Alma Mater July 2023

Alma Mater

From the Principal

The Presentation Sisters were founded by Nano Nagle in Cork, Ireland in 1775, setting in motion a legacy that continues to thrive almost 250 years later.

As one of many Presentation Schools in Australia and worldwide, we look forward to celebrating the 250 th anniversary of the Congregation’s founding with a number of significant events planned for 2025.

We will begin in early August this year by commemorating a plaque which will tell the story of Mother Murphy and her brave Sisters who made the journey to Hobart and founded our College in 1868.

This plaque will be dedicated to the Presentation Sisters as part of the Nagle Education Alliance of Australia Senior Leaders Conference which will see staff from around the country coming together in Presentation values to talk about the future of our schools.

In celebration of this momentous milestone, and the wonderful contribution that the Sisters have given us all in our lives, we welcome and encourage our alumni community to get involved in the planning of these upcoming events.

A woman of true integrity, Nano devoted her life to the education of poor Catholic children in the city of Cork. She is remembered for her faith and her commitment to children who struggled for justice and love.

The continued relevance of the Nano Nagle story is an inspiration for us here at St Mary’s College and we strive to maintain and honour the tradition, charism and spirit of the Presentation Sisters in all that we do today.

Damian Messer Principal

Pillars: Prioritisin g connection

In a climate where young people are facing unprecedented levels of anxiety and mental health challenges, St Mary’s College is developing effective programs and strategies for its students. One such initiative is the Senior School Pillars program – an evolving wellbeing program that supports the growth of social and emotional skills in students by promoting resilience, building self-esteem and inspiring a positive attitude.

Words by Caroline Wilson-Haffenden, Deputy Principal

The research is clear: wellbeing positively influences student learning outcomes, and success in learning enhances student wellbeing. Quite simply, one cannot operate effectively without the other.

We know that mental health statistics are confronting, and in recent years, St Mary’s College data has unfortunately reflected the national trends; students do not appear to have the tools to cope nor thrive.

In 2022, the College invested in the Resilience Project, which focuses on three key pillars proven to cultivate positive emotion: gratitude, empathy and mindfulness (GEM). We explored the Positive Education Enhanced Curriculum resources from the Institute of Positive Education (Lea Waters Visible Learning) that draw on the science of wellbeing and the science of learning with attention to strengths, emotional management, habits and goals, attention, coping and relationships.

We delved into the frameworks across Australia, namely the Tasmanian Child and Wellbeing Framework, South Australia’s Wellbeing for Learning and Life, NSW’s Wellbeing Framework for Schools – it was an extensive list, and yes, our heads were spinning.

‘Most importantly, we realised that our wellbeing program needed to be unique to St Mary’s College. It needed to sit within our Learning Engagement Framework and reflect the charism of the Presentations Sisters and our four values of respect, resilience, responsibility and relationships.’

Building on our learnings from 2022, we established the Pillars program, which offers experiential learning opportunities with a focus on connection – connection to spirituality, relationships, land and culture – and resilience. The program is underpinned by Martin Seligman’s PERMAH (Positive Emotions, Engagement, Relationships, Meaning, Accomplishment and Health) framework and Positive Education principles so students can be articulate problem-solvers who think outside the square, who pursue excellence and are comfortable with change.

Student engagement, timetabling and building a wellbeing teaching team were soon identified as priorities. Critical to the success of the program are teacher-student relationships and small group work to facilitate genuine connections. Two Pillars lessons per cycle were timetabled for Years 8, 9 and 10, at the same time, allowing for flexibility within and across year groups. Given the demands on the timetable, these were significant commitments to ensure our approach was a proactive one.

In Year 7, the Transition Coordinator teaches all Pillars lessons, while in Year 8, the Homeroom teachers fulfil this responsibility. In Years 9 and 10, Pillars classes fall under the direction of the House Leaders or Homeroom teachers.

The following guiding questions underpin the program:

• Year 7: Who am I?

• Year 8: Who am I in the SMC community?

• Year 9: Who could I be in the local community?

• Year 10: Who could I be in the world?

Central to each year level are the experiences offered beyond the school gates. Students in Year 7 enjoy a full week rotating around four different experiences in their House groups. Year 8 students participate in a two-night, three-day camping experience that focuses on building teamwork, camping skills and resilience. Similarly, Year 9s are challenged in wilderness settings that require teamwork and problem-solving skills. Year 10s are provided with a diverse array of opportunities, from marine experiences, aeronautical adventures, alpine and river journeys, and an artist retreat.

Where to next? Our goal is to develop a full Kinder to Year 12 approach with a common language for students, staff and families. Our program is a proactive one that also allows us to respond to emerging needs as we constantly review data and ask critical questions: what are we doing well? What opportunities can we see? What actions can we agree to take?

It is of paramount importance that there is a synergy between families and the school to make sure we are singing from the same song sheet. Ideally, there must be a collaboration between the home and school so our young people hear strong and consistent messages about wellbeing. Ultimately, we all want the same outcome for our students: to foster happy, productive and resilient individuals who fulfil their potential, and who contribute to communities now and in the future.

Walking the labyrinth

Since ancient times, the labyrinth has been recognised as a sacred symbol for life or heroic journeys. It is a path of prayer, a walking meditation and a spiritual resource that provides those on its journey with a powerful tool for transformation.

Words by Catherine Sandric, Secondary Teacher

No one knows for certain where the tradition of labyrinth walking began. These archetypal spirals, which reflect the patterns found in nature and humanity, have been found in ancient cultures cutting across geographical and cultural boundaries. Labyrinths have been found in different civilisations and across the globe, including Crete, Greece, Egypt, China, Peru, Scandinavia and Ireland. They can be found on the floors of medieval Cathedrals such as Chartres or Amiens in France. Today, labyrinths have been recreated on canvas mats, in the grounds of hospitals and hospices and in universities and colleges. They are in private and public gardens. There is one on the top of South Arm, another at St Virgil’s College in Austins Ferry and now, one at St Mary’s College.

Labyrinths have existed for more than 4,000 years; they have been made from every possible medium: rock, woven baskets, carved into wood and even on coins. Some of the grass labyrinths of Europe date back to the medieval period and have been lovingly maintained for generations and walked by countless thousands.

There are numerous patterns to labyrinths from many cultures. The classical labyrinth is the most ancient and can be found in places across the globe, from petroglyphs in Spain to ancient coins from the island of Crete. The most well-known is the medieval labyrinth found in Chartres Cathedral, the 11 circuits design is arranged in four quadrants, symbolic of the cross. It is said to have been walked by pilgrims as a metaphor for the journey to Jerusalem. There were many labyrinths in medieval times that have since been removed or concealed. Another form is the Roman mosaic labyrinths. Designed as floor or wall mosaics, many were angular designs that were said to be for visual contemplation. Today's contemporary labyrinth designs are derived from these main forms. When our labyrinth was being constructed some of the students commented, ‘It’s not a very good maze’, and they were right—labyrinths are not mazes, they are not a puzzle to trick and confuse you. Mazes are designed for you to lose your way. A labyrinth is one path that leads from the outer edge in a circuitous way to the centre. It is an opportunity for you to find your way, to order chaos. In the walking and turning there is the opportunity for the body to become calm, your breathing regulated, your thoughts clearer. A labyrinth walk can clear the clutter in your mind and help you focus on the essential and the deep sacred that lies beneath the busyness of the everyday. It is not designed to create panic or fear but rather, it allows you to come to centre, walk with and hold gently the thoughts and dreams that the spirit wants you to pay attention to but perhaps you were too tired or anxious or busy to notice.

“But perhaps there is a pattern set up in heaven for one who desires to see it and having seen it, to find it in themselves.” - Robert Ferre

Our St Mary’s College labyrinth is a contemporary design derived from the Chartres labyrinth with seven circuits to the centre. It has a single path with twists and turns and some expansive sweeps to the large circular middle. As you enter the labyrinth there is a small circle. One interpretation is that the circle evokes Karl Jung’s theory of collective unconscious, the sacred circle of unity. I believe the circle has several purposes, firstly, to remind you of the unity of God with all creation. God is the Alpha and the Omega, the beginning, and the end of all things, as Medieval Saint Teresa of Ávila is quoted as saying; ‘All things pass, but God is unchanging’. The labyrinth archetype also evokes eternity. Even though we do not know it, we are always walking with God wherever we are, our life is a journey to the centre, to be with God (who is love) for all eternity in his love and goodness.

You cannot walk the stairs; you can only pray the stairs on your knees. This is a very kinaesthetic experience. There are 28 wooden stairs and for each you can meditate with a formal prayer or pray informally for someone on each stair as you climb. The further you go up the stairs you realise you are surrounded by images that depict the life of Christ, with every prayer and every step you are drawn closer to a beautiful fresco of Jesus on the cross and so, when you reach the final step you are with Mary and John at the foot of the cross.

When we walk the labyrinth, we walk with an open heart and an open mind. Walk with no expectations, experience your experience. Simply place one foot in front of the other and walk at your natural pace. Before you begin, take a few deep breaths and centre your body and quiet your mind. Three words can help as you walk: release, receive, return. The labyrinth is a path to the centre, on the way into the labyrinth we draw to mind the many things or the single thing we want to let go of, heal, resolve or experiences or ideas we need to release. When we come to the centre, we are open and listen with our whole bodies to what is being offered to us. Perhaps there are things we need to let go of in order to have space to receive anew from the God who loves us. The centre of the labyrinth can be a place of great peace, but we cannot stay on God’s holy mountain and when we are ready, we must return and pick up what we need to pay attention to, restore relationships, begin anew with a new purpose or clarity, called by the Spirit to journey on and out beyond the labyrinth to live in love and to walk gently with our God.

I first became interested in labyrinths when I travelled to Rome for the Canonisation of Mary MacKillop. While I was there, I had the privilege to pray the Holy Stairs. The stairs are said to be the same stairs that led to Pontius Pilate’s court and so are thought to be the stairs walked by Jesus to Pilot who then condemned him to death. The stairs were allegedly brought to Rome by St Helene the mother of Constantine, who was a devout Christian.

This had a profound effect on me as I had never prayed such a whole-body prayer. I thought of my students and wondered if prayer were more kinaesthetic, would they find stillness easier, would the children be drawn closer to Christ if they could move and feel the prayer in their breath and movement, contemplating those in need and those they loved? I went in search of the answer and the answer came to me in the form of labyrinths. I travelled to Sydney and Scotland to do training in facilitating labyrinths. I located a large canvas of the Chartres labyrinth and started using it with students and staff. What I had experienced in Rome I experienced with the labyrinth, stilling my busy mind and calming my anxious thoughts, I had space for God and so too did the students.

Some may be suspicious or critical that labyrinths are pagan or not Christian, but for me, and for those whom I have walked labyrinths with, they have always been a pathway to listen deeply to God and know more clearly how the Holy Spirit is moving in our lives. Labyrinths are another form of prayer in our Catholic tradition that offers a pathway to peace and a relationship with God.

During Term 2, I facilitated a few labyrinth walks with staff drawing on scripture, prayer and sacred music to walk the labyrinth. The intention of these sessions has been to give our staff a better understanding of what the labyrinth offers the individual, our students, and our community more broadly. We hope to begin sharing the labyrinth with classes through further workshop sessions in Terms 3 and 4.

Showcasing future pathways

St Mary's College Senior School students had the chance to connect and network with industry experts from around Tasmania during the Southern Catholic College Careers Showcase, which was held on 19 May at MAC 02 on Hobart's waterfront.

The inaugural event, which attracted more than 2,000 students from 10 southern Catholic Colleges across the state, highlighted the wide range of rewarding career opportunities that are available in a variety of industries. Microsoft, Defence, Tasmanian Health Services, Sustainable Timber, VOS, University of Tasmania, Keystone Tasmania and Hazell Bros were among the exhibitors at the showcase, with employers and professionals on hand to speak with the students and share insights into future pathways.

St Mary’s College subject specialists and career advisors were also present to guide students through the subject selection process and provide options for further education and training.

At the event, students explored emerging and interactive virtual technologies; they jumped behind the wheel of a fire truck from Tasmania Fire Service, cared for patients in the back of an ambulance (courtesy of Ambulance Tasmania), and tried their hand at building a box as part of Build Up Tassie's exhibit, which gives students first-hand experience (on a much smaller scale) of what it would be like using tools that will help build houses in Tasmania.

“I really enjoyed the CatholicCare exhibit – they had some really good flyers on different pathways into various careers. I think I want to go into teaching, but I’m quite interested in law as well. The UTAS exhibit also provided me with a lot of information, and I enjoyed the AFL exhibit which talked about sports administration and the legal and finance aspects to the business.”

Jasmine Wallace in Year 12:

Murphy’s Café go es platinum

The St Mary's College Junior School has achieved platinum accreditation with the School Food Matters program, an initiative of School Food Matters.

The College is the only independent school in Tasmania to currently qualify for this ranking (the highest accreditation possible) through our canteen, Murphy's Café.

In addition to its menu, which features at least 80 per cent ‘green’ items and meals based on the five food groups, the Junior School Café operation also scored top marks for its healthy eating policy, food service and sustainability practices.

Murphy’s Café Manager and College Sustainability Officer, Phil Shanny said the award recognises the College’s whole-school approach to health and wellbeing, as well as its ongoing commitment to the environment and “leaving nothing to waste”.

“The Café plays a central role in the College’s sustainability movement and our menu really highlights this,” Mr Shanny said.

“We make most of our dishes from scratch in the Café using fresh, local and seasonal produce from our school kitchen garden, which students across the College are involved in growing, harvesting and preparing here on site,” he said.

On a school-wide level, students engage in a number of activities that reinforce these environmentally sound principles such as the College’s ‘war on waste’ program, sustainability events, nude food lunchboxes, composting and recycling activities on top of their ongoing involvement in the school garden.

Café extension

Work is underway on the Murphy’s Café site extension which will see the creation of additional spaces for seated dining on the College Green.

With the steel works to be erected in the July school holidays, the project is on track to be completed by the end of this year to provide our Senior School students with a full café experience, just in time for the summer months.

Unearthing forgotten treasures

There could be a treasure trove of relics buried under the College Green just waiting to be discovered!

This fantastic stoneware bottle, pictured below, was dug up recently on the building site for the Murphy’s Café extension and, according to our history enthusiasts, could possibly date back more than 100 years.

The bottle is in pristine condition, aside from a few small chips under its shiny brown glaze, and although it doesn’t have any imprints or markings, it is thought to have been used as an ink bottle (such bottles were commonly found in offices and schools in the mid-19th century into the early 20th century).

Behind the ‘seams’ in fashion design

Year 11/12 VET students are shaping the future of the fashion industry, creating forward-thinking clothing and textile items with a focus on sustainability and ethical consumption.

The Certificate II in Visual Arts – Introduction to Creative and Sustainable Design Industries is a new Vocational Education and Training (VET) course offered at St Mary’s College this year for students interested in exploring the use of textiles in visual art, craft and design environments.

The two-year course, which ‘reflects creative design through a sustainability lens’, sees students develop skills working with textiles as they produce a project of their choice using simple design concepts.

The course caters to a wide range of strengths, interests and skill levels – while some students are dabbling in fashion design, cutting skirt patterns and sewing corsets, others are making crossbody fabric bags and beverage holders, building dioramas or refurbishing furniture pieces.

“The students are showing creativity and independence in the way they are running with their projects with minimal guidance and direction,” says Secondary Teacher, Joanna Boyd, who teaches the class.

“As they develop a design practice from drawing to completed textile product, they also create a portfolio based on fashion or interior design principles,” she says.

Central to the course is using sustainable materials and repurposing materials to design new products, however students are also taking cues from the world around them.

“Students are encouraged to take environmental impacts into consideration during the production process as they learn how to design fashion that is kind to the environment, for instance, using methods that require minimal cutting or incorporating recycled materials,” Ms Boyd says.

And if you have a creative eye, inspiration can be found everywhere, from the runway designs of Alexander McQueen and Vivienne Westwood in the pages of international Vogue magazines to the natural wonders of Tasmania’s environment.

Year 11 student and proud palawa woman, Davina Cox is designing a corset with a First Nations focus.

“I draw a lot of my inspiration from my culture, nature and the land. My vision board reflects many of these natural elements, like kelp and maireener shells, which are often found in indigenous jewellery,” Davina says. After successfully completing this course, students can embark on many pathways to further vocational study or training.

In Davina’s case, it will provide a foundation for her to plan a possible future pathway in fashion and design.

“I’m currently enjoying experimenting with structural pieces like corsets. Being able to design my own patterns and learning how to structure a corset with boning techniques is a good segue into this,” Davina says.

“I’m not too sure what I will study at university, but I’d somehow like to combine my interest in fashion and design with my other passion – performing arts (drama and music), maybe looking into costume design as an option.”

While originally setting her sights on pursuing a career as a paramedic, Year 12 student, Evelyn Rodriguez has shifted her focus to architecture.

“I plan to study interior design at TAFE next year which will be a steppingstone into an architectural degree,” says Evelyn, who also studies Design and Production (Digital Crafts) at the College.

A future in the creative industry is also on the cards for fellow classmate, Maddie Higgins.

The Year 11 student is hoping to undertake a design course at TAFE post-Year 12, which will equip her with job-specific skills while also “increasing my chances of getting accepted at the Whitehouse Institute of Design in Melbourne”.

Maddie is considering a potential career in fashion design or modelling, with dreams to one day start her own label, and is interested in learning about the role that fashion marketing plays in the industry.

Meet our St Mary's College staff

Welcome to our new 'Staff Spotlight Series', where we will showcase our outstanding teaching and nonteaching staff and the wonderful work they do to keep the College running smoothly every day.

In this edition of the Alma Mater, we are pleased to introduce you to Chelsea Mouritz, Director of Curriculum, and Courtney Hartog, Wellbeing Officer, who both joined the St Mary’s team in 2023.

Chelsea Mouritz

Chelsea returned to the College at the start of this year after an 18-month tenure as Head of Curriculum, Assessment and Standards at St Virgil's College.

Chelsea’s journey at SMC began in January 2017 when she was appointed House Coordinator (Manresa) and English and Humanities teacher in the Senior School. She was later assigned to the role of Head of Life and Faith, where she helped guide student wellbeing and pastoral care in the College's Senior School.

In 2020 Chelsea spent a year in Singapore working as a middle school teacher and then Head of English and Literature at Stamford American International School.

Chelsea holds a Bachelor of Arts (Psychology) and Bachelor of Education (Secondary) with the University of Tasmania and obtained her Master of Education Leadership and Management through Deakin University, Victoria.

In a nutshell, what does a Director of Curriculum do?

We oversee the delivery and management of the programs from Years 7 to 12. We work with the Senior School and Junior School Learning Leaders to make sure what is being taught, and how it's taught, is implemented equitably across the departments. We also ensure there are differentiation opportunities for the students and that any updates from the Australian curriculum and Catholic Education Tasmania are all transferred through the departments clearly. Then there's our work with the course selection process (from choosing subjects to pathway planning for Years 9-12). Some of our most important work this year is centered on Project 23, which is being rolled out in Catholic Education Colleges across Tasmania.

What was your first job?

My very first job was in Ulverstone, Tasmania (where my family live) at a place called Wishbone Chicken. It's basically the Ulverstone version of Legs 'n' Breasts. I worked there in Years 9 and 10, cooking chips, chicken and Chiko rolls, and pouring frozen Cokes - all the fun things you do at 14 years and nine months old!

What was your favourite subject in school?

In my younger years it was probably English, but in my senior secondary years, when we could start studying elective subjects, it was definitely psychology. I just find it really interesting, learning about the way people think. I studied psychology at uni and had thought about taking up educational psychology, but I like the classroom too much!

What are you most passionate about?

The relationships with the students and when I see them succeed and believe in themselves is something I am passionate about. If I'm having a bit of a rough day, it makes everything worthwhile. I love being a curriculum leader but being in the classroom is what gives me the most energy.

If you could turn back time, what advice would you give your younger self?

I would tell myself to live in the moment a little more and not to worry too much if I don't get the results I was hoping for. I think it's natural at school to worry about all the indicators of 'doing well', but in doing so you can sometimes miss out on the fun things about school. So, live in the moment, enjoy your friends. Everything will work out.

Can you share something that not many people know about you?

I was born in the outback in Western Australia on a wheat and sheep farm! My uncle now runs the family farm that my grandparents started. I lived there until I was four years old and then we moved to Tasmania (where my mum is originally from).

Name three people (past or present) that you would like to have dinner with.

My Grandma, Robyn (the Swedish pop singer - listening to her music always makes me feel good and I think she would be interesting to talk to), and a Deputy Principal I met in Germany who now lives in Zimbabwe - he's been a big inspiration for me.

What are you looking forward to most this year?

I'm really excited to be back in the classroom with the girls teaching Year 9-10 English. I am also looking forward to seeing Project 23 being implemented. There has been a lot of talk about it (18 months ago I was writing paperwork for it!) and many meetings have taken place to see it all come together. It's going to be really great creating different learning pathways and opportunities for students to explore.

Courtney Hartog

Courtney brings passion, energy and empathy to her role as Wellbeing Officer, which sees her work closely with Senior School students, families and the College Wellbeing team to create safe, healthy and supportive learning environments.

Courtney studied a Bachelor of Psychological Science with the University of Tasmania and completed her Honours at Monash University, before commencing her master’s in psychology.

In the interim, Courtney worked in a variety of communitybased and vocational settings. Her previous roles included Child Safety Officer (Communities Tasmania) and DFV (Domestic and Family Violence) Child Trauma and Wellbeing Practitioner. She also was employed as a provisional psychologist tasked with assisting job seekers return to the workforce.

Courtney is presently provisionally registered as a psychologist and expects to obtain general registration by the end of 2023.

Why are you so passionate about your work?

I love being part of people's journeys of self-improvement and seeing them grow in confidence and engage more positively in their learning, work or sport. It's rewarding to see students who needed extra support early on and who, by Year 10, are doing really well and meeting their goals and dreams. I think that's one of the reasons why I was originally drawn to psychology as a profession. Given I'm still young myself, I feel like I'm relatable to the girls and I find it easy to establish a rapport with them. I remember what it was like to struggle through Year 10; I remember what it was like to do badly in a subject, and I can share my personal experience with them.

What do you most enjoy about being a Wellbeing Officer?

A highlight for me is seeing our students thrive. I look forward to watching them transition from Year 7 through to their senior secondary years and being on this journey with them. I also love working in a team environment and the diversity of my role.

What does 'wellbeing' mean to you?

Wellbeing for me encompasses so many different factors, from social supports and exercise, to sleep and diet, which all have to work in unison. If I'm not actively working on each of these areas, then I will notice that I start to get tired and feel run down and generally not as good as I should be feeling. So, for me, it's a question of how I can do each of these things on a small level in order to contribute to an overall sense of good wellbeing and health. Sometimes it's a juggling act: exercise might not happen on the weekend, but that's OK because instead, I'm spending more time with my family and friends. Ultimately, it's about balance and creating time for yourself. Everyone leads such busy lives, and it can be easy to neglect those smaller things that really make such a big difference but being empathetic and not setting strict rules or expectations for yourself, while still having realistic goals, is important.

What are some of the ways that we can support our students' wellbeing, resilience and inclusion at the College?

While I haven't been directly involved in the implementation of the Pillars program and the Resilience Project, coming into the College I could see first-hand how much work had already been done in creating a space dedicated to the wellbeing of our students. This is so crucial because if students don't have good wellbeing, then it's hard for them to engage in their learning and have positive relationships with others.

What are some of the key challenges facing young people today?

A lot of the work I do with students is around managing stress, especially academic stress, and reducing symptoms of anxiety. Life post-COVID-19 is something that a lot of young people are still learning to navigate and adapt to. For a year or two, school didn't look 'normal' to them, they were at home much more and didn't get to connect with their peers and cocurriculars. A second challenge continues to be social media and its impact on young people's confidence and self-esteem. At the end of the day, kids don't really ever get to turn off because their phones are always with them—their problems follow them home and into their bedroom. I think St Mary's College has done a great job of creating an environment where the conversation around wellbeing is accepted and everyone is happy to be a part of it.

If you could turn back time, what advice would you give to your younger self?

Probably just to believe in myself! When I was young, I had so much self-doubt about whether I was smart enough to do x, y and z. I would tell my younger self to just trust the process and be kinder to myself. I often look back now and think, what did I gain from being self-critical?

What's something that students may not know about you?

That I love to read! I read every single night—mostly random books on my phone, but if I'm away or on holiday, I'll pick up a physical book. I find it very relaxing, and it helps me get to sleep. I've just finished reading The Devil Wears Prada—a bit of a throwback!

Describe yourself in three words: Fun, generous and empathetic. Go-to coffee order?

A skim latte.

What do you like to do in your spare time?

I like to go to pilates and spend time at my shack on Bruny.

The College Crest

A school’s logo or badge is more than just an effective branding tool – it’s a tangible, visual representation of ‘who’ the school is, what it stands for and its mission, and is deeply steeped in history and tradition. Here, St Mary’s College Heritage Officer, Margaret Rootes uncovers the origin of our crest and motto, examining how these distinctive symbols have endured over time and continue to instill in our community a sense of identity, connection and harmony with the College.

The oldest primary source I have which depicts an early version of the school crest is a faded white linen tablecloth passed on to me when Maryknoll closed a few years ago.

Faintly printed in the centre of the threadbare cloth is a round crest, and surrounding the crest are the barely discernible words: Mount St Mary’s College Hobart.

If you look closely, you will see contained inside the circle is the outline of a book with the Latin text, Religio and Scientia (meaning Religion/Faith and Knowledge) printed on the pages, and pictured above the book is a rendered cross with rays of light emanating and the year 1868 featuring beneath the image.

While I am unable to exactly date the tablecloth, I can say that after 1898, St Mary’s dropped Mount from its title to simply become St Mary’s College; therefore, somewhere between the years 1868 and 1898, a form of the school crest was devised, as represented on this very tablecloth.

The next relevant primary source held in Fermoy Cottage is the Golden Jubilee booklet, dated 1866-1916, which has on its front cover a stylised version of the school crest. With some additional wording, it mirrors the tablecloth crest with its illustrated cross, light rays and the Religio Scientia book.

Designs in wood

As the crest evolved it was depicted in a variety of ways. Perhaps one of the best primary sources regarding the crest hangs currently in the room adjacent to the Principal’s office. According to Sister Majella Kelly, the painted wood carving is believed to be the work of Sister Dominic Mills (professed 1900, died 1946). Sister Majella proposes that Sister Dominic was responsible for designing the St Mary’s College crest, and that this artwork (which is framed in a carving also made by Sister Dominic) is her original design of the crest.

This framed picture of the crest is very similar to the illustration that presents on the cover of the Golden Jubilee booklet and has echoes of the tablecloth crest. The dates seem to fit, and Sister Majella is usually an excellent secondary source.

Upon closer inspection of this painting in its carved frame, I can make out the words Religio and Scientia (the same words that feature inside the open book at the centre of the crest). This version of the crest also includes the words Maria Auspice, which means ‘Under the Auspices (Guidance) of Mary’, and the College motto, Scientiarum Dominus Est, which translates as ‘The Lord is the Source/Author of All Knowledge’.

My theory is that there was an early crest, as seen on the tablecloth, which may have been a primitive form of the crest possibly developed by Sister Dominic, and which would lay the foundations for all future versions.

Sister Dominic is worthy of notes in passing, having also carved a Prie-Dieu for the former Sisters’ Chapel. This kneeler is now in Fermoy Cottage.

Other carvings by Sister Dominic are believed to be still extant, one being another frame in the Principal’s office. Sister Majella reports that Sister Dominic studied art under Benjamin Shepherd, a visiting British artist who in 1898 painted the mural which graces the St Mary’s College staffroom.

The framed floral paintings in the cloister hallways outside the Principal’s office are also believed to be by Sister Dominic.

Badge of honour

By the 1920s the crest had been simplified somewhat to be used for student badges. In the 1927 and 1928 edition of the Apple Blossoms yearbook, the students appear to be wearing hat badges and brooches of the school crest as we now know it.

The earliest example of a badge, in its physical form, is at Fermoy Cottage. The badge belonged to Maude (Blacklow) Madden, Dux of School 1927 and 1928, and was later passed on to Sister Majella in 1948 when she commenced as a student of St Mary’s.

Since then, the crest has changed little, retaining a focus on Mary, Faith and Knowledge. Today’s crest has been recoloured to reflect the hues of the 21st century College uniform.

Photos top to bottom: Dolores Ashwood, College Captain, 1949; the earliest example of a badge, 1927; Sister Dominic Mills' painted wood carving with the crest; and the Golden Jubilee booklet.

Alumni achieveme nts from near and far

Congratulations to the following alumni who have been recognised for their accomplishments across many and varied fields.

Adjunct Professor Gillian Biscoe AM (class of 1963) was named as a Tasmanian nominee for the 2023 Australian of the Year Award in recognition of her outstanding health and social policy work, both nationally and globally.

Amanda Lohrey (class of 1969) was awarded the Premier’s Prize for Fiction in the 2022 Tasmanian Literary Awards for her novel, The Labyrinth . The awards recognise and promote excellence in Tasmania’s literary sector.

Miranda Guy's (class of 2021) story for the 2023 ABC Australia Heywire competition was selected as the winning entry for lutruwita/Tasmania. A proud palawa woman, Miranda is currently studying law and representing her culture on a student committee at The University of Melbourne in the First Nations space.

Sophie Weeding (class of 2021) took out the pastry round of Tasmania’s Excellence in Baking competition, progressing through to the nationals, which were held in Sydney from 30 May to 1 June. Sophie is an apprentice baker at Brighton’s Best Bakehouse and was one of just two Tasmanian finalists selected to represent the state on the national stage.

Meg Messer (class of 2017) received an Outstanding Achievement Award in Leadership and Service at the University of Minnesota’s Golden Goldys, an annual event for student-athletes to honour other student-athletes for their athletic achievements.

Shewit Belay (class of 2014) has been cast in the lead role of Nessarose in the new Australian musical production of Wicked, which will open at Sydney’s Lyric Theatre in August 2023.

Sophie Robinson (class of 2020) and Phoebe Teale (class of 2021) joined with two other Tasmanian rowers to win gold in the Open Lightweight Quad at the 2023 Australian Rowing Championships. The pair also took home silver in the U23 Lightweight Women Quad.

Photos top to bottom: Sophie Weeding; Shewit Belay with fellow cast member of Wicked, Kurtis Papadinis - photo credit Hugh Stewart; Meg Messer; Sophie Robinson and Phoebe Teale with Coach, Paul Newbon.

The Tennis Club

For many years, a small group of faithful alumni played tennis together each week at the St Mary’s Cathedral Tennis Club on the Brisbane Street courts. In 2007, the players relocated their game to St Therese’s Catholic Tennis Club at Moonah, where they were made very welcome and in time, became members of the St Therese’s Club.

When the rent charged on the St Therese’s courts became too onerous, the members moved on to rent the courts at the Domain Tennis Centre, with regular play available to members four times a week.

One merry little band of players are alumni of St Mary’s College: Cecily (Dolan) Verrier, Sue (Langdale) Killworth, Marilyn (Krakowiak) Toohey, Peter Toohey and Margaret (Dwyer) Peters.

While they, of course, play seriously, they also share much laughter and friendship which goes too far back to even estimate. Their children all attended the College, and now they all have grandchildren as current students, continuing their investment and pride in the school through many decades.

The late Peter Deane, husband of Lillian, was once among their members, despite three hip operations. Lillian was a friend to all, and it was with great sadness that the group attended Lillian’s funeral at the end of March 2023. Marilyn and Peter had the privilege of serving at her funeral mass.

Our friends plan to continue their weekly games for the foreseeable future and to enjoy morning tea which follows, with its all-important “information exchange”, as Peter says.

Margaret Rootes Heritage Officer and Alumni Association President

Alumni Reunions

Class of 1967

In March a 1967 Class Reunion was held at the home of Sharon Burrill nee Gathercole. Fifteen attended and a great afternoon was had by all. Some hadn't seen each other for 55 years!

Pictured

Sharon Burrill (Gathercole), Lynley Scarr (Panton), Diane Langdale, Wendy Thompson, Linda Callinan (Murray), Elizabeth Davis (Sabo), Sue Roper (Williams), Anne Pearce (Escott), Pauline Pritchard (Williamson), Susan Parr (Mitchell), Jenny Landridge (Hill), Lee Penfold (Andrews), Angela Wood (Headlam), Anne Cordts (Poprowski) and Suzy Millar (Lynch).

Class of 1971

The Class of 1971 were finally able to kick up their heels and enjoy their 50-year reunion in style, with 24 alumni travelling from across Australia to come reminisce on their time at SMC.

Starting off the weekend with a tour of the College, they then moved onto Frogmore Creek for some lunch, before finishing off with drinks at the Hanging Garden. These school mates had a wonderful time visiting their old stomping grounds and comparing stories about their time as students.

After a wildly successful weekend the group decided to all catch up again soon, but next time won’t leave it another 50 years.

above:

Alumni Reunions

Class of 1961

On Wednesday 12 April this year, the Class of 1961 came together for a lovely lunch at Wrest Point's Boardwalk Bistro.

Upcoming events

Are you a Class of '83 graduate? We hope you can attend the upcoming reunion in December. Please view the details below and RSVP to communications@smc.tas.edu.au if you wish to attend.

The Alumni Association Mass and Annual General Meeting takes place on Saturday 4 November. View the key details below and please join us at St Mary's College.

Pictured to the left: Back row (left to right): Wendy Davey, Shelley Johnson, Cathy Norris and Margaret Peters.

Front row (left to right): Christine VanderKelen, Pepita Nichols, Gabrielle Morgan and Sue Burke.

Isobel Kuo (class of 2018)

What are you currently studying and at which university?

I am currently studying a Bachelor of Law (Honours) and a Bachelor of Politics, Philosophy and Economics at the Australian National University (ANU). I began my studies in 2019 and am due to graduate by the end of this year. I currently work part-time for a Barrister in Canberra and am a student ambassador for the ANU College of Law. What led you to choose this pathway? Who or what inspired or motivated you along the way?

My interest in the law started from a very early age. I remember solemnly telling one of the Sisters, on our way back from St Peter’s Hall, that I wanted to be a lawyer when I grew up and frankly, I haven’t deviated from that path since. I was extremely lucky to find that my expectations of studying law have only been exceeded by my time at university. I owe a lot to SMC, not only for the deep love of learning they fostered in me from Year 5, but also for instilling in me a sense of confidence that I could achieve whatever I wanted to so long as I set my sights to it and worked hard. To that end, I owe a lot of thanks to Mrs Conboy, who was a shining example for me of leadership and someone whom I model myself after today. Mrs Conboy had a deep sense of belief in each of her students which made me feel empowered to step outside my comfort zone.

One of the greatest inspirations for my career pathway, however, was the deep commitment to social justice that I observed during my time at SMC. Staff and students alike not only ‘talk the talk’ by giving back to their communities but also ‘walk the walk’. During my time at SMC, I was surrounded by many outstanding examples of servant leadership. Two key examples are, of course, Ms Raward who dedicated herself to the Justice Action Network and Mrs Rootes, who lives and breathes the Presentation values in all she does.

How did you find the transition from school to university life?

The most difficult part of the transition to university life for me was moving interstate. While Canberra is only a touch bigger than Hobart, it was hard for me to transition from a place like SMC, where I had a wealth of support around me, to a new environment where I didn’t know anyone. Despite this, moving interstate was one of the best things I did. I strongly believe that if you do not put yourself in situations that make you just a little bit nervous then you will not grow. I think you will also find that there is a network of SMC girls all over the country (and world!) who are always eager to support you and see you succeed.

What are your career aspirations for the future?

I am interested in practising law with a view of one day going to the Bar (but not for a while!). While I have not decided what I want to specialise in, I am interested in constitutional law, public law and litigation generally. This has been largely fostered by my involvement in mooting. I’ve represented the ANU at the Baker McKenzie Women’s Moot, the Michael Kirby Contract Law Moot; (Quarter Finalist) and Australian Law Student’s Association Red Cross International Humanitarian Law Moot. I also won the ANU Law Student Society’s King & Wood Mallesons Senior Moot Competition in my second year. This past summer, I completed two corporate clerkships at Arnold Bloch Liebler and King & Wood Mallesons in Melbourne and am due to begin my final clerkship at MinterEllison, also in Melbourne.

Many teachers at SMC inspired me along the way to choosing this pathway. With respect to my law studies, I find that a lot of what studying and practicing law revolves around is dealing with the ‘grey area’ where the rigidity of rules meets the uncertainty of the real world. I remember Mrs Fraser was one of the first people to introduce this grey area to me and encouraged me to see it as an exciting area to explore rather than something to be afraid of. A love of language was fostered in me from an early age – I have Mrs Paske and Mrs Vickers to thank for that especially.

Staying in touch with our alumni

Lucinda Smith (class of 2019)

What are your currently studying and at which university?

I am currently training at the Western Australian Academy of Performing Arts (WAAPA) at Edith Cowan University, completing my final year of a Bachelor of Acting. What led you to choose this pathway? Who or what inspired or motivated you along the way?

I leapt into performing during my time at SMC. After my first musical (playing the career defining role of Rooster Hannigan in Annie), my family encouraged me to continue exploring the arts. I absolutely credit my parents for getting me to keep performing, and Ms Wallace and Mr Weston for supporting my love of performance throughout my time at school.

How did you find the transition from school to university life?

Following my graduation in 2019, I took a gap year to take a step back and work. I wasn’t sure what I wanted to study, as performing was the only thing that really excited me, however I didn’t believe it would be something I could pursue. After auditioning and being accepted into WAAPA, moving away from home was, of course, a huge adjustment, having lived in the same house and gone to the same school my whole life. I have a brilliant family who helped make the transition feel as smooth as possible, but it was still quite a challenge to make such a big leap. My course contact hours also mean I study from 8.30am-5.30pm every day, so I feel very privileged to love what I’m doing and be surrounded by a close community of fellow artists.

What are your career aspirations for the future?

The thing I feel most hopeful about is following my aspirations as they change and evolve. Right now, I’m passionate about heightened text and stories revolving around complex female characters, and I would love to explore those stories. I also hope to return to Tassie to perform and create theatre there. More arts funding!

What affect, if any, did the recent COVID-19 pandemic have on your studies, and how have you overcome these challenges?

I was lucky to be moving from one isolated state to another—Tassie and WA were both shielded from the heights of the pandemic that the other states were exposed to, although its impacts are still present. One challenge was being unable to perform in one of my first shows due to health complications from contracting COVID-19. This was a difficult time that left me feeling incredibly isolated and hopeless. It’s one of those things where you have to trust that everything will work out as it’s meant to, and it really hammered home to me what my priorities are.

Thinking back to your years as a school student, what is your strongest memory of your time at St Mary’s College? What did you enjoy most about your time here?

When I think of my time at SMC, I reflect a lot on my community. I feel so incredibly privileged to have had a strong group of friends who helped support me through the last few years. My teachers were always incredibly supportive of me and my passions, and when I reflect on my time in school, I feel so grateful that I had these people pushing me towards the best version of myself.

What are your passions and/or interests outside of study and work?

My Dad has always said you have to be passionate about something, and I wholeheartedly agree. I’m very passionate about the Eurovision song contest. I also feel strongly about feminism, dancing and going for walks on kunanyi.

What advice would you give to current students?

Remember that all the hard work in the world is no good if you can’t have a laugh; respect your teachers—they care so much for you and put in a lot of time and effort to help you; ATARs aren’t as big of a deal as you think; and be kind to everyone the best you can—including yourself.

Lucy Cooper (class of 2017)

Can you tell us about your current role and what it involves?

I work as a Rural Reporter for ABC News based in Townsville, North Queensland. I report on stories relating to primary industries, essentially agriculture, the environment and mining. I also host a radio program called the Rural Report and create content for radio programs, television, online articles and social media. You studied an undergraduate degree with a double major in Agricultural Science and Business at the University of Tasmania and completed Honours in Agricultural Science. How did this lead you to a role as an ABC reporter in North Queensland? Was a career in journalism always on the cards for you?

I went through so many career ideas in high school –fashion designer, engineer, lawyer, graphic designer, to name just a few – but landed with agriculture as it offered a perfect mix of science, communications and the outdoors. So no, journalism was never floated as an option until the end of my university studies. My Mum actually put the idea in my head to consider a career as a rural reporter and following university, I got a job with the ABC and moved to Toowoomba in Southern Queensland to pursue rural journalism as a career.

What does a typical day on the job look like for you?

No day is the same. Of course, there are classic days in the office, but often I get to head out on the road to meet farmers and industry stakeholders. I often record an interview for the radio, or film TV with them, and right now, it’s great to see so many happy to be in ABC TikTok videos. I have a region to cover and report on, which extends from Mission Beach in the north to Bowen in the south, and the beautiful red dirt of the outback towards a township called Hughenden in the west. So, plenty to see!

What do you relish most as a journalist? Do you have a career highlight that stands out to you?

I get to learn something new every day and do so from the bush. I never grew up in the bush or on a farm, but regional and rural Australia is so beautiful, I couldn’t recommend it more. I have so many wonderful highlights from 12-hour road trips to all the farm dogs I get to pat. A career highlight would be winning a scholarship to work in Fiji for the Pacific Week of Agriculture. I did a TV live cross on the side of the road with a makeshift tripod made from a pamphlet holder and discussed the political tensions in Fiji, as well as the impact rising sea levels had on agriculture.

What advice would you give students wanting to pursue a similar profession?

I would first remind them that I didn’t study journalism; I have come from an agricultural degree. Agriculture is surprisingly one of the most diverse career pathways you could take. I know fashion designers, podcast hosts, foreign trade consultants and photographers who have all studied agriculture, so, first off, consider ag as a career. Secondly, if you want to work in journalism and media, it is such a tight-knit community, so putting yourself out there now and building contacts is invaluable. I know there are some great community radio shows in Tassie and likewise, employers will check your Instagram, so make sure your photos are top-notch.

Have you faced any particular challenges along the way?

I live 3,260 kilometres from Hobart and the tyranny of distance is definitely the hardest challenge I have faced. Hobart is such an incredible place and I’m so close with my family, so learning to love my family and friends from a distance has been a massive learning curve. I never thought I would say I miss puffer jackets but even the humidity and consistent 37-degree days have gotten to me.

How did St Mary’s College help you and your learning endeavours?

I joined SMC as a Year 7 girl and couldn’t be more thankful for my experience. My parents encouraged me to dive right into extracurricular activities and I think that is where SMC really thrives. I had incredible teachers who championed my education and no matter the passion, I was supported. It’s rare to attend a high school that, as you become a young adult, treats you as a young adult, so I thank St Mary’s for embracing that ethos.

Staying in touch with our alumni

Lucy Cooper profile continued.

What was the biggest lesson learned during your time at SMC?

I didn’t realise it at the time, but high school was one of the most challenging experiences of my life. I learnt not to undervalue the high school experience – it’s hard, but that’s OK. It was a massive juggle between friends, sport, extracurricular clubs and study, but now in hindsight, I have gained great time management and organisational skills.

What are you most proud of in your journey to where you are today?

I’m proud that I can exemplify how diverse a career in agriculture can be. I love seeing people’s reactions to meeting a journalist with an agricultural degree. I’m also really proud of the stories I get to tell, meeting graziers who have just had drought-breaking rain, young innovators controlling their farms with drones and the genuine people putting the food on our plates.

What are your passions outside of work?

A weekend in North Queensland will often see me off for a run along the foreshore, catching up with friends for a drink, going for a swim at a waterfall and hopping in my little rubber ducky boat for a fish around the islands … never a dull moment!

First Nations student support

St Mary’s College alumni, Caitlin Marr (class of 2022) and Ella Berresford (class of 2019) have returned to their old stomping ground this year, joining the College as our inaugural First Nations Support Officers.

Caitlin and Ella are working onsite from the St Mary’s College Meeting Place, which provides a welcoming and meaningful location for First Nations students in Kinder to Year 12 to gather, learn, create, and share stories and cultural experiences.

The pair are eager to draw on their unique knowledge and skills to support First Nations students as they progress on their cultural and academic journey.

“Being entrusted to help these students is really exciting,” says Ella, a Wiradjuri woman.

“By providing them with a safe space to explore their own cultural journey, we can help students thrive in further areas of their studies.”

Gamilaraay woman, Caitlin will be juggling her time at St Mary’s with undergraduate study, having commenced her degree in Medical Research at the University of Tasmania this year.

“We are looking forward to playing a role in offering First Nations students the opportunities that we didn’t have as students, and to being a part of that change,” Caitlin says.

Vale – Lillian Deane

It is with great sadness that we acknowledge the recent passing of Lillian (Russell) Deane, a widely loved and respected past member of staff.

Lillian’s association with the Presentation Sisters began more than 80 years ago when she was enrolled at St Mary’s School, Launceston. Lillian attended Sacred Heart Launceston for her secondary education and remained a loyal and active member of the school’s Old Scholars’ organisation during its operation.

Lillian married her husband, Peter Deane in 1954. Some years later, their family relocated from Devonport to Hobart, where Lillian was warmly welcomed at St Mary’s College as Secretary to the Principal. She remained in this role until 1984, serving also as Secretary to the College Advisory Board, which entailed countless hours of voluntary service on Lillian’s part.

Supportive, wise and generous in every way, Lillian was also very involved in the College’s Old Scholars’ Association and was a staunch member of the Catholic Women’s League since 1985. She had a strong association with World Prayer Day and as the National Liaison Officer for Australia, representing our country in both Samoa and the United Kingdom. In appreciation of these roles, Lillian was awarded Life Memberships. On behalf of the College, we extend our sympathy and love to Lillian’s family and friends.

Eternal rest grant unto her, O Lord, and let perpetual light shine upon her. May Lillian rest in peace.

Margaret Rootes Heritage Officer and Alumni Association President

Visitors to Fermoy Cottage

In early March, two alumni of the College took time out from their cruise on the Ovation of the Sea from Sydney, via Adelaide and Hobart, to visit Fermoy Cottage and take a delightful stroll down memory lane.

Lorraine Palmer and Maureen Davis are sisters who attended St Mary’s College for about 18 months from the beginning of 1962. Their short tenure was due to their father’s occupation in the Army: prior to living in Hobart, they had attended St Finn Barr’s School in Launceston.

By great good luck, there was a Santa Maria published in 1963, which covered 1962, and the two ladies were each very excited to find their class photos. While Maureen found herself in Year 5, Lorraine and I realised that we were both in Sister Janet (Phillip) Sexton’s Year 7 class, although we hardly recalled each other, probably because Lorraine moved on during Year 8.

As their father was moved to Sydney, the girls next attended the St Mary’s Cathedral School there. When Lorraine finished school, she went on to employment, while Maureen completed her education at the Brigidine College at Maroubra, NSW.

Lorraine was first a legal secretary, later in her career moving on to manage several major medical centres. She has two children and five grandchildren and currently lives in Canberra.

Maureen pursued a nursing career for about 14 years, later moving to teaching for the next 32 years. She has three children, five grandchildren and one greatgrandchild and currently resides in Sydney.

Lorraine and Maureen later reported back that the visit to the College was the highlight of their trip and something which they had hoped to do for many years – the fulfilment of a dream. They certainly made my day!

Margaret Rootes Heritage Officer and Alumni Association President

Keep in touch with us!

Stay up to date on our social channels by joining our Alumni Facebook group and following us on Instagram. Let us know if your details need updating so we know where to reach you via post and email.

Be sure to contact us if you are organising a reunion in 2023 and we can support your event!

Facebook: St Mary's College Alumni, Hobart, Tasmania

Instagram: smc_alumni

Email any contact details updates or reunion info to communications@smc.tas.edu.au

A stitch in time

Our Year 3 students have put their own artistic spin on the College uniform, designing a ‘limited edition’ school blazer, using the school colours, as part of their History of SMC unit.

The inspiration for the activity came after the class received a visit from St Mary’s alumna, Rebecca Woodhouse (class of 1999), who showed the students an example of the College blazer across three generations: one was Rebecca’s from circa 1990, with the other two belonging to her mum (class of 1972) and grandmother (class of 1947).

The students were enthralled to see how the uniform has transformed over the years, noticing small changes in detail such as piping, the badges and their meaning, and the braiding used to signify student leadership positions.

Pictured to the left: Rebecca Woodhouse with children, Milla Williams (Year 3), left, and Harvey Vandenbroek. Blazer works pictured below, from left to right: Georgia Freeman, Anya Nordinson, Lexie Champion and Essie Kline.