennet’s tenure (after a time of house system put in place by David Scott) and a debt of gratitude is owed to Maree Abonyi, Michelle O’Keefe, Heidi Ford, Brenda Mackintosh, Bev Langsford Willing and Grant Exon among others for looking after so many seniors since 2000
Each Year 12 class undertakes a diversity of academic passions and a myriad of post-secondary courses. Many choose to take double degrees or enter honours programs from the outset. TAFE and VET courses are also popular because they offer practical internship, apprenticeships and industry-based learning courses.
Although Australian Tertiary Admission Ranking (ATAR) scores become a focus during the year, when course offers are received, score rankings become irrelevant and pursuits in the future naturally emerge.
Management of students
Being a student engaged in an unrelenting and demanding educational VCE system is challenging. It can be compounded by age, impending adulthood, social freedoms and societal responsibilities. It can be fraught with danger or guided by wisdom and everything in between. The VCE Review Panel is one instrument that serves to keep students on track in a system reliant on compliance, VCE regulations and College policy regarding study expectations. By 2019 it had been in operation for a number of years as
… The staff work as a team. We are not “top down”. We want kids to make good decisions. If a kid makes a mistake he/she makes a mistake. We all learn from it … … we are continuing on with that philosophy of helping and guiding our young people. Not telling them what to do. Not telling them how to do it. We are basically working out what fits best for them …
another instrument that encourages steady diligence. A visit to the panel is primarily about commitment, accountability and consequences. It is an integral part of completing a course in accordance with Victorian Curriculum and Assessment Authority (VCAA) guidelines.
‘If a student was requested to attend the VCE Panel, it was in a note on their locker with date and time. From the student perspective, it conjured rapid response excuses as to why something wasn’t done on time. From a staff perspective, it was backed by years of experience knowing how important it was to keep the VCE juggernaut moving in the right direction. We usually got there in the end.’
(Robyn Giles, interview 2019
Dr Stephen Maus, Head of Senior College since September 2017 commented:
‘Part of Senior School is about relationships. Occasionally we have ‘study back’ for work not submitted. That is negotiated between the parents and us. The VCE Committee sometimes meets on matters such as plagiarised material.
‘When I was appointed in September 2017 after 25 years at Trinity Grammar School, I inherited a very warm and caring learning environment.
‘The school is not defining … it is the culture that is saying [to the student] “what do you want to do?”
‘The staff work as a team. We are not “top down”. We want kids to make good decisions. If a kid makes a mistake he/she makes a mistake. We all learn from it.
‘As Robyn [Giles] did before me … we are continuing on with that philosophy of helping and guiding our young people. Not telling them what to do. Not telling them how to do it. We are basically working out what fits best for them … [The kids] have individual pathways.’
‘[Each student’s] pathway will look different. Some of them might be doing an apprenticeship, but it is school based. They are not ready to go into a work force just yet. They just love being at school. We have some very smart individuals too – and they need support as well. It’s about knowing where our students are at.
‘Our team just enjoy being with kids – and with each other. We know, and we challenge, what schooling should look like – in the best interests of our kids.’ (Dr Stephen Maus, interview 2019
Dr Stephen Maus, Head of Senior School.
Exon, VCE Coordinator.
Blended-learning units
Kingswood College, in partnership with Billanook College and Cornish College, have developed a blended learning curriculum across a range of studies in VCE. Blended learning involves a blending of face-to-face and online curriculum delivery. This means students attend some classroom sessions in person with their teacher while other topics and sessions can be conducted online. Blended learning lets students take more control of their workload and tackle subjects at their own pace. This allows them to develop self-management skills for their future tertiary studies where many units are now also conducted online. The achievement level at Years 11 and 12 have improved markedly as a result.
Student achievements
There have been a series of landmarks in the history of success at the school. As Box Hill Grammar School, Kingswood first received secondary registration in 1955 after a long battle with the Education Department and began its first Matriculation class in 1956 with two students, Ross Baring and the author of this book.
Part of the brilliance of Michael Norman was his visionary introduction of scholarships for high-achieving students – a program that, at the time, the school could ill-afford but which had a powerful effect on overall student performance. This was another landmark.
The introduction of the Senior School by Leigh Speedy further strengthened student performance and enrolment numbers as well as the image of the school.
In 1996 David Scott again introduced scholarships in order to improve student outcomes. This worked and the effect on the attitude and achievement of the whole student body was noticeable.
The more recent infusion of sophisticated approaches to learning continue to impact on the level of excellence expressed by the school and its students.
The more recent infusion of sophisticated approaches to learning continue to impact on the level of excellence expressed by the school and its students.
Principal Elisabeth Lenders commented:
‘Margaret is the ultimate quiet achiever – a student who is diligent, hard-working, respected by her peers, and driven to achieve her personal best. As an alumni she continues to give back to the Kingswood College community by mentoring our VCE students with their Chinese language studies.’ (Elisabeth Lenders, media release 2019)
Margaret is now studying for a Bachelor of Arts at The University of Melbourne and she joins a long line of distinguished alumni whose achievements have been recognised at the highest levels, including:
– Class of 2013 Ben Lee – Premier’s Award for Mathematical Methods and a Premier’s Award for Media
– Class of 2015, Tom Habal – Top Arts; and Daniel Ichallalene – Top Arts
– Class of 2016 Christopher Keegan – Premier’s Award for VET Interactive Digital Media; and Cameron Stollery – Premier’s Award for Information Technology: IT Applications
– Class of 2017 Felicity Adams – Top Class Drama and Theatre Studies; and Madeline King – Top Arts
– Class of 2018 Patrick Siassios – Top Designs
– Class of 2019, Sarah Zagar – Top Designs.
Human Powered Vehicle (HPV)
The Human Powered Vehicle program has been running at Kingswood College since 1998 An extra-curricular program, it has been highly successful at involving a team of students of varying ages, some of whom return to assist after leaving school. The outcome has not only been a fine achievement of engineering and fitness, but one of character and relationship building. It closely reflects the aims of a Kingswood College education, by challenging the mind, body, heart and spirit of each student.
In 2015 Kingswood College was once again successful taking out first place in Presentation in the Open Division, winning Overall Best Presentation for the whole event and after 20 hours of pedalling pulling off 5th place overall against a large number of schools. Head of Discoveries Precinct, Andrew Robertson, who runs the program, was assisted in 2015 by other staff, Howard Elston, Steph Watson and Katrina Berryman.
WHOLE SCHOOL PROGRAMS
Global learning
Over the years, global learning has been important at Kingswood. In 2015 the first two groups of senior students visited Cambodia. The aim of the program was to see a very different part of the world, and to experience something of development issues. The programs were developed with assistance from sections of the Uniting Church Commission for Mission and included involvement in a Cambodian school and house-building in a village, along with visits to museums and the temples of Angkor Wat. The following year, a younger group of students travelled to northern Thailand. With assistance from Payap, the Christian University in Chiang Mai, they experienced something of northern Thai culture and the hill-tribes who live in the vicinity. Led by the chaplain, Lucinda Malgas, other groups of students followed in subsequent years, with many of the students reporting these trips as ‘life-changing’. By travelling to different countries students face a series of mental and physical challenges that take them outside their comfort zone, teach them to work as a team, take responsibility and become more aware of their strengths and weaknesses. They also come to appreciate the immense good fortune they have, living in Australia, and accessing a quality education.
Camps
Year level camps are an important ongoing activity of the school. Some students feel uncertain at first about the outdoor challenge but return with a sense of accomplishment and self-worth. In 2017 the Year 7 camp was held at Yarra Junction. Students learnt to paddle canoes, build a raft together, take flight on the flying fox and career down the seemingly endless water slide – all while getting to know one another and key staff who would work with them throughout the year.
In 2017 Year 8 had a Quest Camp near the Merricks beach with snorkelling and diving, as well as a week on the Bogong High Plains: This camp was really challenging but really enjoyable at the same time. I think it was great to strengthen our friendships. (Year 8 student comment from 2017 Year in Review).
Year 9 students paddled down the Murray River from Yarrawonga to Cobram. They camped along the way and were challenged to reach beyond their comfort zone, to develop resilience, cooperation, teamwork and camp cooking skills. (Oliver Maddison, Year 9 Coordinator 2017).
Year 10 students were offered the opportunity to participate in one of three camps. They were encouraged to select a camp that they would find challenging:
Some students chose to hike to the summit of Mount Feathertop, some chose the challenge of a paddle journey which required planning and negotiating a group food budget and meal preparation. Others chose a mental challenge, working together to conquer their fear of heights whilst rock climbing at Mount Arapiles. (Tara Mannix, Year 10 Coordinator 2017
SPORT AND PHYSICAL ACTIVITIES
With more non-school time now spent in front of screens than outside playing, team sport and practice has been upgraded at Kingswood.
The school is a proud member of a mid-week sports competition, the Eastern Independent Schools of Melbourne (EISM). This has allowed students to continue with community-based sport while developing skills at school. Students have sports training one afternoon a week to improve health and team work. They then play EISM competition games once a week, mid-week. In 2017 the school had five championship teams, including the senior girls relay, and two runners up.
House sports have been very popular. In 2015 the first Prep to Year 12 Athletics Carnival was held at the end of term one. Walker, Brunning, New and Gwynton teams competed in their house colours, supporting one another enthusiastically.
Another highlight is the all-girls AFL football match.
Although most of us had never played a real game of footy before I was stoked that so many girls were interested to play … Sport at Kingswood has been one of the integral parts of my time at school … will miss the team dynamic and the wonderful sports staff we have here…(Emma Leurs, Sports Captain 2015)
The compulsory intra-squad team training at Years 7 8 and 9 this year have improved overall results … congratulations to all students who participated in an EISM team or our Recreation Program this year. (Ryan Berg, Head of Sport, 2015 Magazine)
Visual and performing arts
Art at Kingswood continues to excel. There have been exhibitions of high quality each year at the Box Hill Community Arts Centre and artwork continues to receive awards. There have been Top Arts, Top Shots and Top Design awards along with Premier’s Awards. Student art works have been on display at suitable areas around the school, including the admin foyer and the Principal’s office.
Bruce Wilson, Art Teacher, Year 10 coordinator and Assistant Head of Middle School retired in 2013 after 15 years at Kingswood. His place as Year 12 art teacher was taken by one of his ex-students, Bianca Farley. In 2018 Year 12 student Madeline King’s artwork was chosen for the Top Arts awards and was on display at the National Gallery of Victoria.
Quality drama presentations continue each year. In 2013 the secondary school production was Return to the Forbidden Planet. In 2015 during the 125-years celebration, Hairspray involved students from Year 7 to Year 12 with Laura Petrie as the Performing Arts Captain. The junior school production that year was We Are Monsters overseen by Michelle Radcliffe, the Junior School Music Coordinator.
In 2017 the secondary school production was Anything Goes: the Musical It involved music, dramatic performances and media enthusiasts.
Robyn Giles had overseen productions since she arrived at Kingswood in 1998 and had a variety of roles over the years including Head of Senior School. She retired at the end of 2017 after 20 years at the school.
For many years Christopher Skepper co-ordinated the music program and enthused so many students to join in a variety of musical instrumental activities. Their skills are exhibited at school concerts and at celebration nights.
Skepper was always willing to give students an opportunity to perform and nothing is more gratifying to a young musician than having their efforts appreciated. Performances varied from soloists, bands and ensembles large and small and often collaboration was with students who just loved playing music with their friends. In his long association with the College, Skepper was always on hand to provide time, space and knowledge for those wanting to make music.
In 2014 the Twilight Jazz Concert showcased the Big Band, Concert Band, Choir, Girls’ Vocal Group, Junior School Choir, the Harmony Ensemble and an array of solo musicians. Term 3 saw the Winter
Concert, then rehearsals for the House Performing Arts (Aimee Fraser Precinct Leader – Explorations 2014 Magazine)
In 2015 Chris Skepper commented:
Another great year of music-making. Lunchtime brought rehearsals for Years 11 and 12 Band, the International Band, Year 8 Band, the Year 10 Jazz Quartet as well as the Piano Trio and Brass Ensemble. (Chris Skepper, Music Coordinator, 2015 magazine)
And an enthusiastic student added:
Jazz night was a blur … but by the end of the night the sight of the students and teachers performing together … the jazz melody that they had created … I realised how lucky was to be part of a College community which celebrated musical talents and accomplishments.
Given Chris Skepper’s retirement in 2017 and the large shoes he left to fill, the realm of the Performing Arts continued nicely under the new leadership of Ms Alyssa Stilo.
Community-based learning
Community-based learning at the school has expanded in the years since Lucinda Malgas arrived at the College. Schools have historically been separated from the local and global world. There are, for example, children who don’t have elderly people in their lives. In 2017 students from the Junior School visited residents of the nearby Hayville Retirement Village. In response Hayville residents came to the Junior School production of Hoodwinked in Brimacombe Hall in which all Junior School students took a part.
Whole-school events
With the three separate schools all operating well, Lenders believed it was important to have occasions where the whole College could gather together. Although Brimacombe Hall was not big enough to accommodate everyone, the upgraded gymnasium provided a suitable venue for regular wholeschool assemblies plus other shared events such as the Welcome to Country Ceremony which is held at the beginning of each year. The ceremony is a ‘welcome to country and to school’ led by an Indigenous elder where threeyear-olds through to Year 12 students – plus staff and parents – gather together to start the new school year and acknowledge the past. Another whole-school event takes place at Chinese New Year and with students learning Chinese it is a delightful and inclusive celebration.
In 2014 as a whole school (Kindergarten to Year 12), we celebrated the diversity of ethnic, religious and racial groups in our community through Harmony Day. We also showed our support for those in our community who are affected by mental health issues with the crucial message that they are not alone. Beyond Blue Chairman Jeff Kennett conveyed the notion of being grateful for our health – each day. (Lucinda Malgas, Precinct Leader – Journeys, from 2014 College Magazine)
There is also a Prep – Year 12 House Athletics Day where students compete in sports and proudly parade in their elaborate house colours for judging as Best Dressed House. One race involves a Prep student and a Senior School student running a relay together. This requires them to change into house colours then run back together. There is much whole-school enjoyment that does not depend on who is the fastest – C.F Walker and Rupert Brunning would be proud!
Belonging
To help involve ELC students in the wider school environment, a visit from the school Principal explained that some of the older students were facing exams and feeling sad and anxious. The ELC students decided to adopt the Senior School to care for, learning and performing songs to encourage the Senior School students.
After their mid-year exams, senior students reciprocated by visiting the ELC where they read stories, took the children for a walk, helped with artwork, brought cup-cakes and organised a picnic – activities that reinforced a sense of belonging and the importance of making a positive difference. Other events that help bring the school population together include the picnics organised by the PFA and the annual end-of-year celebration night.
Capital works
By 2011 the Kingswood College Council felt they were now in a sound financial position and able to undertake upgrades to the gym, the staffrooms, the offices, amenities and the administration building. Other projects included the need to prevent traffic driving through the middle of the College, replacement of the school fence, a Year 8 upgrade including the addition of an extra Year 8 classroom, a Junior School playground redevelopment, a Senior School refurbishment, library and Year 9 upgrades, and an extra Year 7 classroom to allow for four Year 7 classes. Many of these projects were undertaken and completed in the first few years of Ms Lenders’ tenure. In addition, new banners and street signs were erected to advertise the school and a beautiful lead-light window by Old Collegian Nick Georgiadis ( 1957-1962), covering the school’s history, was installed and dedicated in Brimacombe Hall in 2012
Staff and parent parking was subsequently added near the north side of the property with entry and exit from Piedmont Street. This proved very successful, particularly for ELC and Junior School parents.
The driveway that had once divided the school into Senior School and Middle School was progressively made vehicle free. Not only did this resolve a traffic safety issue for pedestrians but assisted greatly in removing the sense of physical separation that existed between the upper middle years and the VCE experience.
After the revamping of the old science block into the vibrant Year 10 centre, the proximity to the Senior School opened up the greater possibility for VCE transition by converting the old driveway into a landscaped area for group activities, where students and staff across year levels could gather and exchange ideas. This area would also be highly visible to the public.
The general staffroom is a key area and provides a hub of social activity for staff. Encouraged by David Scott during his tenure, this common staffroom has enriched the collegiality of staff and allied educators alike. The space is used for many social events and meeting with collaborative workspaces added to the area as part of Elisabeth Lenders’ vision for flexible and inviting work areas.
The changes to the sports centre allowed for more whole-school occasions. The footprint of the building was not changed, but a new floor was laid and access to the gym was made disability compliant. A new entry was added between the Year 7 complex and the science centre. It was now more accessible with an added ramp. This entry led straight into the mezzanine level which could now be used for specialised physical education classes. An extensive weights room was installed next to the staff office which could also be used by the local community and students out-of-school hours with supervision by staff.
Student population
Each year a number of students come to the Senior School from a variety of schools. Reasons vary and most are keen to establish more fulfilling friendships, engage with a more rigorous academic program or to explore their own creativity in a new and encouraging space. Often these new students will speak of the warm welcome, the friendly staff and the satisfaction they feel in finishing their VCE years where they are known and quickly become a part of the senior cohort. The interview process leading to entry to the Senior School has always been strenuous and discerning for both the applicant and the College. Being able to fit in makes for a greater sense of belonging.
The interview process leading to entry to the Senior School has always been strenuous and discerning for both the applicant and the College. Being able to fit in makes for a greater sense of belonging.
Co-education and gender equality
Co-education was re-introduced to the school by Leigh Speedy in 1977 Having been an all-boys school since 1965 the balance of boys and girls improved steadily over the years. By using positive strategies including images of girls in publicity photos and feedback from girls’ experience in school publications, the ratios have grown to an almost even level.
One particular initiative taken up in 2012 by the president of the PFA, Tess Brooks, was an International Women’s Day Dinner to which students and their parents were invited. Since the success of the first dinner, it has become an annual event attracting inspiring women speakers and regular attendances of around 150
The 2014 International Women’s Day Assembly – organised by senior school girls with invitations extended to Years 5 and 6 – was first held in Brimacombe Hall and is now a yearly event. It has led, in some years, to particular social justice projects, such as providing sewing machines for women in African prisons and water tanks for schools in Cambodia.
International students
In March 2013 council noted that although local enrolments were increasing, enrolment numbers overall were dropping, due to the decrease in international student numbers.
‘When I arrived in 2011 we had 60 overseas students in the Senior School. This was just before one of the major global financial crises that saw the Australian dollar go sky high. This meant we were less affordable for international students. Australia lost a third of its international students at that time.’ (Elisabeth Lenders, interview 2018)
Over several years, the number of international students dwindled to almost zero. However, in 2016 it was decided to refresh the relationship with Kingswood College’s sister school Gaoxin No.1 Middle School in Xi’an, China. In 2017 a cohort of 14 students arrived from Xi’an and was welcomed into Year 9 By 2019 there was 30 international students in Years 10 -12 at the College.
‘This year (2018 we have 14 students from our sister school in Xi’an, China, a sister-school relationship we have had since the 1990s. They will come here in the middle of Year 9 after they have finished their middle schooling in Gaoxin with the expectation that they complete VCE with us.’ (Elisabeth Lenders, interview 2018)
Indigenous students
In 2018 Kingswood College, though the Melbourne Indigenous Transition School (MITS) in Richmond, had six Indigenous girls enrolled at the school – two in Year 9 and four in Year 8. These students leave their communities and complete Year 7 at MITS before moving into higher grades at other schools. Abstudy provides fares for the students to go back to their communities and funding to the homestay families.
‘The courage these young people have is extraordinary. In 2017 there was a girl, Nerissa, in Year 12 from an Indigenous community Palumpa in the Northern Territory. She was the first from her community to ever finish school. The school believes it’s one way to contribute to reconciliation, and other Australian children are helped to understand Indigenous culture and needs.’ (Elisabeth Lenders, interview 2018
Building on a proud tradition
A new strategy plan ‘Educating at Kingswood College 2015-2020 was prepared and published in 2015
… building on Kingswood College’s long history of being a leader in education of the mind, body, heart and spirit … Ms Lenders’ innovative vision of the future of education has deeply shaped the content of this strategic plan. (Rev Prof Philip Hughes, 2015
A proposal was put forward to develop a ‘Centre for Purposeful Living’. This would be a special venue where students could investigate and develop areas of personal growth, spirituality and community connection. Wellbeing has long been a cornerstone of the New College/Box Hill Grammar School/Kingswood College ethos. The Centre for Purposeful Living would go to enhancing the already extensive programs in place across all aspects of College life. Understanding one’s connection with the world and having an empathetic awareness of self and others sits at the heart of leading a purposeful life. The development of this vision continues as the College leadership works within the Uniting Church partnership.
Whitehorse Business Network Excellence in Business Awards
In 2018 after a stringent application process including award submission and an interview with a panel of judges, the College was recognised in the Whitehorse Excellence in Business Awards as the Winner of the Large Business; adding to this honour, the College was also awarded the highest award as the Winner of the Overall Business Award.
Secondary School Review
Throughout its long history, New College, Box Hill Grammar School, Kingswood College has been proud of its ability to be different, to think laterally, to be innovative and organisationally resilient and, at times, to take risks.
Having first implemented the LATTICE framework in 2013 the College undertook a review of the Secondary School in the first semester of 2019 The review was wide reaching and involved staff, students, parents, Alumni and experts in education and sought to understand what students need for a contemporary secondary schooling curriculum to prepare them for life in the 21st century and beyond.
After six months of workshops, consultations and panels a series of recommendations for the advancement of the secondary program were formulated, and whilst the majority were secondary school specific, a number grew into College wide recommendations that would enhance the learning experience of all students. The College Council supported
and endorsed all recommendations for implementation including moving Year 10 to become part of the Senior School, a move which will happen in July 2021
An enhanced focus on student wellbeing that encompasses physical, mental and digital wellbeing for students across the College was also supported by the decision to implement a wardrobe for all students. The wardrobe will consist of activewear and students will be free to choose which garments they would like to wear from the range, with implementation from the commencement of the 2021 academic year.
The Forum
In 2019 the College undertook an extensive redevelopment of what was previously a driveway through the school grounds. Whilst the actual pathway was closed to vehicle traffic in 2014 the existing driveway was in much need of care to reimagine the space as a student-centred outdoor learning and recreational space.
After consultation with the College community, the driveway was demolished and a new modern outdoor piazza, with seating areas, performance amphitheatre, wyvern mosaic centrepiece and recreational spaces for students to relax was created and named The Forum.
United Nations Action Solidarity Award
Harmony Day 2020 was held in March as the world was in the grips of the COVID-19 pandemic, and Australians responded by panic buying and stockpiling food and supplies, resulting in shortages of food and groceries. As a nation there was much hype and concern that basic supplies such as pasta, flour and even toilet paper were in short supply. Despite this, Kingswood College reached out to our community and asked for donations to help those in need.
The College held a House food drive and students were asked to bring in items to donate and the House that had the longest chain of food laid out, would win. The contribution from the Kingswood College community was overwhelming – more than 1300 items were donated, stretching 200 metres when laid out side-by-side!
As a result, in July 2020 Kingswood College was thrilled to be recognised in the United Nations Action Solidarity Awards as one of the 50 most inspiring stories of solidarity.
The College was selected by the United Nations Sustainable Development Goals (SDG) Action Campaign as one of the featured stories for the Solidarity Awards, a special call from the annual UN SDG Action Awards 2020 and was the only Australian organisation to receive such recognition.
COVID-19 pandemic
The coronavirus COVID-19 pandemic engulfed the world and hit Australia in March 2020 at the end of Term 1 As the Victorian Government moved to protect the community from the ravages of this virus, by requiring that all school students no longer attend school on-campus, the College moved to online learning and teaching from home for all students and staff at the College. Almost overnight, the College and all its operations moved to remote learning and working from home., under what was known as Lockdown 1 0
The introduction of technology and one-to-one devices for all students which began in 2012 together with the College’s focus on blended learning for many years prior to the pandemic, enabled this quick shift of operations, and ensured that students were able to continue with their learning, albeit from their bedrooms, studies, kitchen tables and the like. The use of the video screening platform Zoom allowed teachers to continue teaching their classes via video and able to see all their students on-screen.
This period of Lockdown 1 0 continued throughout most of Term 2 and students were briefly allowed to return to the campus for about four weeks before the end of term when the number of COVID cases had dropped in the community. Students and staff were delighted to return to the campus to see friends and colleagues again, and enjoy the normality of on-campus life.
However the return to campus was short lived, and as students were enjoying their Term 2 holidays the Victorian Government again informed the community that students would have to return to remote learning for the commencement of Term 3 as the number of COVID cases had increased exponentially, putting community safety at grave risk.
Again students and staff stayed at home and recommenced learning from the comfort of their homes, much to the disappointment of all, and this period was known as Lockdown 2 0. Students and staff returned to the campus in Term 4 after more than 110 days in lockdown.
Re Think education
In 2020 the College launched the Future Learning Model which was the name given to the package of recommendations from the Secondary School Review, and our whole school reform, to the wider community.
Under the slogan ReThink Education the move to an activewear wardrobe headlined the approach to the new Future Learning Model. A campaign was launched and the messaging outlining the move away from traditional blazers and ties to activewear was a story widely covered in mass media including the Channel 9 6 00pm News, The Age (in print and online), the Herald Sun, education media titles and several radio stations. The move to an activewear wardrobe in order to promote student wellbeing and live out our model for learning was overwhelmingly endorsed by the general public and the College applauded for leading innovation in education.
Kingswood College has always considered the question ‘What kind of graduate are we hoping to see move out into the world and make a difference?’ The school’s Model for Learning, supported by LATTICE, sets up each of its students for success in learning and in living productive lives.
Throughout its long history, New College, Box Hill Grammar School, Kingswood College has been proud of its ability to be different, to think laterally, to be innovative and organisationally resilient and, at times, to take risks.
It has never lost sight of its sense of school as community, has appreciated that, with quality staff, small is good, and that true education is a collaborative process and a gift that lasts a lifetime.
Kingswood College families, students, staff, friends and admirers are all part of a priceless tradition which is a living whole. So much more than just a school.
