Grammar News No 152 October 2025

Do you have news to share?

Do you have any news you would like to share with the Melbourne Grammar School community or a story idea for an upcoming edition of Grammar News? If so, please contact us: mgs@mgs.vic.edu.au

To report an obituary, please contact School Reception: +61 3 9865 7555 | mgs@mgs.vic.edu.au

Update your contact details

To update your contact details and to change the format in which you receive your edition of Grammar News contact School Reception: +61 3 9865 7555 | mgs@mgs.vic.edu.au or visit mgs.vic.edu.au/update-details

Erratum

In an article about Father Gerard Tucker (OM 1902) we said that he founded the Brotherhood of St Laurence in 1933. This is incorrect. Father Gerard Tucker founded the Brotherhood in 1930.

Every care has been taken to ensure the accuracy of the information contained within this publication. We apologise should any errors remain.

First Nations readers are advised that this magazine contains images and names of deceased persons.

Melbourne Grammar School respects the privacy of its community members and is bound by the National Privacy Principles under the Commonwealth Privacy Act. For a copy of the School’s Privacy Policy, please visit the School’s website or contact the School.

Grammar News Contents

On the cover

Many students who arrive at Melbourne Grammar School have already invested in instrumental learning, while others build their musical foundations on arrival.

The cover image features Alfie Webster (Year 7) playing the trumpet in a group brass lesson, which is part of a new Wadhurst instrumental learning model designed to accommodate and extend students of all musical levels.

“Wadhurst students don’t just learn about music; they become musicians,” Melinda Sawers, Head of Music at Wadhurst, says.

“They experience the thrill of creating sound together, which is central to understanding music in a real and lasting way.”

Students with an existing skillset in an instrument are placed in enrichment classes and taught an advanced music curriculum, while students new to music receive six months of small group tuition on a band instrument, before being offered the choice of flute, clarinet, trumpet, or trombone to focus on.

Melinda says that now over a year into the program, the benefits have been striking.

“Students feel they are genuinely learning music as an active, physical pursuit –something that particularly suits boys’ learning styles,” she says.

“They gain insight into how music works by generating it themselves, not just through theory or listening.”

This edition features musical stories from across the community, and an exploration on the benefits of a music education from the earliest years on page 16.

Edition 152, October 2025

a house and a home 37 The universal language of music 38 Thank you, Friends of Grammar

The Old Melburnians

The art of getting into character

Global perspectives, local impact

Seeking harmony through dialogue

Your impact provides an overview of the generosity of our School community from 1 September 2024 to 31 August 2025.

Measuring moments, shaping perspectives

Teaching the past, inspiring the future

The Centre for Humanities takes shape

How our community builds Melbourne Grammar School’s future

As a former Melbourne Grammar student and parent, I am keenly aware of the many ways our community contributes to the success of our School. I believe those who decided I had the potential to succeed at Melbourne Grammar made an investment in my future, and it’s this attitude of investing in others that I seek to encourage, and to continue.

For our parent community, choosing to enrol a child in Melbourne Grammar represents a tangible investment in their education. Of course, this goes beyond the payment of school fees and other educational costs.

Parents’ time, attention, and ongoing support underpin the daily activities of our School, as well as the co-curricular activities that make up a holistic Melbourne Grammar education. All this is to say nothing of the contribution of organisations such as Friends of Grammar, which are also essential to the life of our School.

Students themselves invest in their own education each day through their commitment to excellence in their studies, their enthusiasm in taking up the wide range of opportunities on offer outside the classroom, and in their care and respect for one another.

I know that in my own case, it was coming to Melbourne Grammar that sparked an interest in rowing, allowed me to study chemical engineering, and led to my ability to live and work overseas. In many ways, my career success has been built on the opportunities I encountered as part of this School.

The young people who come to our School understand that achievement most often comes through collaborating with and listening to one another. They know that true leadership calls for a strong connection with those we lead, and that participation is key to the success of the community as a whole.

Melbourne Grammar students are part of a vast network of alumni that continues to invest in our School by sharing knowledge, experience, and support. Many of the Old Melburnians I speak to emphasise how important it has been to remain connected to the community that shaped their values and opportunities. These connections take many forms, from mentoring current students to sharing stories via Grammar News and attending Old Melburnian gatherings in Australia and overseas.

Every day, our staff invest in our students’ education, and indeed the future of our School, in a direct, concrete way. This is as true of our professional staff as it is our teaching staff. By engaging skilled people across all these roles, we create an environment where staff can create opportunities for others, and for themselves. Investing in our staff members’ skills, capabilities, resources, and wellbeing means we can continue to strengthen the culture of excellence our School enjoys.

As a School Council, it is our role to honour the choice of every member of our community to invest in Melbourne Grammar. Our governance decisions are carefully considered to achieve the best, most sustainable outcomes today, and in future years. These decisions represent our investment in Melbourne Grammar School’s continued success.

Andrew Michelmore AO Chair of Council

Andrew Michelmore AO

Confidence and just the right amount of humility

Afew years ago, I bumped into a former student whom I had taught during my years in the classroom. We had a lovely conversation, and, at a certain point, he told me that I was the best teacher he had ever had. When I asked why he thought this, he simply replied; “because you believed in me”.

This was a profound moment for me, as it affirmed my choice to pursue a career in education. Great relationships are a core part of a great education, and as educators we have power in our belief in the goodness and capacity of each student. We often have the joy of seeing the positive impact of our work daily, weekly, and year on year, but sometimes the impact is not recognised until some decades later.

Our School Values describe some of the personal attributes we try to instil in all students during their journey with us, and for their lives beyond. Respect, compassion, and integrity are just a few. However, I believe that underpinning all of these is the need for confidence, mixed with just the right amount of humility.

Confidence is not about being the loudest voice or believing that your view is the one that matters most. It is about having the courage and capacity to speak, challenge, and present new ideas in an appropriate way at the appropriate time.

It is about accepting that we can respectfully discuss and agree to disagree. It also means understanding that everyone makes mistakes, but the trick is to learn from them, not repeat them nor be defeated by them. And it is about being ready and able to stand up for what you believe in, to ask for help when you need it, and to respond positively when situations don’t go the way they were planned.

The confidence-building opportunities our students have outside the classroom equally contribute to their holistic education. Whether they are performing in a production, playing in an orchestra, or speaking at the rostrum, we work with students from their earliest days at the School to help them overcome any butterflies, understand that everyone has something to offer, and not to be dissuaded if the wrong word is said or the wrong note is played.

I am very proud of the performing arts program we offer at Melbourne Grammar School. While we celebrate those Old Melburnians who are world class actors, singers, and musicians, we also recognise that, for many others, it will be what they learnt and the confidence they gained on the stages of the Old Melburnians War Memorial Hall and Alfred Felton Hall.

Philip Grutzner

Being part of a sporting team also builds confidence and humility. It does not matter what sport it is, or if it is the Firsts or the Year 7Cs, as learning to be a part of a team, to win and lose graciously and play within the rules, are great life lessons. Sometimes the opposition will be far better, stronger or taller, or they might even bend the rules. Sometimes you might think the umpire gave you a raw deal. Learning to be a successful team member is a critical quality not only for students’ engagement at school, but also for their future careers, community service, and their roles as parents and partners.

Our teachers are experts in developing each individual student’s confidence.

From a quiet word of encouragement, to acknowledgement of a job well done, to showing belief in the student; their daily interactions have a meaningful impact for years to come.

At the end of my conversation with the former student I asked him; “what do you do now?” He replied; “I’m a teacher”. What a proud and beautiful way to conclude our exchange.

Philip Grutzner Headmaster

All aboard The Midnight Tram!

A creative collaboration brings a beloved children’s book to the orchestral stage.

When the Melbourne Grammar Symphony Orchestra took to the stage for its spring performance this year, a piece of Australian children’s literature was brought to life.

The concert included the premiere of The Midnight Tram, composed by Jack Earle and inspired by an original story book of the same name by Mitchell Toy.

“I’ve long wanted to contribute a piece to the perennial cycle of children’s repertoire, such as Peter and the Wolf and The Carnival of the Animals,” explained Symphony Orchestra conductor Pat Miller in the lead-up to the event.

“When I saw Mitchell’s beautiful book in the window of a store on Toorak Road, without even opening it I knew I had the project I’d been looking for.”

Continues over page

A BEAUTIFUL BLEND OF CREATIVE ARTISTRY

Composer Jack Earle worked closely with Melbourne Grammar students to create the music for our orchestra.

“I’ve been deeply impressed by the standard of excellence Melbourne Grammar students hold themselves to,” says Jack.

“They approach their responsibilities with real commitment, are eager to do their best, and are unfailingly courteous, polite, and kind. It’s deeply gratifying to see all the elements come together at such a high standard.”

The final element in the performance was the projection of artwork created by Ollie Wilson (OM 2022), who was commissioned to animate the illustrations from The Midnight Tram literally bringing Mitchell’s drawings to life.

How does this multi-layered artistic response strike the author of The Midnight Tram?

“It’s been a thrilling process to bring the book to life,” says Mitchell, who also created the custom illustration of the ‘Midnight Tram’ flying past Witherby Tower specifically for the event (see previous page).

Composer, Jack Earle

Animator, 0llie Wilson (0M 2022)

... at rehearsals

Author and illustrator, Mitchell Toy

“Jack Earle’s beautiful music has matched and enhanced the story in a way I never could have imagined, and Ollie Wilson has breathed new life into the illustrations through his captivating animations.”

Ollie, who is now majoring in animation at the Victorian College of the Arts while also working as a classroom assistant for our own design students, says the process of animating The Midnight Tram brought together his two passions: drawing and filmmaking.

“My Year 12 classes in animation really opened the door for me,” says Ollie, who is in the process of completing his final year film.

“The whole creative team has been amazing to work with, and the project has also helped me realise how important it is to have a clear vision. You don’t always need crazy, flashy imagery to achieve a perfect result.”

CONTINUING THE HISTORY OF AUSTRALIAN MUSIC

Pat says the audience experienced something “really special” on the night.

“I hope the performance showed our audience that orchestral music –and Australian music especially – is something that is still being created today, and that we all have a role to play in securing the future of the artform. I have no doubt the audience were mesmerised by our soloists and impressed by our wonderful orchestra.”

For Mitchell, the performance coincided with his upcoming role as Grimwade House artist-in-residence, which he expects to be a rewarding opportunity to connect with some of his youngest readers.

“Children have access to their imagination in a way we older people don’t,” Mitchell says.

“I’m looking forward to sharing my writing and drawing processes with Grimwade students, providing them with inspiration, and hearing their ideas for stories that might be created in decades to come.”

The Midnight Tram music composition was a commission generously funded by Gear Box Arts, a committee of volunteer parents and Melbourne Grammar art teachers.

“We were struck by the way it creatively unites music, art, and narration into a form the school can carry forward for years to come.” Paul Bonnici – Gear Box Arts Committee Chair

Director of the Melbourne Grammar School Symphony 0rchestra, Pat Miller

Rehearsals in the Shelmerdine Studio

Classical training still in the mix for an international record producer

LA-based mix engineer and record producer Mitch Kenny (OM 1993) can recount many “pinch me” moments throughout his career, but one in particular comes to mind.

“We were recording at Diana Ross’ house, and the first thing she did, because she’s lovely, was to offer to make me a cup of coffee,” Mitch says.

“I’m there and Diana Ross is making me a cup of coffee. That’s kind of strange!”

A BIG BREAK IN SUNNY LOS ANGELES

After getting his foot in the door as a mix engineer at Hollywood institution Record Plant Studios, Mitch recounts his “big break” as working on a Mary J Blige session with notable record producer Ron Fair, who Mitch says has a penchant for recognising talent.

This led to an opportunity to work on a chart-topping record for Nicole Scherzinger, who shared a record label with German record producer and DJ, Zedd. It was with Zedd’s 2012 Grammy Award-winning “Clarity ” that Mitch got his “first big smash”.

He went on to gain experience working alongside artists as prominent as Quincy Jones and Beyoncé, before returning to Australia for a role with ABC Classic FM.

A CAREER OF CREATIVE CONTRAST

In many ways, Mitch’s career has been one of complementary contrast.

While he was working on the ABC TV/Opera Australia comedy opera miniseries The Divorce, he was simultaneously working the Dark Night, Sweet Light record with electronic hip-hop duo Hermitude, which was nominated for seven ARIA awards including Engineer of the Year.

Mitch says that his approach to recording classical music is highly influenced by his work in pop music, so inevitably, “they both influenced each other”.

“I think I’m slightly bolder sonically in the classical realm, because what I do in pop music is pretty aggressive,” he says.

THE ART OF MIXING

At its core, Mitch says mixing is about three choices.

“I get to turn it up, I get to turn it down, or I get to take it out,” he says.

“It's a little more complicated than that, but at its root, it’s about getting all the different parts balanced.”

First, he says, “sound is recorded by literally putting microphones in front of a sound source and capturing it.

“Once that’s all done, it comes to me, and I balance everything so you can hear everything presented as a coherent work.”

The production side, he says, is slightly different, “as that’s when you’ve got more input on what happens musically.”

A HEAD IN THE GAME AND A HEART IN THE SONG

Having worked on two releases which have won Grammy Awards, and with multiple ARIA awards and Number 1 albums under his belt, Mitch speaks fondly about his musical origins in the Melbourne Grammar Orchestra.

“Having exposure to repertoire and an ability to read orchestral scores has made a huge difference in my work today,” he says.

“It translates to every other genre, from opera to hip hop.”

Mitch was already a talented cello player when he began at Wadhurst in Year 7, but was likely better known among his classmates as a basketballer.

His talent in the sport, which he recounts had a “lower profile” at school at the time, led him to tour and compete internationally during his school days.

But it was when his jazz-teaching basketball coach Rob Glaesemann let him sit in on Melbourne Grammar Big Band rehearsals that the seeds of Mitch’s career in music were truly sown.

After Year 12, Mitch initially enrolled in a Bachelor of Music Performance at the Victorian College of the Arts, but with the music industry calling, formal studies were put on hold.

Later, he completed a Bachelor of Music Technology at Victoria University, as well as a Master of in Music Technology at the University of Newcastle.

“MUSIC

FOR THE SAKE OF MUSIC”

In 2016, Mitch returned to Los Angeles, where he now lives with his wife and daughter. His recent work has included mixing the score for JJ Abrams–produced HBO crime thriller series “Duster ”, Daniel Johns’ album “Future Never ” as well as contributing to the Emmy award-winning score of Steven Spielberg’s documentary “Why We Hate”.

“I feel very lucky to have been able to work with the people I’ve worked with, but the fact is, this is an ego-free job,” he says.

“At the end of the day, we’re making music for the sake of music.”

I still feel that the seeds of my music career were sown in the Melbourne Grammar music department. I learned a lot during that time that I still rely on.

Mitch Kenny (OM 1993)

A musical journey started and shaped by the sound of voice

Marianne Edwards (née Broadfoot) (right) with Julia Kilvington and Vanessa Vincent in a Grimwade House production of Joseph and His Amazing Technicolour Dreamcoat

Professional musician Dr Marianne Edwards (née Broadfoot) (OM 1998) compares the sound of her beloved violin to the human voice.

“I think maybe that’s something that drew me to it,” she says.

“The vibrato and other sounds you learn to develop make it quite a singing kind of instrument.”

Over the course of her career, the former Grimwade House student has performed on some of the world’s best stages, including Royal Albert Hall, the Elb Philharmonie in Hamburg, the Guangzhou Opera House and, more locally, the Sydney Opera House, where for 15 years she was a member of the Sydney Symphony Orchestra.

But her path to music began with an instrument she didn’t truly connect with.

“Mum wanted me to learn piano, but I really struggled to enjoy my lessons,” Marianne explains.

“I vividly remember a Year 4 student coming into our music classroom one day, and playing the violin for us. I went home and said: ‘Mum, I want to learn the violin.’ And that was it.”

A FOUNDATION OF FUN AND POSITIVITY

Marianne soon joined the Grimwade House string orchestra, as well as the School choir.

“I have a lot of funny, silly memories from that time, like having pretend sword fights with our violin bows,” she says.

“Our music classes gave us such a supportive environment, and there were so many opportunities to perform. I feel like I had a very privileged start to my journey in music.”

As her violin skills developed, Marianne says she was encouraged through teaching methods that emphasised positivity and progress.

“What we understand now about teaching is that giving students encouragement creates a positive feedback loop,” she says.

“In the past, music teachers have sometimes taken the opposite approach, and I think I was really lucky that my teachers had a positive mindset as well as incredible technical skill.”

FROM THE CLASSROOM TO THE OPERA HOUSE

It wasn’t until her high school years that the idea of a career in music came into focus. After studying at the University of Melbourne, she went on to the Australian National University’s School of Music, followed by the University of Sydney, where she had the opportunity to work with internationallyrecognised instructors.

“I was still at university when I was accepted into the Australian Chamber Orchestra’s emerging artist program,” Marianne explains.

“I auditioned for the Sydney Symphony Orchestra in 2008, and that became my full-time job.

“It was the most amazing job – and so cool to call the Opera House our office!”

While living in Sydney, Marianne formed a string quartet with three other musicians and friends, who worked their way up from busking at Wynyard Station to performing at classical music festivals.

“That experience taught me how to listen, and how to respond and react in the moment,” Marianne says.

“We sometimes think music is just about the parts we play, but it’s just as much about listening to others, and adjusting.”

EMPOWERING THE NEXT GENERATION OF MUSICIANS

Now a busy music teacher with a schedule that includes beginners and school-aged musicians, Marianne is also engaged in advocacy work to improve safeguarding measures, particularly for young adults and children, within classical music.

“I’m still at the beginning of my advocacy journey, but I’m passionate about pushing for improvements in our industry, which has lagged behind other industries for some time,” Marianne says.

“Alongside that work, I’m really happy to have come back to teaching, because I’ve been so fortunate to receive so much incredible tuition myself. Music is such an important way for us to express our creativity, connect with others, and regulate our emotions through self-expression. I think it’s very worthwhile, meaningful work, and it feels like I’ve come full circle.

“I hope I can continue to model the positive reinforcement I had from my own teachers, and to engage my students with fun and play,” Marianne adds.

“I love seeing them mastering the next small skill, and the amazement on their faces when they can suddenly do something new.”

Photo: Marianne Edwards (née Broadfoot) at the Manly boatshed in Balgowlah, where she is teaching strings to primary school students at the local school.

Returning to Melbourne Grammar with a New York state of mind

On a chilly Friday lunchtime in the Shelmerdine Studio, an audience of students and staff rose to applause following Daniel Le’s (OM 2010) solo rendition of George Gershwin’s Rhapsody in Blue on piano.

The composition – which in many ways is a portrait of its time and place –combines elements of classical music and jazz, debuting at Aeolian Hall, New York City in 1924.

Having performed on some of the best stages in the world, including New York’s Lincoln Centre and Carnegie Hall, Daniel says that his return to Melbourne Grammar as Head of Keyboard is “not just to a place, but to a community that helped shape who I am.”

Daniel performing his solo rendition of George Gershwin’ s Rhapsody in Blue

I want to help bridge the gap between formal training and real-world artistry for my students.

Daniel

Le (OM 2010)

“This is where I first experienced the discipline and joy of performance, and where I was encouraged to grow as a musician,” he says.

Daniel’s career as a soloist and chamber musician began with a debut season for the Queensland Symphony Orchestra, which led to two further seasons with the company.

“I’ve been fortunate enough to work with mentors who have offered technical insight, artistic vision, and the encouragement to take risks,” he says.

“My collaborators and even my students have shaped how I think about music and its role in our lives.”

Daniel says that one of his most important mentors was New York’s André-Michel Schub, whose international career spanned decades.

“He taught me about integrity, discipline, and the pursuit of excellence as a pianist,” Daniel says.

“His impact is still very present in my playing and teaching today.”

Alongside his role as Head of Keyboard, Daniel continues to perform at interstate and overseas recitals, and is also working on a mentorship initiative for young pianists.

“I want to help bridge the gap between formal training and real-world artistry for my students,” he explains.

“I love performing, but I find the educational side of things incredibly rewarding. Whether I’m performing or teaching, music always brings me back to something essential and meaningful.”

Daniel emphasises that his time as a Melbourne Grammar musician played a pivotal role in his musical development – something he hopes to pass on to his current students.

“It’s hard to describe, but there’s a warmth to Melbourne Grammar,” he says.

“A smile on cold mornings, and always something to learn and discover.”

How music education improves cognitive and social skills

The full benefits of music education aren’t always visible at the time a student is learning to sing or play their first instrument.

Over the longer term, however, researchers see significant benefits in terms of higher-order cognitive and social skills that can be traced back to the music classroom and studio.

THE SURPRISING LINKS TO COGNITIVE SKILLS

According to neuromusical researcher Dr Anita Collins, author of The Music Advantage, music education has benefits across working memory, the development of complex spatial skills, impulse control, and reading comprehension, to name just a few areas.

“After the music processing network gets going, the language processing network jumps on board and starts using the same pathway to process language sounds,” Dr Collins recently told the ABC.

This is why it’s common for students who have spent time developing musical skills to excel at learning languages other than English.

Of course, music is its own kind of language that requires the translation of musical notation into the actions of the body. And, as we learn to read music, we are also learning an entirely new vocabulary of instructions – “ritardando” asks us to slow down, “fortissimo” to play louder. This new language gives us the ability to translate a composer’s intention into an experience for our audience.

Mathematics is another area where our younger students gain confidence through engaging with music. To be able to play an instrument or sing in a choir, we need to understand the relationships between different types of notes, such as whole notes, half notes, and quarter notes, and how they work together to create rhythms, melodies, and harmonies.

As students become more familiar with these patterns in music, mathematical pattern recognition – an important aspect of mathematics – also improves.

SOCIAL BENEFITS BEYOND THE CLASSROOM

When it comes to developing complex spatial skills, even the fact that young musicians learn to use both hands to perform different tasks simultaneously has significant benefits. This action strengthens the area of the brain called the ‘corpus callosum’, which is the structure that connects the brain’s two hemispheres. Students’ problem-solving abilities and fine motor skills are therefore improved through this simple yet, sometimes, challenging musical action.

Alongside these many cognitive benefits, music education also has positive impacts on our younger students’ social skills.

Students perform in the Grimwade House production of We Will Rock You Young@Part

As part of a choir or ensemble, students learn the importance of listening closely to the people around them, and how essential it is to work together if a performance is to succeed. Of course, stronger social connections, stress relief, and the release of endorphins are all part of the experience of playing music with others too.

Not all students will go on to become professional musicians, but all will continue to draw on the skills they learn in the music classroom.

The dedication required to practice a piece of music teaches time management and patience.

Even small moments of performance in front of a class or teacher give students the chance to work through nervousness, accept mistakes, and problem-solve in the moment.

The confidence and resilience students gain through these experiences will serve them as they move toward secondary school, and beyond.

About Sarah Pyle

Sarah Pyle joined Melbourne Grammar School at the beginning of 2024, taking on the role of Head of Performing Arts at Grimwade House. Sarah brings experience as assistant principal at two secondary schools to her role. She holds a Bachelor of Music (Honours) from the University of Queensland, and a Master of Education (International Education) from the University of Sydney.

Sarah Pyle, Head of Performing Arts, Grimwade House

From left: Jerry Pei (Year 11) and Cameron Pyle.

Discovering the biology of perfect pitch

Arecent Andrew Prentice Seminar saw student musician Jerry Pei (Year 11) collaborate with Biology teacher Cameron Pyle to investigate a musical mystery.

“I used to think research was something only university students did,” says Jerry.

“When the chance to do my own research for the Andrew Prentice Seminar Series came up, I jumped at it.”

A violinist since age 10, Jerry set out to investigate “perfect pitch” – the rare ability to identify and produce musical notes without hearing a reference tone.

He then teamed up with Biology teacher Cameron Pyle, and the two embarked on a collaborative, cross-disciplinary research project.

THE GENE THAT COULD DETERMINE OUR MUSICAL ABILITY

Established in 2017, the Andrew Prentice Seminar Series sees students and staff members work together to present on an academic topic of shared interest. With Mr Pyle’s guidance, Jerry refined his research topic to focus on the biology of perfect pitch, which led him to zero in on a specific gene: FOXP2.

“According to La Trobe University researcher Dr Lynne Kelly, FOXP2 could be significant in language production for both humans and animals, and even the slightest mutation could have a detrimental effect,” Jerry explains.

“I explored how this gene is expressed in humans, mice, and songbirds, then focused on studies of zebra finches, which suggested that FOXP2 could have a direct influence on our ability to accurately copy sounds.”

I used to think research was something only university students did... When the chance to do my own research for the Andrew Prentice Seminar Series came up, I jumped at it.

Jerry Pei (Year 11)

Mr Pyle adds that while he knew very little about the biology of music to begin with, the project presented an opportunity to explore its evolutionary origins.

“I discovered that music has evolved independently in humans, seemingly unconnected to the musicality of other species,” Mr Pyle says.

“It turns out that the oldest discovered musical instrument is a Neanderthal flute made from a cave bear femur, dating back 50,000 years.”

A NEW PERSPECTIVE ON SCIENCE

Jerry says working towards the Seminar Series presentation helped him see that two of his passions shared a clear connection.

“When I started playing music and studying biology, both areas felt disconnected and isolated from my real life,” he explains.

“This experience has opened my eyes to the way the two topics overlap, with something as simple as singing having its origin in chemistry and biology. It’s given me a deeper appreciation for how intricate and unpredictable the world really is.

“The world can’t really be broken down into isolated categories,” adds Mr Pyle.

“The study of science is inherently interdisciplinary, and scientific thinking helps us appreciate how interconnected our world is.”

The art of getting into character

Stitched in yellow thread on blazer pockets across Senior School, Drama Colours have two masks, one laughing (Thalia, the muse of comedy) and one crying (Melpomene, the muse of tragedy).

These masks with their exaggerated features, originating in the theatres of ancient Greece, helped audience members in the back rows understand what emotions the characters were feeling.

For the modern actor, including those Melbourne Grammar students who traipse the flagstone in the Quad play or stand under the spotlight on The Old Melburnians War Memorial Hall stage in the August Production, the use of prop masks is sadly wanting, and students must work to find – and then convey – the characters they are gifted.

Unpicking roles is one of the great joys of theatre. From the moment an audition brief arrives, the job of the actor is to find the hints of the person – their disposition – through their dialogue. While exaggeration was the hallmark of Greek drama, modern theatre is about finding the subtle nuance in a character. It is a craft that demands observation and attention to detail.

I always start with a deep dive into the play, reading up on the history of the production. Looking at a script, it is often in the silence between the lines that a character is truly found.

If you visit Grimwade House at lunchtime you’ll see how effortlessly Primary students slip in and out of roles once lunch boxes have been snapped shut – there’s an Avenger, Batman, and Snow White all tearing around the playground at the same time, and the process of assuming a character on stage now feels no different from that same process as a Year 1.

We may not believe with identical conviction that we are going to save the world, but there is a point when actors become nimble enough to shift between the mask we wear in the school playground and the mask on stage.

The School’s recent production of Cyrano de Bergerac has been a true highlight of my 12 years at Melbourne Grammar School. This version of the play by Martin Crimp has been considered an actors’ Cyrano – a pared back iteration set in a stark set and almost devoid of props so that the hero could not even hide behind a prosthetic nose. This allowed Crimp’s lavish language to star, and it meant we had to work hard as actors to make the lines sing.

Perhaps my biggest challenge in assuming the character of Cyrano was finding the physicality of the man. Cyrano is a soldier; older, tougher, and brawnier, and so my own Cyrano had to find a compelling physicality in a scrawnier body. Mine became a Cyrano who was angry, brave, hurt, and wily. He was damaged by war, in love, and disappointed by love. He was utterly vulnerable. For all the darkness, or perhaps because of the darkness, he was also a tender poet. This part of Cyrano, the wordsmith, was easier for me to imagine and there was a joy in the lyrical script Crimp created.

The theatre is a space in which we slip into character. Standing in the wings, held by the cast, we all take a deep breath before we assume our places on stage.

In that breath, I try to switch into character as effortlessly as I did as a Year 1 under the oak tree.

By the time we can feel the heat of the lights and the beat of the soundscape the work has been done, and our only task is to enjoy the experience before it disappears.

Edgar

Stirling, Year 11

Edgar Stirling performs as Cyrano.

Exploring the soulful heart of New York City

inspired performances in New York City s iconic Central Park.

Whether we were sketching in Central Park, performing in the streets, or soaking up the atmosphere of the city, every moment in New York became a lesson in art, performance, and what it means to be part of a global creative community.

Our Art and Drama expedition to New York in the June/July school holidays saw us spend 10 mesmerising days exploring the soulful heart of the city’s creative scene. We toured some of the world’s most beloved art galleries, such as MoMA, the Met, and the Guggenheim, and participated in workshops with acting professionals before seeing out the night on the velvet seats of Broadway theatres.

During a graffiti tour in Brooklyn, we were exposed to the rich talent of artists across the city. With the artists taking inspiration from their childhoods, heritage, real-world events, tragedies, and more, we learnt that anything could come out of good art, and that good art could come from anywhere.

While each artist’s style was vastly distinct, in this way, they were each united, which helped to give us a further understanding of Brooklyn’s identity.

Then, it was our turn. Inspired to create by what we saw, we embraced the imperfect and unleashed our creativity by creating our own streetstyle art, which we were able to bring back home with us.

Along the way, us drama students had the chance to indulge in two acting workshops, which lead us to craft a performance of our own.

Our group passionately embraced the lessons we’d learnt and to produce a street performance inspired by Shakespeare. The premise was simple: each member would act out a line of Shakespearean dialogue one at a time, then tableau in a group. Then, we’d do it all again as a rap. While unfortunately no tips were ever gained, large crowds of onlookers formed, wondering where the show would go next.

While the actors were performing, the artists among us were engaging in their own workshops: embracing and learning watercolour techniques in a studio in Manhattan, walking through the streets drawing people and architecture, and creating movies about the iconic city.

It’s a known fact that many films take place in the ‘Big Apple’, and we were able to stand in front of some of the most iconic landmarks in cinematic history. From the outside apartment of Friends, to the Macy’s from Home Alone, and the countless areas referencing Spider-Man, each location inspired us. Eventually arriving at the Ghostbusters firehouse was a sight that made each and every one of us smile in delight as we gazed lovingly at the iconic sign hanging above the entrance.

By directly engaging with real world examples of art, as well as gaining experience from seasoned artists, we were able to hone our creative skills and develop a greater understanding of the power of expression and community along the way.

The trip will undoubtedly stay with us for life and inspire us to keep carrying the spirit of innovation and collaboration, no matter what our future endeavours are.

Roma Blanchet, Year 10

Global perspectives, local impact

Aunique tradition at Belmont Hill School, a boys’ school in Boston, Massachusetts, sees every graduating student – quite literally – carve a piece of the school’s history.

Since 1927, Form VI (Year 12) students have designed and etched 12x12 inch mahogany panels, which are then hung on the walls of the school as an enduring symbol of their time at and contribution to the school. The walls of panels, now in excess of 3,000, are a permanent and prominent celebration of its community.

With its rich sense of tradition and togetherness, Belmont Hill School aptly embodied the International Boys’ Schools Coalition (IBSC) 2025 Conference theme, ‘Better Together’.

With nearly 700 delegates from over 15 countries, it was a powerful convergence of global educators committed to advancing boys’ education.

Melbourne Grammar School was represented by three Wadhurst and Senior School staff members, John Donaldson, Head of Caffin House, Anthony Taranto, Head of Bruce House, and myself as Head of Wadhurst.

We were proud to facilitate two workshops: ‘Better Together – Why Middle School Matters’ and ‘Belonging, Collaboration, and Help-Seeking Interventions’.

Drawing on our experience and research at Melbourne Grammar School, the workshops emphasised the need for programs and structures that support belonging and understand the reality of adolescent development in an increasingly complex world.

Belmont Hill resident psychologist Michael Thompson reflected on this theme in a morning Chapel reflection, affirming that boys’ schools offer a unique opportunity to nurture deep friendships and emotional growth. He challenged educators to measure boys on their own developmental trajectories rather than comparing them to girls, advocating for all-boys secondary schools that, in their very fabric, seek to understand and celebrate the emotional lives and journeys of students.

The need to promote and nurture belonging in all-boys schools partnered well with the thread of cultivating emotional bravery. Professor Niobe Way, author and developmental psychologist from NYU, shared decades of research showing that boys crave connection, care, and to be known; yet often struggle against cultural norms that equate masculinity with emotional suppression. Her provocation was to find, carve, and create spaces where boys can express their vulnerability and kindness, and to redefine strength in terms of empathy, active listening, and relational depth.

The impact and potential future implications of artificial intelligence on education were hotly discussed. While technology offers new possibilities, we know that education is most impactful when rooted in human connection. This challenges us as educators to prioritise experiential learning and to ensure that a Melbourne Grammar School education prepares students not just for their first job, but for life.

Across workshops, sessions and conversations, the 2025 IBSC Conference affirmed a shared commitment: to nurture boys who are not only academically capable, but emotionally intelligent, socially connected, and ethically grounded.

In a world of rapid change, these qualities are not optional – they are essential.

Melbourne Grammar School’s participation in the 2025 ISBC conference was supported by Friends of Grammar – Senior School.

Anna-Louise Simpson, Head of Wadhurst

John Donaldson and Anna-Louise Simpson at the International Boys’ School Coalition (ISBC) Conference in Boston, Massachusetts.

Seeking harmony through dialogue

Harmony Dialogues is an inter-faith, inter-school program where students are encouraged to share their faith traditions and experiences as young people.

Year 12 student Arten Singer describes his participation as having enriched his appreciation for the “rich cultures of those around us that shape our world”.

“This program has reinforced and articulated for me how there is no concrete way to practice faith,” he said.

The Rev’d Dr Hugh Kempster says the initiative’s aim is to learn about other cultures and practices, but also to create opportunities for connection.

“Our students talk in facilitated groups about being teenagers in our complex, multicultural world,” he said.

Head of Languages Megan McLaughlin has been a driving force behind both the establishment of the program, and of Melbourne Grammar’s participation.

FOSTERING A DEEPER LEVEL OF UNDERSTANDING

Schools involved in the program come together annually for ‘Creative Day’; an opportunity to deep-dive on a topic of spirituality.

Melbourne Grammar hosted this year’s event with the support of First Nations program manager, Shane Evans, and our school’s First Nations students.

Students explored the cultural, linguistic, and religious diversity of Australia before delving into Aboriginal Spirituality and

“Understanding Aboriginal Spirituality is important because it teaches respect, balance and deep listening (Dadirri),” Rev’d Helen Dwyer said.

“It offers wisdom for caring for the environment and each other and that understanding spirituality helps us walk together in truth, reconciliation, and justice.”

CREATING AN ENVIRONMENT FOR CONNECTION

Arten says that through the connections he’s made, he has come away with a much broader understanding of how different religions are practiced.

“Through getting to know each of our group members and forming a deep personal connection with them, we were able to create an environment in which we all felt comfortable to

Vincent Chang (OM 2024)

Grammar

Preparing to trace the steps of the literary greats at Oxford

VCE high achiever Vincent Chang (OM 2024) compares the study of literature to the child-like impulse of wanting to sneak into a room you know you’re not supposed to.

“It’s like uncovering secrets,” he says.

“And I think that’s really at my heart – I am just still a kid, and I just love digging up stuff like finding a meaning between words.”

Vincent is the recipient of a 2024 VCE Premier’s Award for Classical Studies. His exceptional VCE results and passion for literature made possible an “almost spontaneous” decision to study at one of the world’s great universities.

“My journey to Oxford is a bit unorthodox,” says Vincent.

“I only started seriously considering it around the end of Year 11, when I discovered their focus on English literature.

“I’ve always had an obsession with the subject, but I only really started to home in on it during my later years at Melbourne Grammar.”

A CHANGE OF TRAJECTORY

A self-described “science person”, Vincent says his original goal was to become a geneticist, until his time in the English classroom shifted his perspective.

“I remember taking an English elective and being given the ability to articulate how I viewed certain characters, scenes and the work of particular authors,” Vincent says.

“Literature became a huge part of my life, and I started to see that there was a way forward in this area that I truly loved.”

PLAY, MUSIC! (AS YOU LIKE IT, 5.4.174, SHAKESPEARE)

Alongside developing a love of Shakespeare through the Quad Play, Vincent says another favourite Melbourne Grammar memory is his time with the Chapel Choir – a practice he hopes to continue at Oxford University.

“In Chapel Choir, we went through thick and thin together,” Vincent says.

VCE Premier’s Awards

At the Premier’s VCE Awards ceremony in July, four Melbourne Grammar School students were recognised for their exceptional results in their 2024 VCE studies.

• Hugo Chang for Mathematical Methods

• Vincent Chang for Classical Studies

• Alexander Kuroda for Japanese Second Language

• Nicholas Wang for Mathematical Methods

More than 1,000 guests attended the ceremony at the Melbourne Convention and Exhibition Centre, where the extraordinary dedication of 315 high-achieving Victorian students was celebrated.

“It really became a community of spirituality. Especially during those months leading up to exams, I found that spending two hours on a Thursday evening singing helped clarify my mind.

“It gave me the opportunity to think about who I was, and what I wanted.”

Vincent is aware that when his first Oxford trimester begins later this year, he will be entering not just a new school, but an entirely new world.

“Oxford is a union of around 30 different colleges scattered across the town, all of which have their own traditions and practices,” Vincent says.

“It reminds me of the feeling I had when I walked across the worn-down bluestone steps at the entrance to the Quad at Melbourne Grammar –I understand that I’m part of a history that stretches back many years.”

From left: Hugo, Vincent, Alexander, and Nicholas at the Melbourne Convention and Exhibition Centre.

The puzzling nature of language and linguistics

A puzzle for you to solve

(Answer at the bottom of page)

Imagine that you have heard these sentences:

1. Jane is molistic and slatty.

2. Jennifer is cluvious and brastic.

3. Molly and Kyle are slatty but danty.

4. The teacher is danty and cloovy.

5. Mary is blitty but cloovy.

6. Jeremiah is not only sloshful but also weasy.

7. Even though frumsy, Jim is sloshful.

8. Strungy and struffy, Diane was a pleasure to watch.

9. Easy though weasy, John is strungy.

10. Carla is blitty but struffy.

11. The salespeople were cluvious and not slatty.

Then, which of the following would you be likely to hear?

a. Meredith is blitty and brastic.

b. The singer was not only molistic but also cluvious.

c. May found a dog that was danty but sloshful.

This is an example of a linguistics puzzle, similar to those tackled by a team of Melbourne Grammar students who competed in the International Linguistics Olympiad (IOL) in July.

Hugo Chang (Year 12), Ben Chen (Year 11), Georgios Pirpiris (Year 12), and Nicholas Wang (Year 12) were amongst 227 high school students from 42 countries who travelled to the capital of Taiwan for a week of competition and cultural exchange.

In the IOL, competitors are provided with small data sets in unknown languages, and work individually or in teams to translate words and phrases using linguistic analysis and problemsolving skills.

“No prior knowledge of linguistics or languages is required, as even the most challenging problems only require logical ability, patient work, and a willingness to think outside the box,” the IOL says.

Impressively, Hugo Chang won a Silver Medal in the individual competition, putting him amongst the top 20 students worldwide after a challenging six-hour exam. Nick Wang was awarded an Honourable Mention.

The students were accompanied by teacher Dr Martin Ball, who was full of praise for their efforts.

“I am very proud of all the students, and of course Hugo in particular,” he says.

“They were wonderful ambassadors for the School, and greatly enjoyed the camaraderie of all the international students throughout the week.”

Australia was also represented by four students from Sydney Grammar School.

To earn their places at this prestigious international competition, the Melbourne and Sydney students first competed in their relative state finals, and then finished as the top two teams in Australia.

By promoting awareness and understanding of diverse cultures and histories, the competition aims to nurture future linguistics experts and contribute to the development of the academic field.

Answer: None of the adjectives are real English words. There are two classes of adjectives: bad and good . We will refer to this property of adjectives as “polarity ”

Each sentence links two or more adjectives as follows: “X and Y ” indicates that X and Y have the same polarity. “X but Y ” means that they have opposite polarities. Furthermore, X and not Y indicates opposite polarities, even though X, Y also indicates opposite polarities, while not only X but also Y associates adjectives of the same polarity.

The sentence about Diane shows that “strungy ” and “struffy ” are positive (desirable) quantities. By identifying other occurrences of the same words in other sentences, one can label each adjective as either positive or negative.

In the end, one can see that there are seven positive adjectives (strungy, struffy, cloovy, frumsy, danty, cluvious, and brastic) and five negative ones (weasy, blitty, sloshful, slatty, molistic).

Only sentence c includes adjectives of the right polarities, given the structure of the sentence.

Problem by Dragomir Radev for the North American Computational Linguistics Olympiad 2000, via the International Linguistics Olympiad.

From left: Nicholas Wang, Georgios Pirpiris, Hugo Chang, Ben Chen.

Front: Sheila (the kangaroo) and Joey (the joey), the team’s mascots.

Ball sport athletes competing on the state and national stage

Rear, from left: Tom Templeton, Charlie Lanham, Ethan Watson, Leo Stephenson, Toby Hellessey, Duke Marshall-Orr, Cooper Taranto, Zander Nagy, Louis Stevenson Front, from left: Ezekiel Humberstone, Micah Livingstone, James Rosham, Stella Perrett, Sebastian Crelley, Lucas Williams, Gus Callaghan Absent: Hayato Sata

AUSTRALIAN RULES FOOTBALL

Stella Perrett (Year 6) was selected in the 2025 School Sport Victoria (SSV) 12 and Under Girls representative team.

In the 2025 Marsh AFL National Development Championships (U16 Boys), Sebastian Crelley and Lucas Williams (both Year 10) were selected to represent GWS Giants Academy, and Toby Hellessey and Leo Stephenson (both Year 10) were selected to represent Victoria Country. Duke Marshall-Orr (Year 10) represented QBE Sydney Swans Academy and averaged 18 disposals and 2 goals per game, which saw him selected as a Half Forward Flank in the All-Australian team.

BASKETBALL

Micah Livingstone (Year 11) competed with Victoria Country in the 2025 Basketball Australia Under–18 National Championships. Their 83–74 championship win against New South Wales Metro marked the first time a Victoria Country boys’ team had won the tournament in 35 years.

CRICKET

James Rosham (Year 11) was selected in the 2025/2026 Victoria Metro U19 Emerging Players Squad, and represented Victoria Metro in the U17 Male National Championships last year.

Louis Stevenson (Year 10) was selected in the 2025/2026 Victoria Metro U17 Male Emerging Players Squad.

HOCKEY

Ezekiel Humberstone (Year 8) was selected in the 2025 U14 Boys Victorian Development Team. Tom Templeton (Year 10) competed in the 2025 National Championship-winning U16 Victorian State Hockey team, with a final score of 3–1 against New South Wales State.

TENNIS

Hayato Sata (Year 9) was selected in the SSV 18 and Under Boys team. At the 2025 J30 Junior ITF tournament in Lautoka, Fiji, Hayato and his doubles partner won the Junior Doubles Title with a final score of 6–7(5), 7–5, 10–6.

TOUCH FOOTBALL

Zander Nagy and Cooper Taranto (both Year 10) have been selected to represent Victoria at the 2025 National Youth Championships (NYC) in Coffs Harbour in early October.

VOLLEYBALL

Charlie Lanham (Year 10) was selected in the 2025 U17 State Beach Volleyball Team, as well as the 2025 U17 Indoor State Squad. Ethan Watson (Year 9) was selected in the 2025 U16 Indoor State Blue team who will compete in the Australian Youth Volleyball Championships in Perth in late September.

WATER POLO

Gus Callaghan (Year 10) was selected to represent Australia in one of two U18 teams at the 2025 NZ U21 National Club Championships in Rotorua. He was also provisionally selected in the 16 and Under Boys National Age Group Program (NAGP) squad earlier this year.

Getting to school –it’s a matter of time

Transport access to Melbourne Grammar School over

the years.

“I, of course, walked to school, having hardly any distance to go. Some of the boys used to come on ponies, and would amuse themselves having races on the way. Two brothers whom I knew, drove to school in a sort of carriage drawn by a pair of shaggy ungroomed ponies.” –JH Thompson (OM 1861)

From the clip-clop of horse-drawn buggies, to the clatter of cable cars along St Kilda and Domain Roads, to the hum of modern commuter trams and trains, the evolution of transport has not only shortened the journey to school, but has broadened and reshaped the community our school serves.

When Dr Bromby arrived in 1858, he observed that there were “no streets”, and that the houses were “scattered in all directions for many miles around”.

Melbourne Grammar’s location, originally set well back from St Kilda Road, made it “secluded and private”.

In the School’s early days, horses were a common mode of transport for students and staff alike. It has been suggested that the rings still affixed to the bluestone outside the Headmaster’s office were once used for tethering horses.

School Captain Nick Langford (OM 2011) exercised what he understood to be his right, based on family lore, to ride his horse to school and tether it in 2011, making newspaper headlines.

New tram lines in Melbourne built during the 1880s boom made the South Yarra campus more accessible. In the 1888 Annual Report, Headmaster Ambrose Wilson wrote; “We have hitherto suffered from being rather inaccessible. But the opening of the two tram lines to the south of the Yarra gives the School easy communication with the most distant parts of St Kilda, Prahran, Windsor, Balaclava, Toorak, and also with Kew and Hawthorn and such distant parts of Melbourne as Carlton and Brunswick.”

Access from such “distant parts of Melbourne” has increasingly become easier, reducing commute times and making access possible for students living in suburbs even further afield. The role of boarding, once a necessity for many, now predominately serves those from regional, interstate or overseas locations.

Trams have operated along Domain Road in South Yarra for over a century, beginning with cable trams in the late 19th century, which were converted to electric in the 1920s. The line was famously served by a central interchange at Domain Junction and later formed part of a route connecting to the Botanic Gardens and St Kilda Road.

Access to Grimwade House has also been shaped by the Melbourne tram network. John Trinca (OM 1936), who attended Grimwade House between 1925 and 1931, fondly recounts his memories travelling to school by tram.

“When I was five, I was taken to school each day by John Starke (later Justice Sir John Starke), who was vice-captain of Austin House. We’d catch the tram from the corner of Toorak and Glenferrie roads and travel all the way to the Balaclava Road tram stop…”

Today, trams remain a popular transport mode for our students, as do bikes, cars, buses and trains in a reflection of the city’s population growth, technological advances and societal changes.

In 2017, the tram tracks were removed from Domain Road and Park Street to facilitate construction of the Metro Tunnel's Anzac Station, which will change the landscape of transport for our student cohort once again, widening the reach of our school community.

Due to open early next year, the station will link the Sunbury line to the west via the Metro Tunnel, and the Cranbourne/ Pakenham line to the east.

How do you remember getting to school? Share your memories with us at:

archives@mgs.vic.edu.au

Student transport tickets donated to the Melbourne Grammar School Archives.

A house and a home Harleston:

This year marks the 150th anniversary of the construction of Harleston, the beautiful historic home that has served 108 years of Grimwade House students.

In archival records, the home is described as a two-storey stuccoed Italianate villa, featuring wide wrapping verandas and wonderful interior details such as its exquisite stained glass overlooking the sweeping staircase –as well as cast iron spandrels, and stencilled ceilings.

THE GRIMWADES’ GENEROUS GIFT

Harleston was built in 1875 on what was then the rural countryside of Caulfield, commissioned as the family home of prominent pharmaceutical businessman Frederick Grimwade and his wife Jessie.

The house was an early residential project of architect Thomas Watts (1827–1914), who is also thought to have been responsible for Harleston’s extensive renovations in 1909. Frederick named the home after the English town of Harleston, where he was born.

Harleston was the Grimwade family home for 42 years before being gifted to Melbourne Grammar School in 1917 by Frederick’s sons; Wilfred Russell (OM 1895), Alfred Sheppard (OM 1892), Harold William (OM 1883), and Edward Norton (OM 1882), who had appreciated the need Melbourne Grammar School had for an additional junior campus.

Harleston opened the following year as the school’s second preparatory campus, serving day and boarding students.

MEMORIES OF A HOUSE AND A HOME

From Grimwade family and business records, recollections and publications, we have a vivid idea of what life was like in the house.

Eve McGlashan, granddaughter of Edward Norton and Phelia Grimwade, described Harleston in 1898 as a warm, bustling family home where tradition and modernity blended.

Continues over page

Rear, from left: Wilfred Russell (OM 1895), Alfred Sheppard (OM 1892) Front, from left: Harold William (OM 1883), Edward Norton (OM 1882) (MGSA 006815).

Page 34: Hand-coloured 1880 photograph of Harleston (MGSA 009062).

She recalled sprawling gardens and lively rooms filled with love, laughter and daily rhythms – from gardening and music to shared meals with close family friend and business associate, Mr Alfred Felton.

Elizabeth Shier, the daughter of 1925–1952 Principal of Grimwade House, Harold Down, was born upstairs in Harleston and later joined classes from Year 1. She recalled life there as a blend of home and school, characterised by a large, lively household and devoted staff.

Childhood memories were shaped by the natural world – possums in the garden, fresh air on the balcony – and a regimented, communal lifestyle shared with boarders and staff. Children navigated a world of formalities, wideopen spaces and a close-knit community, making Harleston both a home and an institution filled with warmth, enjoyment, and lasting memories.

Through to 1977, Harleston continued as a home; a second home to the junior boarding students.

Jim Cousins, who boarded at Grimwade House between 1952 and 1956 (OM 1961), remembers that “The boarders were like a family. It was like having a whole lot of brothers. We regarded Grimwade [House] as our own because we were there all the time. There was a real bond.”

AN ENDURING DEDICATION TO EDUCATION

After boarding at Grimwade House closed, the campus became officially co-educational in 1979. In 1980, Harleston began a new life as the centre of Lower Primary (Prep and

Amongst the memories collected during the Centenary of Grimwade House in 2018, John Brookes (OM 2009) recalled; “If you say ‘Grimwade’ to me, my first thought is the Harleston house and its playground, where I spent many happy hours.

“Looking back, it was a wonderful environment in which to start school.”

As Harleston celebrates its legacy as a family home, it continues to be a place where childhood memories are made and the Grimwade brothers’ dedication to education endures.

In early October, the School will have held a commemorative event to celebrate 150 years of Harleston, with Grimwade House graduates

The universal language of music

Raised on a farm in northern Minnesota, Head of Woodwind Rob Glaesemann credits his upbringing with instilling the commitment, ingenuity, and dedication that have defined his teaching career.

As he prepares to close his 35-year chapter at Melbourne Grammar School at the end of 2025, Rob leaves behind a legacy of impressive contributions to music education, including a well-defined woodwind portfolio, an established contemporary music program, and the beloved Jazz Nights.

AN INSTRUMENTAL ROLE

Not long after commencing his role at Melbourne Grammar in 1990, Rob recalls walking into the Coleman Room and immediately envisioning it as the ideal space for the School’s inaugural celebration of jazz.

This insight led to the birth of the Melbourne Grammar Jazz Nights. Initially, student performances were short and simple. However, after he began offering lunchtime and after-school drop-in workshops, students became more engaged, filling the schedule and seeing the event outgrow its original space.

Since 2005, the Jazz Nights have been held over two evenings in The Old Melburnians War Memorial Hall, a move that has doubled the audience and provided students with a large stage, professional lighting, and amazing sound.

“Once that circle between the audience and the musician has been established –that we’re here to play – and they’re here to listen – it all kind of coalesces,” Rob says.

IN CONVERSATION WITH JAZZ

In his role as Head of Woodwind, Rob has taught across all three Melbourne Grammar School campuses, coaching ensembles, tutoring students in clarinet, saxophone, flute, and bass, and running workshops in jazz improvisation.

Over the years, countless students have given up their lunchtimes and after-school plans to learn the tenets of contemporary music with Rob.

“Music is a language – and you can teach it like it’s a language,” he says.

MUSIC BEYOND THE CLASSROOM

Rob has witnessed many changes over his nearly four decades at the School, including the redevelopment of the Myer Music School, which now features a state-of-the-art recording studio where he has spent much of his teaching time. He also served as the head basketball coach for several years.

His hope for his students is that they will continue to appreciate and enjoy music throughout their lives, becoming valuable contributors to Melbourne’s rich music culture.

When asked what’s next for him, Rob says;

“I hope to continue teaching, giving workshops, and playing gigs around town.”

Thank you, Friends of Grammar

We would like to take a moment to thank Friends of Grammar for their incredible ongoing contributions to our School.

From organising a myriad of activities for parents and students, to volunteering at our school events, you continue to bring joy, friendship and much-appreciated support to our community.

We would like to acknowledge the FOG Grimwade, Wadhurst and Senior School Committee members, along with House and Year level representatives, for their tireless work.

The strength of these connections is part of what makes our community so special.

Insight and perspective

The Old Melburnians Society is important, not merely useful. And so is being an Old Melburnian.

That insight really belongs to others. It comes to me from the many hundreds of Old Melburnians I have met and corresponded with here and overseas over the last two years. At reunions, branch events here and overseas and by chance encounter. All sorts of people in all sorts of situations.

But why is it important? My answer is that the School is our legacy and the School’s legacy is us. And that speaks to something much greater than selfinterest. Something that will outlast us all.

At this year’s 145th Annual Dinner I posed a question. How would you explain what we are about?

You would point out our common ground, not any points of difference.

You would point out how we as Old Melburnians conduct ourselves, towards each other and towards others. Personal integrity and mutual loyalty are our hallmarks.

You would point to the gift of The Old Melburnians War Memorial Hall and what it represents.

That is the legacy that has come down to us to preserve and enhance. Both the fact of it and the manner of it. It is as secure in the hands of the newest generation of Old Melburnians as it has been in the hands of our most senior Old Melburnians.

It strikes me that the sense of humour and esprit de corps was much the same for the 2020 Leavers at their reunion this year as it was for the 1955 Leavers at theirs. And when a 1955 Leaver meets a 2020 Leaver, they converse as brothers even if they have never met before.

I have seen it many times over from Melbourne to London. It applies as equally to Old Melburnians who can trace across generations back to the School’s earliest days as it does to those who are the very first in their family to walk the Quad. It applies equally to the 1,000 women who feel deeply connected to Grimwade House, some of whom are fourth generation Old Melburnians. And of course, among our number are Old Melburnians whose ancestors walked the land before recorded time.

And for me, that is the essence of it all. Our legacy as Old Melburnians was passed down to us by those who came before us.

Celebrating

Martin Scott

And they themselves received it from those who came before them. And it will go on in the same way. I am certain of that. That testifies to something much more profound than simply going to school with someone.

Serving as President of the Old Melburnians has been the greatest privilege of my life. I am confident that the Old Melburnians Society will continue to thrive and prosper.

All we have to do is remember that it is important, not merely useful.

Martin Scott KC (OM 1980) President, The Old Melburnians

150 YEARS OF CRICKET

MELBOURNE GRAMMAR SCHOOL VS. SYDNEY GRAMMAR SCHOOL

Date: Thursday 22 January 2026* Time: 7.00pm – 11.00pm

Location: Members Dining Room, MCG

Bookings: bit.ly/cricket150

*Please note the change of date to Thursday 22 January 2026. The previous date published in the July 2025 edition of Grammar News was Tuesday 20 January 2026.

CORDNER-EGGLESTON CUP

Lunch and match, Luxton Dining Room and Edwin Flack Park

Friday 25 July 2025

UPCOMING OLD MELBURNIAN EVENTS

Mornington Peninsula Branch Lunch

Friday 31 October 2025, Flinders Golf Club

Community Speaker Series

Tuesday 11 November 2025, Grimwade House

Sydney Branch Business Lunch

Thursday 13 November 2025, Australian Club

Class of 2024 – 1 Year Reunion

Friday 14 November 2025, South Yarra campus

Annual Bluestone Lunch

Friday 21 November 2025, Royal South Yarra Lawn Tennis Club

Melbourne Grammar School and Sydney Grammar School 150 Years of Cricket

Thursday 22 January 2026*, MCG

Visit bit.ly/mgs-events for more information.

Contact om@mgs.vic.edu.au to update your email address to ensure you receive your invitation.

2026 CLASS REUNION DATES

Class of 2021 – 5 Year Reunion

Friday 27 February 2026

Class of 2016 – 10 Year Reunion

Friday 27 February 2026

Class of 2006 – 20 Year Reunion

Friday 13 March 2026

Class of 1996 – 30 Year Reunion

Friday 13 March 2026

Class of 1986 – 40 Year Reunion

Friday 20 February 2026

OM 1976 – 50 Year Reunion

Friday 20 February 2026

Class of 1966 – 60 Year Reunion

Thursday 5 March 2026

Class of 1956 – 70 Year Reunion

Thursday 26 February 2026

Class of 2025 – 1 Year Reunion

Friday 14 November 2026

All reunions will be held at Melbourne Grammar School, South Yarra campus. Reunions held on the same date will have a combined Chapel Service and Tour, and separate reunion functions.

Old Scotch Collegian and Old Melburnian former players unite for a pre-match lunch in the Luxton Dining Room. From left: Peter Hawthorne (OS 1954) and Geoff Webb (OM 1955), the two oldest former players in the room.

From left: Jack Hawkins (OM 1972), Ben Hanisch (Deputy Headmaster and Head of Senior School), Tom Hawkins (OM 2006) speaking to lunch guests.

OBITUARIES

The School has learnt of the following recent deaths in our community. We extend our sympathy to their families and friends.

Adler AC, N R (OM 1962)

Capp, I F (OM 1953)

Davis, W J N (OM 1950)

Elliott, P J (OM 1961)

Flannagan AM, J D C (OM 1951)

Fowler, R (OM 1944)

Green, R R (OM 1957)

Hall, R K OAM (OM 1951)

Jasper, I W (OM 1952)

Johnson, A R (OM 1971)

Johnson, I M (OM 1956)

Joseph, K M (OM 1942)

King OAM, R K (OM 1951)

Klug OBE, G L (OM 1953)

Obituaries 2010 to present

Laing, R E A (OM 1956)

Lean, A J (OM 1972)

Letts, E D, (OM 1949)

McRae, E C (OM 1949)

Nicholls, P J (OM 1956)

Nixon, G P (OM 1959)

Roffey, D J C (OM 1956)

Russell, G C (OM 1947)

Salmon, J M (OM 1979)

Smith AO, E D (OM 1940)

Smith, G R (Past Staff)

Stonier AO, K B (OM 1949)

Tucker, M H B (OM 1970)

A full list of obituaries from 2010 is available at  news.mgs.vic.edu.au

Do you have an obituary to report?

Please contact us if you are aware of a death in the Melbourne Grammar School community. mgs@mgs.vic.edu.au

Thank you for a remarkable year of support

The history of the Melbourne Grammar School Foundation is filled with countless stories of generosity and support. Thanks to the commitment of thousands of members of our community over the years, the School is able to create extraordinary possibilities in the lives of young people every single day.

As President of the Foundation, I see all those parents, grandparents, staff members and Old Melburnians who consistently support the Foundation for the benefit of the School and what it means to them.

In 2025, that commitment has been on full display.

The School held its first-ever Giving Day, raising $1.3m to support our First Nations Scholarship Fund, and welcomed a wave of first-time donors. This remarkable moment showed that philanthropy at Melbourne Grammar is more than a proud tradition – it is alive, growing, and shaping the future.

This outpouring of generosity helped solidify my decision to confirm a gift in my Will to support First Nations Scholarships at the School – and I’m excited to officially join the Witherby Tower Society.

The Melbourne Grammar School Foundation has existed for half a century now, because our members so passionately believe in the transformative power of an exceptional education. I was thrilled to be joined by so many members of the Foundation for our fiftieth anniversary celebration earlier this year: your contributions – your ideas, your energy, your wisdom – have helped build this extraordinary institution that continues to impact so many.

Sadly, this year also witnessed the passing of former Foundation President, Ross Adler AC (OM 1962). Ross joined the Foundation Board in May 2001 and served as President from 2002 to 2008. During his time as President, the Melbourne Grammar School Foundation was instrumental in the School’s Tomorrow’s Leaders Today campaign, which helped fund the Nigel Peck Centre for Learning and Leadership. So many students are still benefiting today from Ross’s steadfast loyalty and commitment to the School, and for that we all remain extremely grateful.

On behalf of the Foundation Board, thank you for your support this year. Your generosity makes a real difference and will be felt for years to come in the excited smiles of students looking towards their future.

Professor Julian Smith (OM 1975) President, Melbourne Grammar School Foundation

Julian Smith

Your story, their future

Every member of the Witherby Tower Society shares a simple but powerful commitment: to connect their own life story with the future of others. Through a gift in their Will, they have chosen to extend the values and opportunities they have cherished, to secure new possibilities for current and future students.

This year I began my tenure as Chair of the Witherby Tower Society Committee and have been truly inspired by the many stories of generosity from throughout our community – acts of foresight that prove why education is never the work of one generation alone.

For me, this is what makes gifts in Wills so special, and a reminder that what unites us is not the size of our gift, but the intent behind it.

Every commitment – large or small –helps shape opportunities for future generations. These promises create scholarships that change lives, sustain the strength of our teaching, and ensure that the education we offer continues to inspire young people to contribute meaningfully to society.

Thank you sincerely, to every member of the Witherby Tower Society, and especially to the new members we accepted in 2025. Thanks to you, Melbourne Grammar School remains a place where young people are nurtured to grow in confidence, compassion and character, and where education continues to create extraordinary possibilities.

Dr Mark Roberts (OM 1994) Chair, Witherby Tower Society Committee

Mark Roberts

Measuring moments, shaping perspectives

Melbourne Grammar School’s Sculpture Walk welcomes a new addition.

When students walk past Linear and Circular, the latest addition to Melbourne Grammar School’s living gallery, they’re not just walking by an artwork – they’re stepping into a conversation about time and the way we understand the world around us.

Created by renowned Melbournebased artist Benjamin Armstrong, Linear and Circular is a painted steel sculpture installed near the Geoff Handbury Science and Technology Hub: its dark geometric frame rising quietly from a bed of native grass trees.

The piece contrasts our linear concept of time, measured and clinical, with circular time – fluid, raw and expansive.

“Counting off seconds, minutes, weeks and years of our existence is often a European or Western mentality,” Ben says.

“Older civilisations like the Rapa Nui on Easter Island, and Indigenous Australians, have a different sensibility. They see time as circular – an allinclusive continuum.”

The full piece stands at more than five and a half meters tall, and from a distance, looks reminiscent of a calendar peeling from the edges: a series of seemingly random numbers stitched into a grid of interwoven and punctured steel.

Come closer and you’ll need to shift your perspective, compelled to consider time as something more than a series of passing moments.

“This ambiguity is part of the point,” Ben notes. “Time isn’t fixed – it depends on where you’re standing.”

The students who walk past Linear and Circular every day are at a point in their life where they are uniquely out of place and out of time: learning who they want to be and figuring out the possibilities that are open to them.

“Art plays an important role in contributing to a civilised society – to a civilised school. It is integral to the exceptional and holistic educational environment we strive for at Melbourne Grammar,” says Headmaster Philip Grutzner.

“It’s also through art that we appreciate the unique capacity of humans. Linear and Circular provides a new lens for students to reflect on how they measure their learning, their growth and their own personal journeys.”

The sculpture was unveiled at a gathering of donors, staff and students in late July.

It joins Lenton Parr’s Education (1954) located at the Shelmerdine Music Studio; Callum Morton’s Cover Up #18 (2016) across the Headmaster’s lawn; and Lisa Roet’s Ape Right Hand (2023) which rises prominently over the Barrett Gates.

Member of the Headmaster’s Art Committee Max Delany (OM 1981), Former Artistic Director and CEO, Australian Centre for Contemporary Art, says that for students, the real value of the Sculpture Walk is felt over time.

“Engaging with art on a daily basis and seeing how your relationship changes with it over time, is fascinating,” Max says.

“Linear and Circular, in particular, feels like a processional gateway at the threshold to the campus: a symbolic turning-of-the-page for students as they think about the role that education plays in their lives.”

Continues over page

The Sculpture Walk is entirely funded by philanthropy.

Linear and Circular was commissioned thanks to a generous gift from Gear Box Arts Chair Paul Bonnici, together with his wife Wendy and their sons Benjamin (OM 2020) and Tobias (Year 11).

“This new addition simply would not have been possible without the Bonnici family’s generosity,” says the Headmaster. “Their passion for art at Melbourne Grammar School and their support over the years has been invaluable.”

“It’s been a long journey to get here,” says Paul. “Like all creative projects, it wouldn’t be possible without the vision, generosity and support of this community who truly believe in the arts as a bedrock of creativity.”

Paul and Wendy’s youngest son Tobias, currently in Year 11, was joined by Art Captains Hugo Checkley and Jack Wilson to formally cut the ribbon during the unveiling.

“Being surrounded by such high-quality and thoughtfully curated public sculptures shows just how much the School values creativity and artistic expression,” says Hugo.

“It also encourages us as students to aim higher in developing our own artistic practice. Seeing what’s possible at a large scale and in a professional context is truly inspiring.”

As the sun set on the day of the unveiling, the steel edges of Linear and Circular caught the light and seemed to shimmer – an illusion born of careful craftsmanship and thoughtful design.

The sound of students playing rugby union on the Main Oval cascaded over the strong and delicate framework; the crowd separated, and a handful of students exited the Geoff Handbury Science and Technology Hub after a long day of studying.

Some slow down. A few stop.

The sculpture doesn’t demand attention, but it rewards curiosity. Like all good art – and like a Melbourne Grammar education – it ultimately invites reflection, challenges assumptions, and reveals more each time you return.

“I am immensely proud of everything we have achieved in the pieces that have been brought to life,” says the Headmaster.

“Only with the generous support of our community can we hope to complete our original vision and bring the remaining pieces of the Sculpture Walk into the world.”

Year 12 student Ethan Mar is this year’s recipient of the Will Ballantyne Scholarship for Visual Arts.

After the tragic death of their son Will (OM 2010), Andrew (OM 1978) and Samantha Ballantyne, together with their children Annabel, Daisy (OM 2013) and James (OM 2014) created the award to commemorate their beloved son and brother, and his love of art.

It is the first Visual Arts scholarship to be offered at Melbourne Grammar School. As an endowed scholarship, the opportunity is funded in perpetuity, enabling generations of talented students to pursue their passion for art.

Ethan, a talented sketch artist, says that his own passion has been bolstered in countless ways throughout his time at Melbourne Grammar, including by the Sculpture Walk.

“The Sculpture Walk, every day, reminds me of the limitless potential in art,” Ethan says.

“There were times when I thought art would always just be a hobby –that my love for it and the skills I’d developed would never amount to anything.”

“But coming to school in an environment like this, and – through the Scholarship – seeing the faith others have shown in my own art… It’s allowed me to see my own potential in the same way.”

If you would like to learn more about supporting the Sculpture Walk or Scholarships at Melbourne Grammar School, please contact:

Roni Baird

Associate Head of Development

+61 3 9865 7632

vgbaird@mgs.vic.edu.au

Chris Weaver

Senior Philanthropy Manager

+61 3 9865 7633

cdweaver@mgs.vic.edu.au

Teaching the past, inspiring the future

The JT Morrow Education Trust supports Scott Williams’ teaching career at Melbourne Grammar School

Spend more than five minutes talking to Scott Williams and you’ll feel confident about the future.

When it comes to encouraging students’ interests, and the exciting possibilities they can lead to, it’s what you’d expect speaking to any teacher at Melbourne Grammar School.

But Scott isn’t an established teacher: He is currently in his first year studying a Master of Teaching at the University of Melbourne, one of the few programs in Australia that allows him to work and teach straight away as part of his studies.

As someone freshly minted to classroom teaching, it’s an impressive feat to spark genuine passion beyond just simple curiosity – especially when your subjects are classical societies, ancient history, and Latin.

“For students, the driving question for me is always why,” Scott says.

“Why do we do this in this way? Why is it considered important… And tracing that back as far as we can go.”

“You can’t understand where we are now, or even where we’re headed, without understanding everything that came before, and why. It’s a much more open-minded way of seeing and learning things.”

When tracing his own personal series of “whys” – Why teaching? Why History? Why now? – it’s clear that stepping into the classroom has been a long-held aspiration for Scott.

After completing his undergraduate studies in communications and history more than ten years ago, Scott’s career has always revolved around education: from working abroad as an English language teacher to serving locally as a library technician at both Xavier College and Melbourne Grammar School.

Through the Master of Teaching, Scott now works four-days a week as a Humanities and Latin teacher at Wadhurst.

Melbourne Grammar’s partnership with the University of Melbourne is one of many ongoing initiatives in the School’s commitment to exceptional staff.

“We see great value in supporting the next generation of teachers to become exceptional educators and providing them with the tools and support to develop their practice,” says Dorothy Tselios, Director of Human Resources.

“We partnered with Melbourne University as the Masters program aligns with our holistic approach to education and emphasises the importance of research and evidence as a foundation for excellent educational practice.”

Scott’s placement is partially funded by the JT Morrow Education Trust, a gift established through the Will of Jack Morrow (OM 1925).

“The funding from the [JT Morrow Education] Trust is what allowed us to consider and implement this program,” says Dorothy.

Thanks to the JT Morrow Education Trust, Scott is in a unique position to bring a wealth of real-world experience into his teaching practice. Rare for a first-time teacher, and a great boon to his students.

“If you’re teaching from a position of real life, and not just what you’ve done at University — that’s going to help with the ultimate goal of education,” he says, “which is preparing students for what’s after School.”

Throughout his career and further studies – a Bachelor of Arts (Honours) in Literature and Classical Languages, a Graduate Diploma of Information Studies, and a Certificate in English Language Teaching – Scott has gained an impressive and deep catalogue of subject matter expertise.

“When I’m able to observe his Latin classes, I’m blown away at his content knowledge,” says Head of Teaching and Learning at Wadhurst, Melissa Allen.

If you’re teaching from a position of real life... that’s going to help with the ultimate goal of education... preparing students for what’s after School.

Scott Williams

“The facts and information he has at hand to answer questions, outside of his teaching degree, gives a phenomenal advantage to the students.”

The true impact of teaching is of course seen in the success of students.

Scott’s road to teaching might be unconventional, but thanks to Melbourne Grammar’s culture of support and additional funds from the JT Morrow Education Trust, so many students will be able to benefit from his unique career experience.

“Because I’ve spent so much of my life studying these subjects, I can bring the little details, the context, the connections that help students see the bigger picture,” says Scott.

“It’s not just about teaching them to translate; it’s about teaching them how to think.”

Witherby Tower Society Committee members

Chair

Dr Mark Roberts

Members

Mrs Robyn Alder

Mr Marc Cuming

Mr Richard King AM

If you’d like to learn more about making a contribution to the School’s philanthropic priorities, or for a confidential conversation about including a gift to the School in your Will, please contact:

Roni Baird

Associate Head of Development +61 3 9865 7632 vgbaird@mgs.vic.edu.au

Witherby Tower Society members

The Witherby Tower Society, founded in 1995, brings together the valued members of our community who have remembered the school in their Will.

We thank all Witherby Tower Society members –past and present – for their visionary support of generations of Melbourne Grammar students.

Anonymous (10)

Alder, Robyn & Tim (OM 1965)

Aldred, Paul (OM 1960)

Amarasekara, Jan & Anil

Armstrong, Alistair (OM 1968) & Susie

Arnold, Bett

Badger, Ann

Barnett, Dave (OM 1969) & Anne

Bartlett, Michael (OM 1973) & Mim

Blamey, Ted (OM 1963)

Bolton, John (OM 1946)

Bradley, Paul (OM 1960)

Brookes, Andrew (OM 1974) & Robina

Brookes, John (OM 2009)

Brown, Peter AM (OM 1951) & Pamela

Brown, Wilson (OM 1959)

Bunn, Richard (OM 1962) & Joannie

Burrows, Tony (OM 1974)

Capp, Maureen OAM

Carey, Roy (OM 1967)

Chestney, Malcolm (OM 1949)

Clark, Sandy AO (OM 1962) & Marie McDonald

Cooper, Chris (OM 1969) & Elizabeth

Cooper, Peter (OM 1961) & Liz

Cordner, Christopher (OM 1967) & Merrin

Cordner, Stephen PSM (OM 1970) & Beatrice Loff

Cousins, Jim AO (OM 1961) & Libby AM

This report lists donors to Melbourne Grammar School from 1 September 2024 to 31 August 2025. Every effort has been made to ensure accuracy. If an error has occurred, please accept our apologies and contact the Development Office on +61 3 9865 7555 or foundation@mgs.vic.edu.au

Couzens, Peter (OM 1963)

Cree, Tony OAM (OM 1964) & Jill

Cumpston, Richard (OM 1958) & Patricia

Darbyshire, Andrew AM (OM 1977)

Davie, Brian (OM 1952) & Valerie

Day, Peter & Angela

Dempster, Geoffrey (OM 1970) & Anne

Derham, Simon (OM 1973) & Kim

Dickson, Jim AM MBE RAN Rtd (OM 1953) & Anthea

Embelton, George (OM 1957)

Fairchild, Jim (OM 1954) & Lorrayne

Felton, Sue

Forge, Ken (OM 1960)

Gallagher, Ted OAM (OM 1963)

Gerrard, Gerry (OM 1981) & Dimy

Goss, David (OM 1962)

Gourlay, Louise AM

Gray, Suzanne

Greer, Peter (OM 1966) & Celeste

Griffith, Rosemary

Grimwade, Fred (OM 1975) & Alexandra Guy, Andrew OAM (OM 1965) & Jane Guyatt, Nicholas (OM 1965) & Jo

Hansen, Hartley AM (OM 1960) & Rosalind

Hardie, John (OM 1978)

Harmer, Philip (OM 1969)

Harry, John OAM (OM 1965) & Donna Hasker, John AM (OM 1956) & Jenny

Henderson, Deborah OAM

Henderson, John (OM 1967) & Kirstie Henshall, Geoff (OM 1953)

Hiscock, Martin (OM 1982) & Silvana Marasco

Hiscock, Stephen (OM 1981) & Jane

Hone, Geoff AM (OM 1962) & Anthea

Horne, Mac (OM 1964)

Howard, Rob (OM 1959) & Julie

Humphris, Bob (OM 1956) & Helen

Hurley, Peter AO (OM 1973) & Barbara

Ingham, Ian (OM 1954) & Prue

Jackson, Alastair AM (OM 1966)

Jenkins, Peter (OM 1964) & Gail Joyce, Lana Joyce, Michael

Kendall, Tim OAM (OM 1952) & Margaret OAM

Kerr, Barrie (OM 1956) & Diana Kibby, Brandon (OM 1972) & Kerri Unsworth

Kimpton, Geoffrey (OM 1966)

Kimpton, James AM (OM 1963) & Diana

King, David (OM 1963) & Diana

King, Richard AM (OM 1964) & Andrea Kudnig, Martin (OM 1981) & Marie-Louise

Land, David (OM 1971) & Serena Zhu

Larkins, Richard AC (OM 1960) & Caroline Lazer, Alf AM (OM 1942)

Liddle, Rob (OM 1959)

Lugg, Peter (OM 1970) & Amanda

Mackay, Angus OAM (OM 1952)

Macnaughtan, Alex RFD (OM 1963)

Marks, James (OM 1967) & Maureen

Massina, Sandy (OM 1972) & Shelley

McDonald, Ian (OM 1953)

Michelmore, Andrew AO (OM 1970) & Nooky AO

Millear, Ted (OM 1951) & Jana

Miller, Edward (OM 1954) & Anne Mishura, Paul

Morell, Stephen (OM 1965) & Colleen Morgan, Hugh AC & Elizabeth

Morris, Clive (OM 1950)

Nelson, Theo JP (OM 1953) & Edith Nicoll, David (OM 1965)

Paine, Angus (OM 1952)

Parncutt, Bruce AO (OM 1968)

Pepper, Tim (OM 1969) & Shaunagh

Prentice, Andrew (OM 1961) & Victoria

Prince, Rick (OM 1973)

Ralph, Jonathan (OM 1978)

Reeve, John (OM 1973)

Reid, Mervyll (OM 1963) & Sue

Richardson, John (OM 1951) & Jane

Roberts, Frank OAM (OM 1948) & Joan Dwyer

Roberts, Mark (OM 1994) & Lisa Ayres

Robinson, Rodney & Jane

Rosengarten, Candice

Russel, Patrick & Karen Fitt

Russell, Rowan (OM 1972) & Susie

Rutherford, Ian (OM 1950)

Ryan, Gee

Scott-Mackenzie, John (OM 1969) & Barbara

Sheahan, Paul AM

Slater, Bob AM RFD & Ruth

Smart, David (OM 1957) & Liz

Smith, Alex (OM 1962) & Jutta

Smith, Julian (OM 1975) & Sally

Solomon, Philip KC (OM 1986) & Rachel

Speirs, Andrew (OM 1963) & Sue

Stevens, David (OM 1964) & Sue

Streeter, John (OM 1951)

Stuckey, John (OM 1962) & Susan

Sutcliffe, Dick (OM 1956) & Sandy

Temple, David & Viv

Thomas, Lloyd & Deborah

Tucker, Mark (OM 1973)

Tudor, Rick OAM (OM 1966) & Liz AM

Turner, Simon (OM 1967) & Ann

Velos, John & Angela

Walter, John & Catherine AM

Wang, Chris OAM (OM 1962) & Janet

Ward-Ambler, Ralph AM (OM 1952) & Barbara

Watson, Bruce (OM 1969)

Webb, Geoffrey (OM 1955)

Wee, Bryan (OM 1992) & Jade Pearce

Wee, Cavan (OM 1997) & Jessica Liew

Weeden, Philip (OM 1981) & Susan Ly

Wilhelm, Ann

Woinarski, Gavan (OM 1970) & Meredith

The following names are those members of the Witherby Tower Society who have passed away.

We are forever grateful for their contribution to Melbourne Grammar School and for choosing to remember the School in their Will – we promise to remember and honour their commitment.

Anonymous (5)

Adams, David (OM 1947)

Anderson, Des

Armstrong, Andrew (OM 1967)

Arnold, Michael (OM 1945)

Asche, Austin (OM 1943)

Barrett, Howard (OM 1929)

Beaumont, Glynne (OM 1935)

Beavis, Edward (OM 1938)

Besley, Richard (OM 1947)

Best, John AO (OM 1957)

Birrell, John ISO (OM 1941)

Boothby, Joyce

Brookes, Alfred (OM 1937)

Brookes, Margaret

Brumley, Janet

Capp, John OAM (OM 1947)

Carre-Riddell, John (OM 1944)

Christian, Ian (OM 1949)

Clark, Lynn JP (OM 1942)

Coleman, Ron

Connard, John (OM 1935)

Cordner, Donald (OM 1939)

Cordner, John (OM 1946)

Court, Jim (OM 1948)

Crawford, Gavin (OM 1956)

Creese, Nigel AM

Cunningham, Geoffrey (OM 1940)

Curwen-Walker, Ian (OM 1948)

Dale, John (OM 1947)

Davidson, Rodney AO OBE (OM 1950)

Davie, Arthur (OM 1946)

Witherby Tower Society members continued...

Day, Arthur (OM 1951)

Derham, Peter AC, KStJ (OM 1943)

Deschamps, Noel (OM 1926)

Dixon, Grahme (OM 1956)

Dobbie, Norman (OM 1942)

Dorevitch, Abe (OM 1946)

Dott, William (OM 1934)

Downes, Elizabeth

Dyson, Bruce (OM 1948)

Elliott, Betty

Eustace, Alan OAM

Field, Darragh (OM 1932)

Fletcher, Richard (OM 1960)

Fowler, Philip

Franklin, John (OM 1941)

Freeman, Brett (OM 1948)

Gandy, Bruce (OM 1942)

Gardner, Richard (OM 1945)

Gill, Bryan (OM 1946)

Gillespie, Tom (OM 1941)

Goodman, Peter (OM 1944)

Goss, Bill (OM 1936)

Gough, John AO (OM 1946)

Gough, Rosemary

Gourlay, John (OM 1951)

Graham, Boyd (OM 1927)

Gray, Peter (OM 1957)

Griffith, Kelvin (OM 1948)

Grimwade, James (OM 1954)

Grummet, Andrew AM (OM 1944)

Grummet, Margaret

Grutzner, Abe (OM 1928)

Guest, Alan (OM 1943)

Hall, Roger OAM (OM 1951)

Handbury, Geoff AO (OM 1942)

Handbury, Helen AO

Harper, Ian (OM 1940)

Hilford, Adrian (OM 1945)

Hiscock, Anthony (OM 1954)

Hocking, Douglas (OM 1937)

Houghton, Peter (OM 1953)

Johansen, Peter (OM 1946)

Kennison, Ian CBE (OM 1938)

King, Barry (OM 1952)

Laing, Colin (OM 1933)

Lamb, John (OM 1941)

Lee, Neville OAM (OM 1944)

Leviny, John (OM 1952)

Limb, George (OM 1953)

MacDonald, Ron (OM 1933)

Marks, Jim (OM 1946)

McKeown, Malcolm (OM 1935)

McMullin, Bruce (OM 1938)

Merfield, Derek (OM 1948)

Michelmore, Margaret

Minson, Joan

Mitchell, Angela

Mitchell, George (OM 1933)

Mitchell, Ken (OM 1950)

Mitchell, Murray (OM 1949)

Mitchell, Peter AM (OM 1952)

Moore, Alan (OM 1939)

Moorhouse, Charles AM (OM 1928)

Neville-Smith, Richard (OM 1955)

Newman, Frank OBE (OM 1933)

Niall, Gerry AO (OM 1933)

Officer, Hugh (OM 1916)

Peck, Graham (OM 1949)

Peck, Nicholas (OM 1972)

Peck, Nigel AM (OM 1945)

Peck, Patricia

Perkins, Tony (OM 1940)

Perry, Jocelyn

Phillips, Bruce (OM 1958)

Ponsford, Murn (OM 1942)

Porter, Ossie (OM 1951)

Potter, Dick (OM 1944)

Prince, Harry (OM 1947)

Relph, Audrey

Renton, Nick AM (OM 1948)

Richards, Alan (OM 1960)

Richards, Peter (OM 1951)

Rose, Alan OAM (OM 1948)

Rosengarten, Sam (OM 1955)

Rosenhain, Peter DFC (OM 1940)

Scott, David AO (OM 1941)

Sheen, Ian (OM 1951)

Siminton, Peter (OM 1945)

Simkin, Max CBE KStJ (OM 1940)

Smibert, James (OM 1929)

Smith, Tony (OM 1949)

Smithers, Adrian (OM 1952)

Staughton, Peter (OM 1948)

Stewart, Bill (OM 1930)

Strickland, Free AM, OBE KStJ (OM 1937)

Stuart, Barry (OM 1948)

Stuart, Forster (OM 1948)

Stuart, Ross (OM 1952)

Stubbings, Claude (OM 1945)

Tartakover, Bert (OM 1927)

Tucker, Kenneth (OM 1936)

Tucker, Tom (OM 1945)

Wall, John (OM 1947)

Wallace, Hugh (OM 1954)

Wallace-Mitchell, Malcolm (OM 1943)

Weber, Tony (OM 1951)

Weir, Robert (OM 1947)

Wenzel, Geoffrey (OM 1944)

White, Joseph (OM 1924)

Wilhelm, Paul

Wilkie, James JP (OM 1925)

Williams, Peter AO (OM 1940)

Williams, Robin (OM 1947)

Woodbridge, Denis (OM 1951)

The Centre for Humanities takes shape

As the challenges facing our world grow increasingly complex, the skills and values we nurture in our students must also evolve.

Our vision for the developing Centre for Humanities ushers in an exciting new era of collaboration between staff and students: a learning environment unmatched in Australia and on par with the best school facilities in the world which will allow for deeper thinking, more open and respectful debate, and new ways of learning.

This is only possible thanks to generations of past and current donors who have so generously given to the School.

The project exists thanks to the commitment of our philanthropic community, along with careful financial stewardship. All members of our community will be given the opportunity to provide support. No matter how large or small, the support is meaningful, makes an impact and is appreciated.

Construction began in late 2024, and the site has quickly transformed from an empty excavation to a building rising confidently over Domain Road.

Following the bulk excavation of the site and the subsequent pouring of the lower ground, ground floor and higher ground slabs, the project “topped out” in September – a major milestone marking the completion of the building’s structural frame.

From here, attention will turn to internal fit-out and finishing works, including the light-filled subterranean garden, collaborative classrooms, and breakout study spaces.

Construction of the Centre for Humanities is due for completion in mid-2026, with occupancy of the building soon after – we look forward to sharing new updates in the coming months.

The Centre for Humanities building site on 16 December 2024 (1) and 15 August 2025 (2).

Top image, from left: Julian Smith, Philip Grutzner, Jamie Gray, Peter Southwell, Shirley Hsieh.

Melbourne Grammar School Foundation Board

Our Foundation Board comprises members of the School community who promote philanthropy and advocate for Melbourne Grammar school’s future.

They work with the Head of Development to foster relationships with benefactors, host fundraising events, and demonstrate leadership by making the School their philanthropic priority, while actively recognising and thanking donors.

Membership Chair

Prof Julian Smith

Members

Mr Andrew Brookes

Mr Michael Cotton

Mr Don Grant

Mr Jamie Gray

Dr Shirley Hsieh

Mr Andrew Michelmore AO

Dr Mark Roberts

Mrs Alex Scanlon

Ms Georgia Widdup

Foundation Circle members

Our School is built on a strong tradition of philanthropy. We celebrate the leadership and generosity of the following philanthropists, whose contributions are at an outstanding level.

Anonymous (4)

Adler, Ross AC (OM 1962) † & Fiona

Alcorn, Robert †

Anderson, Des †

Archibald, Alan KC (OM 1963) & Mary-Lou

Australian Indigenous Education Foundation

Ballantyne, Andrew (OM 1978) & Samantha

Bartlett, Michael (OM 1973) & Mim

Brookes, Andrew (OM 1974) & Robina

Brookes, Roger (OM 1947) †

Callaway, Ivy May †

Carter, Paul & Wendy

Chestney, Malcolm (OM 1949) & Pat †

Clark, Henry (OM 1921) †

Clemenger, Peter AO (OM 1944) & Joan †

Cousins, Jim AO (OM 1961) & Libby AM

Crawford, Gavin (OM 1956) †

Davidson, Rodney AO OBE (OM 1950) †

Dowd, Carl AM (OM 1954) & Wendy AM

Doyle, Dave & Nicole

Dyson, Bruce (OM 1948) †

Friends of Grammar – Senior School

Geoff and Helen Handbury Foundation

Gillespie, Tom (OM 1941) †

Gourlay Charitable Trust

Gourlay, John (OM 1951) † & Louise AM

Handbury, Geoff AO (OM 1942) † & Helen AO †

Higgins, John AO & Maunder, Jodie

Hinds, Richard (OM 1930) †

Hoe, Martin (OM 1987)

Horgan, Jo AM & Wetenhall, Peter Hsieh, Shirley & Lin, John (OM 1995) JT Morrow Education Trust

Keeley, Michael (OM 1979) & Caroline

Mackay, Angus OAM (OM 1952)

Mantzis, Kon & Helen

McKeown, Malcolm (OM 1935) †

McNee, Bill

McQuie, Ronald (OM 1911) †

Michelmore, Andrew AO (OM 1970) & Nooky AO

Michelmore, Margaret †

Parncutt, Bruce AO (OM 1968)

Peck, Nigel AM (OM 1945) † & Patricia †

Relph, Audrey †

Siminton, Peter (OM 1945) †

Sir Wilfred & CH Roger Brookes

Charitable Foundation

Smith, Clive OAM (OM 1953) †

Southey, Marigold AC

Szabo, Tamas & Joanna

The Alfred Felton Bequest

The Marian & EH Flack Trust

The Old Melburnians

The Scanlon Foundation

Thomas, Lloyd & Debbie

Trumble, Alec (OM 1954) †

Ward-Ambler, Ralph AM (OM 1952) & Barbara

Watson, Brian AO & Le Maistre, Edwina

Winter-Irving Crawford Trust

Woomera Education Trust

Wylie, John AC & Boisbouvier-Wylie, Myriam

Zaparas, Yianni & Vicky

Zoller, A †

† Deceased

Melbourne Grammar School donors

1 September 2024 to 31 August 2025

Thank you to the many members of our community who supported Melbourne Grammar School over the last year.

Every gift – no matter the size – helps to create extraordinary possibilities in the lives of our students, and through them, the communities in which they live.

All gifts were received to one of the School’s six philanthropic priorities: Access Scholarships, First Nations Scholarships, Exceptional Staff, Learning Environments, the Sculpture Walk and the Melbourne Grammar Future Fund.

INDIVIDUAL DONORS

Anonymous (18)

Abell, Michael (OM 1963)

Acharya, Harshit

Acton, John (OM 1957)

Adkins, Angus

Adler, Jon (OM 1992) & Gada, Kosha

Adler, Ross AC (OM 1962) † & Fiona

Agarwal, Ashima & Nipun

Alan and Mary-Louise Archibald

Allen, Melissa

Anderson, Des †

Anderson, John (OM 2002) & Brune-Samo Angkasa, Flo & Yong, Ray

Archibald, Christopher (OM 1991) & Goode, Melissa

Archibald, Felix (OM 2021)

Archibald, Ian (OM 1969) & Jo Arden, David RFD (OM 1971) & Gayle

Arnold, Gordon (OM 1962)

Arrowsmith, John (OM 1952)

Asche, Austin (OM 1943) †

Atkins, Emily & Sam

Austin, Will (OM 1996) & Georgie

Baddeley, Cam (OM 1984)

Badger, Ann

Baillie, John (OM 1977) & Sue

Baillieu, Suzanne & Charles

Baird, Roni & Gareth

Baldwin, Kate & Ian

Bao, Jing & Yang, Mike

Barnes, David (OM 1977) & Simon, Jennifer

Barnes, Genevieve (OM 1999)

Barnett, Dave (OM 1969) & Anne

Barnett, Kate & Tim

Barnett, Will

Barraclough, David (OM 1961)

Barrett, Chris (OM 1958)

Barrington, David

Bartlett, Michael (OM 1973) & Mim

Batt, David KC (OM 1986) & King, Caroline

Batty, Noah (OM 2023)

Belford, Matthew & Lisa

Bell, Georgie & Julian

Bird, Will (OM 1996) & Sally

Bishop, Nic

Blackmore, Ben & Rebecca

Blamey, Kate & Nick

Blamey, Ted (OM 1963)

Blanchet, Raphael (OM 1991) & Estelle

Blashki, Graham (OM 1962)

Bleakley, Tom (OM 2001)

Block, Justine

Blunt, Daniel (OM 2018)

Boake, Alastair (OM 1973) & Vrabec, Nancy

Bolton, Andrew (OM 1966)

Bonnici, Paul & Wendy

Booth, Brett & Furuhashi, Sanae

Booth, Howard

Bradley, Paul (OM 1960)

Brame, Tamsin & Ben

Brener, Jono (OM 2002) & Cumming, Amanda

Bresciani, Lorenzo (OM 1985) & Kirsten

Brett Young, Michael (OM 1968) & Elisabeth

Bright, Richard & Lucy

Brookes, Andrew (OM 1974) & Robina

Brookes, John (OM 1962)

Brookes, John (OM 2009)

Brookes, Roger (OM 1947) †

Broome, Tony (OM 1960) & Helen

Brosnahan, Tansy & Michael

Brown, Angela & Munn, Christian

Brown, Graham AM (OM 1964) & Rosalind

Brown, Peter AM (OM 1951) & Pamela

Browning, Zoe & Tausan, Darko

Bui, Hai & Dang, Hana

Burt, Andrew & Dafalia, Gina

Butler, Tracy

Cai, Chase & Zhang, Cynthia

Cai, Joyce & Huang, Jesse

Caillard, Belinda & Peter

Caillard, Peter (OM 1985) & Belinda

Cameron, Rodney (OM 1970)

Campbell, Harry (OM 2018)

Canty, Piers (OM 1993) & Kate

Carrasco, Pam

Carruthers, Lucy & Jennings, David

Cartel, Alex & Melani

Carter, James & Anna

Casabene, Elizabeth & Pip

Castine, Mike & Karinda

Chakrabarti, Anannya & Deb, Sid

Chamberlain, Simon & Joanna

Chan, Paddy & Cheung, Joseph

Chandler, Rohan & Toy, Helen

Chang, Michael (OM 1990) & Hong, Soo Jung

Charles, Natalie

Chen, David & Xu, Joei

Chen, Emma

Chen, Jason & Srey, Nancy

Chen, Jenny & Yang, Rowen

Chen, Jerry & Ye, Beily

Chen, Louisa & Zheng, Leo

Chen, Sofia & Lam, Alvin

Chen, Stella & Zhou, Roy

Chen, Yang & Anderson, Tristan

Cheng, Gloria & Ren, Tom

Cheng, Simon (OM 2006)

Melbourne Grammar School donors continued...

Chestney, Malcolm (OM 1949)

Chiang, Vincent (OM 2010)

Chin, Jasmin & Collins, James

Claisse, Marie-Laure & Garrett, Michael Clark, Henry (OM 1921) † Clark, James & Rebecca

Clark, Sandy AO (OM 1962) & McDonald, Marie

Clarke, Dave (OM 1985) & Gordon, Alis Clemenger, Kelly & Lie, Richard Clemenger, Lucy & Tony

Clements, Andrew (OM 1987) & Melanie Clynes, Jenn & Talon

Cole, Robert (OM 1976)

Colebatch, Hal (OM 1961)

Colson, Ewan (OM 1950)

Conn, Ashley (OM 1993) & Alison Connor, Paul & Fiona

Cooper, Mel & Andrew Coster, Sarah & Mark Court, Anne AM

Cousins, Jim AO (OM 1961) & Libby AM

Couzens, Peter (OM 1963)

Coventry, Evan & Liz Cowan, Bill AM (OM 1962)

Crawshay, Andrew (OM 1995) & Natasha Crawshay, Joanna & Michael

Creswick, Alex (OM 1989) & Rebecca Cross, Robert (OM 1985) Cullity, Charlotte (OM 2020) Cuming, Marc (OM 1983) & Amanda Cuming, William (OM 1995) & Moloney, Roslyn Cumpston, Bill (OM 1966)

Currant, Anna & Loh, Ian Custeau, Charles (OM 2008)

Dale, Danny & Larritt, Catriona Danby, Rob (OM 1967)

Dane, Sally

Dapiran, Antony & Chong, Agnes Davidson, Janine

Davie, Brian (OM 1952) & Valerie Davis, Bill (OM 1964)

Davis, Charles (OM 1995) & Taylor, Anna Day, Amanda (OM 1994) & Benjamin Day, Charles (OM 1988) & Everest, Elise de Crespigny, Cherry & Nick

De Silva, Chathuri & Balasuriya, Marlan

De Silva, Isuru & Dilini

Dempster, Geoffrey (OM 1970) & Anne

Derham, Charles

Derham, Doug (OM 1965) & Janet

Dessants, Stephen & Ellem, Alexandra

Dewsbury, Emma & Lew Fatt, Michael Dick, Howard (OM 1966)

Dinelli, Albert & Lu

Dixon, Tim (OM 1955) & Alexander, Elizabeth AO

Dou, Michelle & Lu, Sean Douglas, Emma & Andrew

Dowd, Carl AM (OM 1954) & Wendy AM

Dowling, Michael AM (OM 1961) & Rosemary

Dowsett, Michael AM (OM 1955)

Draper, Sally & Ponsford, Richard

Dutton, Anna (OM 1993)

Dwyer, Chris & Nesarajah, Leesha Dwyer, Helen & Hansford, Gavin

Eddey, Peter (OM 1965)

Edwards, Charlie (OM 2023)

Edwards, Richard (OM 1978) & Sharee Edwards, Tom & Jo

Ekberg, Noah

Elsum, Marcus (OM 1984) & Jodie

Essex, Rohan (OM 1987) & Sarah

Ewert, Liz & Jamie

Fagan, Xavier (OM 1997) & Mooney, Sam

Fan, Anna & Pei, Tony

Farquharson, Charles (OM 1959)

Feng, Eric & Guo, Carol Feng, Maggie & Geng, Tom Fergus, Danielle & Stephen

Fergus, Jack (OM 2018)

Ferguson, Cluny & Skinner, Rowan Ferguson, Damian & Ashton, Julie-Anne Fernandes, Beuford & Tania

Field, Peter (OM 1959) & Heather-Anne Finlay, Chester (OM 1950) †

Fisher, Grant & Bird, Helen

Fitzroy, Rod AM & Paige

Fitzsimons, Claire

Flintoft, William (OM 2021)

Fong, David (OM 1988)

Forbes, Duncan & Rhian

Fortey, Lucy

Fourlanos, Spiros (OM 1989)

Fox, Adrea & Andrew

Froomes, Jeanine & Houseman, Nicholas (OM 1983)

Froomes, Juliet & Barnes, Chris

Fry, Brad (OM 1979) & Anderson, Rosie Fung, Joanne & Nie, Charles Furphy, Clem OAM (OM 1961)

Gallagher, Ted OAM (OM 1963)

Gao, Jimmy (OM 2021)

Gillard, Graeme (OM 1954)

Gillard, Nicole & Chris

Glaspole, Jim & Yeatman, Josie

Glover, Emma & Scott

Glover, Scott (OM 1989) & Emma

Goh, Margaret

Gooley, Stuart (OM 1962) & Marion

Gopalsamy, Geetha & Di Giovine, Paul Gourlay, Jono (OM 1990) & Carrie Gray, Jamie (OM 1976) & Rebecca Gray, Jen & Damien

Green, Claire & Chris

Green, Elliot

Griffin, Kate & Nick

Griffith, Kelvin (OM 1948) †

Grimmett, Andrew & Iseli, Claire

Grummet, Margaret †

Grutzner, Angela

Grutzner, Philip (OM 1981) & Layher, Yasmine

Gu, Stacey & Han, Jay

Guan, Belinda & Zhang, Tan

Guest, Chris (OM 1996) & Amy

Guest, Sibella & Watson, Gavin

Haan, Eric AO (OM 1964) & Louise

Hack, Richard (OM 1997) & Georgia

Hadj, Anthony (OM 1998)

Hamer, Chris (OM 1962)

Hamilton, Anne

Hampton, Ania & Alastair

Hanisch, Ben

Hanisch, Oscar (OM 2023)

Hannon, Lisa & Terry, Simon

Hansen, Richard (OM 1989) & Naarden, Sarah

Hardy, Thomas (OM 1987) & Palmer, Alice

Harmer, Philip (OM 1969)

Harper, Janet & Charles

Hasker, Stephen (OM 1986)

Haskett, Martin (OM 1967) & Kristin

Haskett, Roger (OM 1962)

Hawkins, Jack (OM 1972)

Hayes, Geoffrey (OM 1959)

Hayman, John ED (OM 1951) & Biggs, Bev

Hayward, Carrie & Earl, Warwick

He, Hattie & Wang, Ke

Head, Ian (OM 1960)

Hearder, Robin (OM 1957)

Heffernan, Janee & Cannington, Andrew Henderson, Colleen & John

Henderson, John (OM 1967) & Kirstie Herzfeld, Andrew (OM 2002) & Chen, Ariel Herzfeld, Perry (OM 1999)

Hiladakis, Sofia & Steve

Hiscock, Martin (OM 1982) & Marasco, Silvana

Hoe, Martin (OM 1987)

Hooper, Kirsty & Sam

Hopkins, James & Nicholls, Carley

Hopkins, Philip (OM 1970)

Hopkins, Richard (OM 1963)

Horgan, Jo AM & Wetenhall, Peter

Horn, Peter & Iliou, Tammy

Horne, Mac (OM 1964)

Horne, Max (OM 1952)

Horng, Lana & Chandrasekara, Dishan Hoskins, Ben (OM 2017)

Howell, Emily & Ben

Howells, Adam & Jo

Hoy, Clare & Vaughan, Dominic

Hu, Cecilia & Tao, Byron

Hu, Jennifer & Lee, Wang

Hu, Simon & Zhou, Jenny

Huang, Anya & Lin, Tom Hughes, Frazer (OM 1983) & Fiona Humphris, Bob (OM 1956) & Helen Huntley, Tony & Grace

Ingham, Peter (OM 1979) & Anna

Ingram, Doug & Sallyanne

Ip, Kuhn (OM 1996)

Ip, Spencer

Ireland, Julie

Jabu, Umang

Jack, Ian (OM 2002)

Jager, Martine & Sioros, Lambros

Jarman, Eliot (OM 1974) & Catriona

Jenkins, Charles (OM 1998) & Kylie

Jenkins, Hugh (OM 2002)

Jenkins, Peter (OM 1964) & Gail

Jesson, John & Janene

Jiang, Bonnie & Lyu, Wei

Jiang, Vivi & Liu, Tony

Jing, Chunliang & Wang, Peihong

Johansen, Lanabelle

Johnson, David (OM 1956)

Johnson, Lizzie & Gus

Johnson, Mark (OM 1979) & Balding, Leanne

Johnson, Mark (OM 1980) & Lou

Jones, Grace

Jones, Jack

Jones, Olivia & Skillington, Rob

Jones, Sarah & Simon

Jongebreur, Stella

Junot, Carl & Bridgid

Kahanda Koralage, Krish & Rajapaksha, Kody

Karpathakis, Emmanouele & Chrissy

Kauye, Alexander (OM 2002) & Lauren

Keating, Vanessa & Russell

Keeble, Jol (OM 1984)

Keeley, Michael (OM 1979) & Caroline Kelly, Lisa & McInnes, Mark

Kemp, Warren RFD (OM 1951)

Kempster, Hugh & Cherie

Kendall, Tim OAM (OM 1952) & Margaret OAM

Kennon, Philip KC (OM 1964) & Wendy

Kenny, Andrew (OM 1961) & Taylor, Gill

Keyes-Tilley, Adam (OM 1986)

Kilpatrick, Trevor & Carroll, Kate

Kimm, Geoffrey (OM 1992) & Yi, Elizabeth

Kimpton, Geoffrey (OM 1966)

King, Richard AM (OM 1964) & Andrea Kingsford Smith, Suzanna

Kirkham, Andrew AM RFD KC (OM 1959)

Klempfner, David (OM 1985) & Daniela

Knowles, Phoebe & Mulholland, Will

Ko, Atlas (OM 1996)

Koczkar, Rob (OM 1988) & Doig, Heather

Kofoed, Simon (OM 1998) & Sarah

ORGANISATIONS AND TRUSTS

The School’s donor community is made up of many supporters, including organisations and trusts. These supporters share common values that enhance education at the School. Thank you for your ongoing support.

Alan and Mary-Louise Archibald Foundation

Anglican Diocese of Melbourne

Australian Indigenous Education Foundation

Boncal Family Foundation

Friends of Grammar – Senior School

Gourlay Charitable Trust

JT Morrow Education Trust

Macquarie Group Foundation

Mutual Trust

Parncutt Family Foundation

Peter James Provelson Trust

Richard Bright Family Trust

Sir W & CH Roger Brookes Charitable Foundation

The Gray Family Charitable Trust

The Jamie and Rebecca Gray Foundation

The Marian & EH Flack Trust

The Melbourne Foundation

The Nigel & Patricia Peck Foundation

The Old Melburnians

The Scanlon Foundation

Winter-Irving Crawford Trust

Woomera Education Trust

Zagora Foundation

Melbourne Grammar School donors continued...

Kogler, Daniel (OM 1990) & Thea

Krol, Robert (OM 1979)

Kudnig, Martin (OM 1981) & Marie-Louise

Lai, Doreen

Lai, Lynette & Wong, Billy

Langdon, Elizabeth & Sotelo, Ric

Larkins, Benjamin

Larkins, Richard AC (OM 1960) & Caroline Lawler, Sarita

Lawrence, David (OM 1981)

Lawrence, John (OM 1950)

Lawrence, Peter (OM 1968) & Judith

Le, Ngoc Thanh Bao & Nguyen, Thanh Lecocq, Nadine & Douglas

Lee, Charles (OM 1988) & Amy

Lee, Gregory (OM 2008)

Legg, Anna & Adam

Leitch, Tamzin & Gus

Leong, William & Cheong, Jennifer

Levy, Rodd (OM 1978)

Leyland, Charles & Clemons, Sarah

Li, Evan & Jiang, Amy

Li, Leo & Zhang, Cindy

Li, Qian & Ren, Xiaojian

Li, Sarah & Ye

Li, Sheng & Yuan, Yong

Li, Susan & Sam Liang, Wen

Liddle, Rob (OM 1959)

Lin, Darren & Jin, Lily

Lin, Frank (OM 1995) & Yang, Angela Lin, Mei & Dong, Raymond Lincoln, Julian & Marita

Liu, Heng & Zhang, David

Liu, Jenny & Peng

Liu, Jia

Liu, Lily & Shi, Kerwin Liu, Mingjia & Chin, Jackie

Lloyd, Tristan & Brigid

Lombardo, Zac (OM 2008)

Lou, Zhengming & Yang, Yumi Lourey, Simone & Randall, Will Lovett, Peter (OM 1962)

Lowe, Andrew (OM 1983)

Lowthian, Judy & Peter Loxley, Kane & Alicia Luther, Sia

Ma, Ni Ya & Wang, Derek

MacGregor, Simon & Marshall, Sophie

Macindoe, Alistair (OM 1972) & Linda

Mackay, Angus OAM (OM 1952)

Mackay, Robert (OM 1991) & Shari Mann, Rob

Mantello, Emma

Mantzis, George

Mantzis, Kon & Helen

Mar, Adrian (OM 1984) & Yang, Jun

Mar, Gordon & Tori

Marasovic, Cheryl & Steve

Marchesani, Benjamin & Peta

Marks, Benjamin

Martini, Peter (OM 1968)

Martyn, Simon (OM 1983) & Pene

McComb, Clare & Campbell

McCormick, Mark (OM 2006)

McDonald, Sarah & Robinson, Mark McLaughlin, Megan & Hedding, Richard

McMeekin, Douglas & Loorham, Penelope

McNee, Bill

Meares, Peter (OM 1980) & Feheney, Stephanie

Mehr, Sam (OM 1992) & Mahady, Suzanne

Melbourne, Bill (OM 1951)

Merunovich, Mark & Palmieri, Suzanne

Mezger, Simon (OM 1983) & Anna

Miao, Martin & Xu, Cathy

Michelmore, Andrew AO (OM 1970) & Nooky AO

Michelmore, Margaret †

Millear, Pat (OM 1985) & Sarah

Millear, Tony (OM 1957) & Jane

Millen, Simone & Damien

Milne-Pott, Caroline & McNamara, John

Minson, Aja & Hugh

Minson, Rowan (OM 2003) & Kelly, Caroline Minson, Tegan & Henry

Mishura, Paul

Mitchell, Heidi & Carl

Monotti, Andrew & Alison

Monson, Darren & Ong, Bel

Monteiro, Michelle & Miller, Richard

Morgan, Hugh AC & Elizabeth

Morgan, Nicole & Anthony

Morgan, Vanessa

Morris, Clive (OM 1950)

Moscato, Luisa & Cameron, Scott

Moss, Philip AM (OM 1968) & Belinda OAM

Mr Robert Tandy

Nakagawa, Leanne & Sohei

Nayak, Santosh & Monita

Negri, Emma & Sam

Nelson, Adrian (OM 1989) & Louise

Newhouse, Claus (OM 1953) & Pamela Ni, Bei

Niall, Robert (OM 1965)

Nicholas, David (OM 1957)

Nichols, Jeremy (OM 1983) & Danni

Niu, Stephanie & Yang, William

O’Connell, Amanda

O’Connell, Dan (OM 1995) & Helen

O’Dea, Alex & Mick

O’Donohue, Simone

Ogilvy, Ewan (OM 1964)

Ogilvy, Jen & David

Oldfield, Fred (OM 1975) & Martine

Olle, Louise & Craig, Andrew

O’Malley, Sean & Partsi, Maggie

Oon, Penny & Guan

Orbea Garces, Kari & Creswell, Lachlan

O’Sullivan, Dale AMM LF (OM 1957) & Dell, Leeanne

Pai, Risha & Vishal

Pan, Kiki & Wang, Alpha

Pang, Jill & Lyu, Johnny

Pardasani, Jay (OM 2006) & Natasha

Parker, Michael & Sarah

Parncutt, Bruce AO (OM 1968)

Paspa, Darryn (OM 1986)

Patel, Ronika & Mehul

Patterson, George (OM 1992) & Heather

Paul, Mary

Pellicano, Georgia & Renato

Peters, Mark (OM 1995) & Melissa

Petherbridge, Ward & Miocevic, Miranda

Petterson, Brenden & Pearse, Melina

Pfab, Megan & Sebastian

Phelan, Sheila & Paul

Phillips, Neil OAM (OM 1969) & Jane

Pirpiris, Maria & Marinis

Pitcher, Trina

Plenderleith, Jock & Jan

Plenderleith, Max

Plunkett, Tracey & Dennis

Ponder-Budd, Cindy & Budd, Bruce

Poole, Jane & Tim

Portnoy, Jane & David

Power, Nick (OM 1988) & Anna

Prendergast, Carmen & Phillip

Prentice, Andrew (OM 1961) & Victoria

Proper, Stewart

Puccinelli, Gretchen & Flavio

Raggatt, Howard (OM 1971) & Foong

Ramsamy, Theer

Rasmussen, Danne & Elizabeth

Renwick, Bill & Rosy

Renzella, Michael & Rosalba

Rice, Sophie & Richard

Richalot, Sylvie

Richards, Roger (OM 1958) & Annabel

Richards, Scott

Richardson, Alice & Edward

Rigg, Nerida & Graeme

Riggall, Emmy

Righetti, Toby

Riordan, Andrew (OM 1992) & Rebecca

Risseeuw, Jan & Cindy

Ritchie, Lisa

Robert, John (OM 1962) & Debbie

Roberts, John AM (OM 1966)

Roberts, Mark (OM 1994) & Ayres, Lisa

Robertson, Robert & Carmela

Robson, Alison & Strang, Rob

Rocco, Daniella & McConnell, Simon

Rogers, Andrew (OM 2001) & Lambie, Heather Rogers, Tim (OM 1971) & Marjorie

Rosengarten, Candice

Rosham, Jonathan & Nadine

Rouse, Hannah & McGuirk, Brett

Royle, John OAM MBBS FRCSE FRCS (OM 1951)

Ruffles, Dianne & Christiansen, Peter

Rumpf, Peter (OM 1956)

Russell, Jeremy (OM 1994) & Alana

Rutherford, Ian (OM 1950) & Margaret Rutherford, Martin & Mary

Ryan, Andrew (OM 1995) & Monteiro, Charmaine

Ryan, Gee

Sallabank, Julian (OM 1993) & Nicole

Sanghvi, Cassie & Div

Sanjana, Tanya & Ronnie

Sankey, Angela & Nick

Sankey, Nick & Angela

Santoro, Paul (OM 1985)

Sawers, Melinda & Corn, Aaron

Scanlon, Alex & Brady

Schofield, Matthew & Beth

Schuller, Jane & David

Scott, David (OM 1978) & Ly Thi, Thina

Scott, Martin KC (OM 1980) & Hider, Jane

Scully, Rachel

Seskis, Adam & Virginia

Seward, Simon (OM 1952) & Wendy

Sfyridis, Anna & Eric

Sheahan, Paul AM

Shen, Chang & Zhang, Helen

Shen, Kevin & Zhou, Jing

Shiu, Celine & Wong, Vincent

Simpson, Anna-Louise & Lawson, Brent

Sinclair, Catherine & Parmenov, Sergei

Singh, Abhi & Dhamija, Ashmita

Singh, Parm & Andrews-Singh, Rowena

Skalistis, Helen & Dean

Sligo, Timothy (OM 1979)

Smart, David (OM 1957) & Liz

Smibert, Jock (OM 1962)

Smith, Julian (OM 1975) & Sally

Smith, Pip & Russell, Geoff

Solomon, Ian (OM 1988) & Palmer, Lane

Solomon, Philip KC (OM 1986) & Rachel

Song, Spencer & Sun, Cynthia

Song, Ying & Guo, Da Yong

Sotiropoulos, Elena & Chris

Southwell, Peter (OM 1978) & Kerry

Stajic, Goran

Stephens, Henry (OM 1973) & Angela

Stevens, Mike & Elena

Stewart, Alastair (OM 1956)

Stewart, Gill & Barnard, David

Stirling, Peter & Kane, Kimberley

Stokes, Jim (OM 1962)

Stoney, Archie (OM 2024)

Stuckey, John (OM 1962) & Susan

Sun, Faith & Pan, Ryan

Sun, Helen & Zhu, Adam

Sun, Simon & Li, Maggie

Sutcliffe, Andrew (OM 1986) & Bronte

Sweeney, Emily

Sweetland, Sue

Syme, Marten (OM 1958)

Szabo, Tamas & Joanna

Tamblyn, Sam & Miranda

Tan, Ian (OM 2000) & Wang, Sue

Tan, Judith & Campbell, Bruce

Tao, Haipei & Li, Bin

Tate, Pamela & Belyea, Christopher

Taveira, Sheldon & Zou, Joanna

Taylor, John (OM 1958) & Suzanne

Taylor, Tony (OM 1979)

Teh, Chee & Lee, Lay

Temay, Paul & Sara

Temple, David & Viv

Templeton, Emma & Morgan, Alex

Thomas, Fred (OM 1963)

Thomas, Lloyd & Deborah

Thomas, Rob AO (OM 1963)

Thompson, Charles (OM 1987) & Dunn, Phoebe

Thompson, Chris (OM 1995)

Thompson, Rachael

Thomson, John (OM 1975) & Belinda

Thuyakontha, Kumudu & McMullen, Frank

Tiong, Lynette

Tissot, Robert (OM 2014)

Tong, Eugene (OM 2000)

Tong, Michael & Emily

Trumble, Simon (OM 1969) & Mary Ann

Tselios, Dorothy

Tsoi, Douglas (OM 2004) & Linna

Tucker, John (OM 1962)

Tucker, Mark (OM 1973)

Tulloch, Graeme (OM 1950)

Tully, Keith (OM 1950)

Tung, Mel & Sam

Turecek, Julian (OM 1987)

Turnbull, Chris (OM 1992) & Anna

Varley, David (OM 1996) & Lisel

Von Bibra, Petille

Vu, Thanh & Le, Linh

Wade, Richard & Toni

Walker, Tony

Wallis, Terry & Suzanne

Melbourne Grammar School donors continued...

Wang, Jing & Xu, Jimmy

Wang, Michael & Zhang, Minnie

Wang, Otis (OM 1992) & Lim, Khai-Yin

Wang, Qian & Xu, Qi

Wang, Rachel & Kevin

Wang, Ying & Li, Baiyi

Wapling, Sarah & Lee

Ward, Scott & Wang-Ward, Frances

Watson, Brian AO & Le Maistre, Edwina

Watson, Richard (OM 2004) & Qing Lu

Watson, Ron (OM 1952) & Jill Watts, Justin (OM 1989) & Kate

Weaver, Chris (OM 2000) & Sheridyn

Webb, Geoffrey (OM 1955)

Webb, Robert (OM 1961) & Gillian

Webster, Neil (OM 1959) & Julie-Ann

Wee, Cavan (OM 1997) & Liew, Jessica

Wee, Sam & Tan, Cheryl

Weir, Jeremy (OM 1981) & Cathie

Wels, Evan & Lam, Andrea

Wen, Wendy & Shen, Zhuo

Weng, Grace & Dai, Qiaoli

West Lau, John (OM 1970)

Westaway, Rachel & Simon

Westh, Roger & Andrea

Wettenhall, Dick (OM 1961)

Wheelahan, Michael & Cathryn Whitfield, Dion

Wickham, John (OM 1974)

Widdup, Georgia & Roscoe

Wilkinson, Philip

Willee, Olivia & Ben

Willis, Graeme (OM 1972)

Wilsdon, Sarah & Balfour, James

Wilson, Rob (OM 1966) & Cathie

Wilson, Susie & Andrew

Wing, Geoff (OM 1989)

Woinarski, Gavan (OM 1970) & Meredith

Wolfe, Leanne & Bryce

Wong, Chiew & Meron

Wood, Angela

Woods, Byron (OM 1945) & Verene

Wu, Jason & Dong, Ivy

Wu, Judy & Zhang, Jacky

Wu, Sherry & Huang, Jack

Wyles, Michael (OM 2008) & Anwar, Ariani

Xu, Carol & Huang, Fred

Xu, Chuanhui & Ma, Sanwu

Xu, Jerry (OM 2024)

Xu, Jessica & Liu, Yamin

Xu, Lin & Zhang, Vivian

Xu, Matthew & Meng, Mimi

Xu, Roy & Ren, Sherry

Yan, Wei Ming

Yang, Jessica & Cai, Ian

Ye, Ami & Lin, Jack

Yeo, Siew

Ying, Darren & Chen, Selina

Ying, Evie

Yiu, Susan & Chan, Paul

Yu, Amanda & Gao, Frank

Yu, Angela & Wang, Tom

Yu, Greg (OM 1987) & Margaret

Yu, Judy & Gao, Bin

Zaparas, Yianni & Vicky

Zapris, Virginia & Peter

Zhang, Chao & Liu, Cassie

Zhang, Joey & Wu, Ivan

Zhang, Kevin & Hsu, Gloria

Zhang, Michael & Zhao, Lili

Zhao, Allen & Ma, Candy

Zhao, Cheryl & Guo, Jason

Zhao, Victor & Zhang, Crissy

Zhong, Bill

Zhou, Audrey & Yan, Ricky

Zhou, Guo Run & Tiong, Jing

Zhou, Joe & Sun, Ashley

Zhu, James & Wang, Ada

Zhu, Qiqi & Cui, Haiyong

Zhu, Tai & Yang, Shuai

Zuo, Kika & Shen, Will

† Deceased

Embracing possibility

2025 has been a year of tremendous generosity and connection.

As Director of Community Relations, I see more than most, the impact of our donors on the lives of our students and the communities they go on to serve.

The stories captured in our publications, and the many more initiatives, events and conversations held this year have shown the extraordinary possibilities that emerge when compassionate, independent young people are supported by a generous, engaged community.

As we continue planning for 2026 – building on the success of our inaugural Giving Day and preparing for the opening of a new Centre for Humanities – I look forward to embracing these new possibilities together.

The efforts of our Community Relations team can only be realised thanks to your shared and dedicated belief in what it is we are trying to achieve, and it is your continued support that drives us forward.

Thank you, once again, for allowing us to work together in such a meaningful way.

Kate Barnett Director of Community Relations + 61 3 9865 7680 kmbarnett@mgs.vic.edu.au

To explore some of the ways you can support the School, please contact:

Carl Junot Head of Development + 61 3 9865 7683 cljunot@mgs.vic.edu.au

Kirsty Hooper Head of Alumni and Community Relations +61 3 9865 7681 kahooper@mgs.vic.edu.au

Luisa Moscato School Archivist +61 3 9865 7658 lamoscato@mgs.vic.edu.au