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4. 6. 8. 12. 16. 20. 23. 25. 26. 28. 30. 32.
34. 36. 37. 38.
A Great School Never Leaves You Staffing Matters Junior Syndicate Reflection Middle Syndicate Reflection Senior Syndicate Reflection New Friends for Andy Our First Century Celebrations Wellesley's First 100 Years Celebrating Achievements Outdoor Education and Sports Arts Scene Having Fun and Making a Difference
Treasures of the Archive The Last Days of Croydon Obituaries Old Boys
WELLESLEY TOMORROW 40. Old Boy Achievements and Reconnections 42. Wellesley Turns 100 44. Your Chance to Pad Up at the Basin in 2014 45. Creating Opportunities and Making a Difference
A Great School Never Leaves You Warren Owen By the time you open this edition of At the Bay, we will be on the brink of 2014 and Wellesley’s centennial year. Many people are already planning and working towards a four-day celebration of this exciting centenary milestone, to be held at Labour weekend (23–26 October). It will be a time for reflection, and also a wonderful celebration of what Wellesley has achieved in its first 100 years!
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We are only too aware of the challenges ahead, both educationally and in the wider economic world. But we believe that by maintaining the highest standards and continuing to foster the “we are all better than we know” approach, we will be well placed to provide the holistic, broad-based education young boys need if they are to cope with the challenges of the 21st century. Although our roll reached a record level in 2013, we are conscious of not growing it beyond 340-350. This allows us to provide experienced professional teachers, specialist and support staff, along with a wonderful and diverse range of activities, but still to know each boy by name and cater for his individual needs. By recognizing that each boy is unique, and accommodating that difference, we can provide a personalised learning programme that both challenges and supports him. In our Middle Syndicate reflection (page 15) we outline the learning support that is available and in our arts
pages (30-31) you can read why we think that learning music and participating in the arts is an important part of a boy’s education. The syndicate reports highlight other areas, such as thinking and writing skills; there are sports activities to suit every interest; inquiring minds are promoted at ‘every turn’ by subjects including science and technology; we have a wonderful library; and our ICT programme accommodates all styles of learning.
We believe we have a good weighting of both grit and mindfulness at Wellesley, which will ensure we go into our second century in excellent shape. At this year’s Independent Schools’ national conference, two speakers touched on themes dear to our hearts at Wellesley. One theme – true grit – is quite earthy and tough; the other – mindfulness – is more spiritual. And while they appear to be at either ends of a continuum, they are in fact inextricably intertwined.
‘Grit’ is such a small word, but it packs a big punch! Since time began we’ve all known that talent will only get you so far; effort and stamina are also required in order to accomplish your goals. But having true grit is only part of the story; mindfulness is equally important. Mindfulness promotes awareness, an ability to actively live in the moment and not be distracted by negative thoughts. It’s finding time in our busy world to have some stillness and silence. It’s about dealing with life’s conflicts and challenges in a calm manner, avoiding habitual responses when life doesn’t go our way. It’s about perspective and the acknowledgement of the simple pleasures of life, including laughter. It’s about being a compassionate person, and it’s definitely about being non-judgemental, kind, optimistic and grateful. We believe we have a good weighting of both grit and mindfulness at Wellesley, which will ensure we go into our second century in excellent shape. Of course, a school doesn’t reach its 100 year milestone without the grit and determination of its staff, parent community, Parents' Association and Board of Trustees. I salute these people as the frontline troops of servant leadership.
A parent, whose son was leaving Wellesley, recently made the comment: “you can leave a good school, but a great school never leaves you”. Over the past 10 decades, many famous New Zealanders have been associated with Wellesley: these include Sir Arthur Porritt (Governor General and Olympian); Cobber Kane (WW1 flying ace); Gordon Bridson (Silver Commonwealth medalist and WW11 hero); Selwyn Toogood (TV personality); Sir John Todd (businessman and philanthropist); Lord Robin Cooke (international jurist); Alan Gibbs (inventor, businessman and philanthropist); Jock Hobbs (All Black captain and Chair of NZFU); Marc Ellis (All Black and Rugby League National Representative); Olympians, Michael Watt, Somers Cox, George Bridgewater and Peter Taylor; and our first Rhodes Scholar – Edward Stace, to name just a few. We’d like to think that you, too, are proud of your association with Wellesley. Don’t let this ‘great school’ leave you! Join us at Labour weekend to meet up with old friends and be part of the celebrations of this significant milestone in our history.
In memory of former teacher Roger Mexted (1961-2011) Roger Mexted taught at Wellesley for over 25 years and was much loved and respected by the staff and the myriad of boys who came under his care. When Roger died in 2011, the flood of support from around the globe - from Old Boys, parents and friends of the school - was a testament to his enormous impact. To mark Roger’s significant input into Wellesley, and in consultation with his family, we wish to honour his memory with a beautiful statue. This bronze statue of a boy with a model sailing boat has a timeless quality, and could be that of a boy of any age in Wellesley’s history. We hope to place the statue in a special spot on the school grounds during the extended summer break. Wellesley will then have a tangible way to celebrate and retain Roger’s spirit for years to come.
The biennial Wellesley Cup Golf Day, held this year at Shandon, was a huge success, raising almost $10,000 and involving around 70 participants. The staff team was unfairly handicapped, not just because we had an Aussie in the team, but by our handicap. I am reliably informed there will be some big names in the world of golf appointed to the staff before the next event! A huge thank you to Steve Jones and his team for making the event so successful.
Staffing Matters Steve Girvan 99 years and still counting … another eventful year, in keeping with the Wellesley tradition. In February we had the sad and untimely passing of Hannah Parker, Chris Parker’s wife. Hannah battled cancer bravely for many months, and her passing was mourned by the entire Wellesley community. Friend of the school Tim Fairhall, Warren Owen, Steve Girvan and Tim Parkes
Also in February, we welcomed to the staff Teresa Davidson, our new Domestic Services Manager. Teresa works closely with Rachel Seymour and together they are providing a wonderful service to the boys and staff, educating us all on healthy eating options. The Reverend Dr Eleanor Sanderson was appointed as the Vicar of St Albans Church in Eastbourne and also as our school chaplain. Ellie has two young children, and has moved from Auckland to take up her new position. Chaplain Ellie is a vibrant personality, and the boys just love her chapel services. In March Kate Sinclair became Mrs G when she married the urbane Tom Gay, at a service in Eastbourne. The wedding breakfast was a fine affair, held in the Wellesley school hall. In July we farewelled Maxine Rose. Maxine was part of the Wellesley staff for seven years as a teacher support and has now moved to live in Hawke’s Bay. Her place was taken by
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Carolyn Currington who, like Maxine, has been working primarily within the Junior School. Carolyn is an experienced teacher and next year will take up a one-year position as our second Year 3 teacher.
In September Chevon and Clinton O’Leary welcomed their son Hayden John into the world. Thankfully Hayden was born in New Zealand, not South Africa, and is thus eligible to play for the All Blacks!
"Great teachers - we're proud to be Wellesley boys."
In December we farewelled Dianne Alexander. Dianne has taught piano and supported Wellesley boys with their music for many years. Her place will be taken by Sonia Green.
Nadi and Enzo Bresolin, class of 1993 and 1994 (Wellington restaurateurs)
Our GAP tutors are a valuable addition to the Wellesley staff, so we were sorry to say goodbye to Luke Jones in July. Luke proved to be a real asset during his time with us, loved and respected by boys and staff alike. His replacement, Jamie Paris, is an ex student of Wellesley, having spent his Years 5 and 6 with us.
A notable highlight for the year was the three-day visit from the Education Review Office. The three reviewers were very positive in their comments about Wellesley and the standard of education we provide. Twenty seven Chinese educationalists, presently studying at Massey, visited us in June. This visit was facilitated by a former Wellesley family and provided a stimulating cultural exchange. Year 5 added to the experience by ’buddying’ up with a school from China, and emails have been going to and fro ever since.
“The teachers were a fantastic bunch of people; I was pretty sure I had a crush on the art teacher.” Dean Possenniskie, class of 1985 (Head of London-based TV network, ATEN)
The November Gala provided a wonderful experience for all, showcasing the diverse talents and skills of everyone involved. So much work goes on behind the scenes to ensure this school community event is a success, but thanks are due in particular to Phillipa Paviour- Smith and her team for all their time and hard work.
The school hall was demolished at the end of term three, ready for the new building. The hall was opened in 1969 and has hosted many outstanding events and seen much change. A suitable farewell, in the guise of a 1960s themed dance, was well attended by current and former parents of the school. Throughout the year, staff were involved in a number of professional development initiatives, with a major focus on writing and E-Learning (ICT). We also looked at further developing our work around our Inquiry model and SOLO Taxonomy.
Rev Ellie with Year 5 speech finalists
Goose-bumps prickled our backs as Alison Garland began the po‐whiri to welcome the Chilton girls to our marae. The words of the karanga rang out across the quad:
Junior Syndicate Reflection Yvonne Odinot For many boys, the Junior School is the beginning of their own personal learning journey. They come with diverse needs and at different stages of development, and will eventually make many different contributions to their own and others’ learning. Along the way they will make many choices – not just about what they learn, but also, how they learn. In the Junior School we cater for this diversity by providing the boys with a safe and positive environment where, as part of the Wellesley ‘family’, their differences are both respected and welcomed.
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Over the years the Junior School has benefited from many opportunities to share the wealth of experiences that come from the boys’ diverse cultures. We have looked at Asian and Pacific communities, and have taken part in three marae exchanges – with Tawhai, Queen Margaret College and, this year, Chilton Saint James Junior School. From these experiences the boys have come to value ‘who we are’ and appreciate the diversity that Wellesley offers. Our ‘kiwiness’ and perspective is closely linked into our Inquiry model, where learning who we are and how we are connected to others
is valued and nurtured. This focus on global awareness has made us think about making positive changes and how we can make a difference, both in our own communities and in the wider environment. Our boys are learning that they need to be willing to act if the world they are living in is not what they would like it to be. They compare the ways in which their own and other societies work, and learn how they can make their voices heard in order to bring about change. Valuable learning has come from this close study of other cultures – their customs, language and religious observances; we have learnt that communities are very willing to share their time and their knowledge, that people are precious and unique, and that both differences and similarities can be embraced. In May, as part of our Inquiry, the school became our marae and the hall our wharenui, when the Junior School (tangata whenua) invited the Years 1– 5 girls from Chilton School to be our visitors (manuhiri).
“Haere mai ra‐ – Come forward Nga‐ manuhiri tu‐a‐rangi e – visitors from afar. Haere mai, haere mai – Welcome, welcome! Mauria mai o koutou tini mate – Bring with you your ancestors, Kia mihia – that they may be greeted, Kia tangihia e – that they may be remembered. Piki mai, kake mai – Ascend onto our marae. Whakaekea mai te marae tapu – Ascend onto the sacred marae O te iwi e – of our people. Haere mai, haere mai, haere mai – Welcome, welcome, welcome!” Inside the wharenui, Wellesley’s Junior School waited barefoot and solemn, as the manuhiri entered. This was followed by a karanga in reply by Anne Rightford (Deputy Head Chilton Saint James Junior School) for the manuhiri and a welcome from Warren Owen, who accepted the koha. Later, the staff greeted each other with a hongi and the students shook hands as they were introduced to their buddy for the day. Morning tea followed, with time for teachers and students to get to know one another. The day continued with a kite making technology challenge, lunch and play.
Our day included singing and stories and finished with the formal farewell ceremony in the wharenui. An extract from Sebby’s (Year 3) account captures the essence of this very special occasion: “When the manuhiri placed the koha I felt excited. Manuhiri are the guests to a marae. The manuhiri wait by the gateway until the po‐whiri starts. Protocol are the rules for a marae. Tangata whenua are praying silently for their ancestors. When the manuhiri come in, the men stand around the women and young people as if to guard them. After that the tangata whenua challenge the manuhiri with a haka. Then the tangata whenua sing a waiata, a traditional Maori song. Finally, the two iwi hongi. Iwi is a tribe. The hongi is the pressing of noses that mingles the breath of two people in a show of unity. The tangata whenua sang Te Aroha. After that the manuhiri presened the koha… the gift. All in all a marae is a gathering of multiple iwi.”
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This experience reflects the Wellesley philosophy in action. Every ‘essence’ of who we are and what we believe as learners came to the fore as our boys showed what care, friendship, goodness, excellence and responsibility looked like. Our Inquiry-based learning also helps boys to take ownership of their own learning and to become self-directed learners. This year’s school-wide Inquiry covered the topic, ‘Nature as our teacher’. As a way of asking the boys to respond creatively to this topic, we encouraged them to reflect on and question the physical world around them and, from that exploration, to develop their own authentic ‘visual voice’. We wanted their work to be as individual and diverse as they are.
We found this poem that set the scene:
Let your mind be as vast as the sky. Be still. Appreciate. Observe. Bring a sketchbook and see what arises!
So the boys’ amazing sketchbooks became a focus for their daily work, a forum for them to explore their own visual voice. As part of our observation, we looked at examples of artwork that represented aspects of nature, including patterns, repetition, symmetry, struggle and survival, abundance and scarcity, freedom and change. We discussed and learned Ma‐ori terms for: generosity of spirit and respect (whanaungatanga) guardianship (kaitiakitanga), and a treasured thing (taonga). We visited Pataka Museum, and looked at artists and the unique ways they have conveyed nature through their art. Our own exhibition, at the end of our inquiry, demonstrated the quality and depth of research, the articulation of the process of learning and the diversity of the creative process. Each boy had indeed developed his own visual voice as part of his personal learning journey.
Middle Syndicate Reflection Tony Orbell
Wellesley aims to produce young men with the ability and confidence to be successful in any pursuit they may wish to follow in the future. The seven classes that make up the Middle School form an important three-year developmental bridge in this process, as boys grow from juniors into seniors. These are exciting and challenging years, where students go through a huge transition. A quick glance at a Year 3 and a Year 7 boy standing side-by-side and the physical change is clear. Middle teachers work extremely hard to guide their students through this academically and physically dynamic time. Fundamental to ensuring that the boys reach their potential is our belief that they must see the value in what they are doing
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at school. We involve them in making decisions about their educational world, so that they feel engaged and responsible for their own learning. A diverse range of opportunities, the use of an Inquiry model, and the encouragement of teachers provide the support they need to develop their own learning pathways. Both inside and outside the classroom, the boys can choose from a wide range of academic, cultural and sporting activities. Some experiences are considered essential, and all students take part: a school camp every year, school swimming and athletic sport days, New Zealand Speech Board, art with Eve Owen, eLearning with Ross Hampton, science with Jo Hawthorn (as well as the science fair and roadshow), the Middle
School production, chapel, ArtSplash singing, and Dancesplash, Thinking Skills lessons, attending concerts (such as the ballet), and visits from a range of various individuals and groups.
Wellesley aims to produce young men with the ability and confidence to be successful in any pursuit they may wish to follow in the future. Other activities cater for the boys’ diverse interests and skills, and offer opportunities to explore technology and science, experiment with robotics or take part in
ICAS assessments. Some boys start learning a musical instrument, others become school librarians or join the chess club or choir. There are many opportunities to be part of a team – the school orchestra, Envirogroup, school colts (hockey, rugby, cricket and football), Tournament of Minds and Mathswell teams. These are all chances for individual boys to broaden their horizons and extend themselves. Wellesley is extremely fortunate in the diverse range of expertise provided by our parent community, and we enjoy ‘tapping’ into this to enhance students’ learning experiences. Over the years numerous parents have stepped in and shared their work-place, resources and know-how. Class outings to places such as movie studios, army camps and science labs, as well as visits from
an Olympic skier, enterprise leaders and Old Boys, give our students a chance to interact with a range of potential role-models. This input cannot be underestimated; it can sometimes be the inspiration that sparks a life-long pathway. The ability to appreciate differences in other cultures is essential in our changing world. This year the Year 5 and 6 boys enjoyed a visit from a group of Chinese students studying at Massey University. The visiting students shared their experiences of living in China and made some comparisons with New Zealand. They were impressed with the Wellesley boys, who were an engaged, intelligent audience, full of insights and questions. Both groups gained much from the exchange.
15. Mary-Anne Morgan
The Middle School caters for its students with an excellent teaching team, who have a broad range of complementary strengths and passions: a love of literature, the performing arts, sport, science and the teaching of Thinking, to name a few. Along with the wide range of subjects and activities, pupils enjoy superb learning spaces and resources, an emphasis on values and a stunning natural environment. Our teachers understand that boys have specific learning requirements: freedom to explore within clear, enforced boundaries and challenging, focused learning options balanced with humour and rewards. Our students are encouraged to succeed in their specific areas of strengths, but are reminded to aim for their personal best in all areas.
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Fundamental to ensuring that our boys reach their potential is the belief that they must see value in what they are doing at school. The Middle School continues the important task of producing well-rounded successful learners; we strive to make great boys better.
Learning Support Mary-Anne Morgan and Anne Familton When children have learning problems, their parents are usually the first to notice. Teachers might also notice a child having trouble in class. At Wellesley we recognise that equity does not mean treating everyone the same; equity comes through recognising and accommodating difference. While we encourage our boys to drive their own learning, we also provide differentiated programmes that can support students of all abilities. Learning disabilities pose a lifelong challenge; we encourage competent thinkers and problem solvers and enterprising, resourceful, resilient learners with
positive attitudes. Highly trained reading recovery and dyslexia-aware teachers plan individualised programmes for a number of students, and all staff are trained to â€˜notice and adjustâ€™ to any problems through regular professional development opportunities. Student, teacher and parent have a close relationship, goals are explicit and shared, and a collaborative partnership is formed. Support teachers provide valuable scaffolding to ensure goals are reached, and sometimes outside agencies are involved, providing valuable specialised assessment and advice. We are passionate about what we do and the students we teach.
Senior Syndicate Reflection Andrew Tait
As Wellesley approaches its second century, it’s an appropriate time to reflect on what makes our school special. Being a school for boys, means we focus on the particular needs of boys. By the time they reach the Senior School, they are beginning to have distinctive learning styles, behaviours and preferences, and the make-up of our Senior School reflects and caters for this diversity, offering each student a personalised learning programme. Wellesley has always endeavoured to be at the leading edge of primary education in New Zealand; we recognise that each boy is unique, with different interests, passions and learning needs. To help provide another option for our senior boys, we reintroduced (about 15 years ago) the concept of a composite classroom structure, establishing a new classroom which could cater for slightly different learning styles and educational needs, and also accommodate roll growth. The introduction of this composite Year 7/8
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Independent Learning Class (ILC) was fully supported by the Board of Trustees and staff of the day and, while initially needing to be ‘sold’ to the parent community, is now an integral part of the fabric of Wellesley. The Senior Syndicate presently consists of two straight Year 7 classes (led by Michelle Norton and Jon Mackie), two straight Year 8 classes (led by Tim Parkes and Murray Blandford) and the two composite classes, Y7/8D (led by Sarah Dahlberg) and Y7/8T (led by Andrew Tait). The 7/8T composite is made up of 12 Year 7 boys and 12 Year 8 boys, each coming into the class with a two-year commitment. It is an alternative that suits some, but not all, students. Parents are given the option to have their boys considered, and we believe that we have a good system of selection and ‘best fit’ for each boy coming into the Senior Syndicate.
This major piece of work requires a student to slow down a little, dig a little deeper, follow a passion, ask some hard questions, and become a class expert in a clearly defined topic. For 7/8T students, the aim is to bring together a group of boys who demonstrate independent work and study skills (or at least show receptiveness to development in this area), a spark of creativity, and the persistence required to ‘see work through’ to the very end. The classroom operates much the same as a straight Year 7 or Year 8 classroom in that all boys are streamed for maths and have specialist physical education,
art, performing arts, and science teaching. The boys also attend all camps and play organised sport. The main point of difference is the year-long Independent Study on a topic of their choice. This major piece of work requires a student to slow down a little, dig a little deeper, follow a passion, ask some hard questions, and become a class expert in a clearly defined topic. The year’s work culminates in a published booklet and presentation in front of classmates. It’s a very powerful and successful way of learning and is the backbone of the composite class. Over the years students have covered a huge range of topics; from Robotics to Rutherford, Napoleon to the Nile, the Cold War to the Conquistadors, each boy has had the opportunity to put the topic of his choice
under the microscope and search for answers to some of the big questions. Another major part of Y7/8T’s workload is the Writer’s Notebook. This is a diverse collection of each boy’s published writing, which can include book reviews, matching a story to a photograph, a plan to ‘sell’ their home, or even a letter to the DomPost, some of which the newspaper publishes (see page 18). The boys also regularly write in a class blog – a type of reflective thinking and writing. The second composite class, Y7/8D, is similar to Y7/8T in that the boys commit to two yearlong studies on topics of their own choice. Some of these boys still need careful support with their core curriculum learning, but the extended study inquiry suits their preferred learning style.
Letters to the editor Valuing the expertise of the Painter’s Hand. They can engage positively with the extended inquiry while still getting this support. Quite often there is collaboration between the composite classes, mostly with the year-long study.
Being a school for boys, means we focus on the particular needs of boys. The single most important and exceptionally valuable facet of both composite classes is that, as a teacher, you have the opportunity to guide your charges over a two-year period and see some serious growth and development. Over the course of the Senior School years each boy changes from an apprentice to being able to take on a mentoring role. That development is hugely beneficial for pupil, parent, teacher, classroom, and our school.
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Thank you for publishing City hall fresco may hide lost Leonardo masterpiece (World, March 14) and drawing attention to artistic news such as this. It’s a nice break from the normal news of crime and corruption. The attempts made to rediscover great works of art, such as The Battle of Angiari, are so important today as we transform into a largely computerised world that seems to value the artistic ideas of the painter more than the expertise of the painter’s hand.
Hone has cut the dating pool in half. As a boy of Maori heritage, I find Te Tai Takerau MP Hone Harawira’s view of MaoriPakeha dating (Harawira has a plan to keep his whanau pure, August 4) astonishing, unfortunate and racist. I can’t understand why he would have a problem with his children dating Pakeha. Mr Harawira seems to have forgotten the values outlined on the Maori Party website of “… building relationships between Maori and the Crown, between communities, and in so doing, provide a rich basis for development for the nation.”
Fewer paintings are being produced with the skill, detail and care of these Renaissance artists. Greater attempts should be made to regain these Renaissance masterpieces.
On a personal level, his comments scare me. Doesn’t he remember that building a social life is challenging enough for a teenage boy, without cutting the potential pool of dates in half?
The only question to be posed is that, if historians have had this hunch, why wasn’t it probed earlier?
Josh Rippin (13) Kelburn
The works of Renaissance masters such as Da Vinci, Rembrandt, Michelangelo and Donatello should be treasured and displayed for all art lovers to see. Harry Mills Lowry Bay
It was such a liberating environment, which really extended me, particularly in writing; it empowered me to grow as a creative thinker. With activities such as the Independent Study and Writer’s Notebook, the onus was on us to come up with an idea or angle we found interesting, then carry it through. But Mr Tait was always there to put us back on track when we hit a snag or went off task. It was also a great social environment for fostering connections between students in different year groups – something I really benefited from, having only joined Wellesley in Year 7. Thomas Leggat, Class of 2007
“I teach my students [in the US] that the ideal is to learn through inquiry, conversation and research. … The quality of research I saw in Andrew Tait’s class was phenomenal. The boys were respectful, confident and relaxed with their teacher, fellow learners rather than passive recipients of knowledge.” (Old Boy Robert Goulding, currently an Associate Professor at the University of Notre Dame in Indiana, who recently visited Wellesley)
New Friends for Andy
Some senior boys have even been thinking about what devices they’ll be using when they leave Wellesley for College. This means I’ve had to say goodbye to some of my Android friends, but I’ve been able to meet many new buddies, so that’s cool. Charlie still loves to use me for most of his work, and only uses Winnie when he needs to polish up his presentations. He tells me it’s a case of using the right tool for the job at hand. Clever,eh? Mind you, the software people are always creating new and better Apps for me and my Tablet friends to use, so maybe, some day, Winnie won’t be needed at all. Some seniors have been helping Mr J test Garth Johnson new devices for 2014, so we may be joined by Crosby the Chromebook and Walter Hi there. Remember me? Andy, the Lenovo soon the Windows 8 Tablet. I’ve met these guys Android Tablet. Charlie and I had a really and they are way cool! Crosby is like a busy year in 2012 getting to know each laptop, but he only has the Chrome browser other, and I was able to show him all the installed which means he starts REALLY things I could do to help him with his fast (even faster than me). And Walter is schoolwork. Well, 2013 is nearly over and cool too. He’s quite a slim guy me), and this year we’ve learnt lots more cool stuff. has Windows 8 installed, so he’(like s basically a one piece laptop. The boys who’ve been A few new guys joined our school BYOD testing these devices think they’re pretty (Bring Your Own Device) group in 2013. and they don’t want to give them There’s Ira the iPad, Arnie the Asus Tablet, amazing, back to Mr J! a few members of the Mac clan - Mac Air and Mac Book - and one or two Winnie So, in 2014, we’ll have a really diverse the Windows laptops. We may look a bit of Wellesley BYODs. We’ve all learnt different, and we don’t all work the same family so much since the start of the programme, way, but we’re all keen to do the same thing not just with our school work, but also - help our boys with their learning. about technology. I know Mr H and Mr J have been really busy making sure things Seeing other devices in action has been smoothly and, although there’ve been great for Wellesley boys because they can run one or mostly we’ve enjoyed a then decide for themselves what works best fantastictworun.glitches, I’ m really looking forward to for the way they like to learn. making new friends next year. Till then, stay cool in school. See ya!! At the Bay 2013
Digital Citizenship Ross Hampton Digital citizenship – how people should act while using digital technology – is fast becoming a key part of our learning environment. As we move into our third year of one to one computing, we will be spending more time helping our learners understand the magnitude of the digital world they now inhabit. Part of growing up in this digital world is gaining an understanding about our digital footprint- any action we take leaves a footprint. And having access to digital resources also requires that we follow a certain code of behaviour. The Digital Citizenship Code for eLearning at Wellesley can be summarized in very simple terms: • Protect private information – for yourself and others • Respect yourself and others – on and offline • Stay safe online – listen to your gut feelings • Stand up to cyberbullying • Give author credit for what you use • Balance your time on digital devices In other words, follow the Wellesley Golden Rule!
Laying strong foundations brick by brick Wellesley is devoted to instilling a hunger for life-long learning in all boys who pass through its gates. Through the scholarship programme, Wellesley is also proud to offer that opportunity to boys otherwise unable to attend.
Would you help us protect Wellesley’s future? You can be part of this special school’s future by either supporting the scholarship fund, or by helping with the development of inspirational places of learning and gathering. With this support,Wellesley can continue to deliver an extraordinary learning experience now and in the future.
I wish to help protect Wellesley’s future The Wellesley College Foundation is tasked with securing as well as transforming the school’s educational experience, through protecting its assets and stewarding support for projects and development. Your support, through annual donations and pledges, is instrumental in achieving this. You can make a difference by giving
A donation of any amount - generally or for a specific purpose
A $1,200 donation for an inner quad brick towards the building fund - engraved with your son’s or your family’s name
A payment of a terms fees to the scholarship fund - such payment would include an engraved brick
A pledge of monies over time
My authority for auto payment PAYER DETAILS: Name of Bank: Branch: Name of Account ACCOUNT DETAILS: Bank Branch Number Account Number
(Marc Ellis, class of 1984) Details to appear on my/our Bank Statement Particulars (Max 12 Characters) Code (Max 12 Characters)
A legacy to support the school in your will How I will make my gift (please ticka):
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I have enclosed a cheque for $ made out to The Wellesley College Foundation I have direct credited The Wellesley College Foundation bank account 06-0507-0051026-00 with the amount of $ stating particulars-“donation” and code either “brick”, “scholarship” or “building” and my surname as reference
FREQUENCY AND AMOUNT: First Payment Date Last Payment Date
I agree to make 6 monthly payments of $ and have completed the automatic payment authority opposite
I agree to make 12 monthly payments of $ and have completed the automatic payment authority opposite
I would like to discuss supporting the school through a legacy
Signature: Inscribed on an inner quad brick I would like:
or Until further notice (Tick) Amount: Amount in Words: PAYEE DETAILS: Pay to the credit of: Name of Bank: ANZ BANK
Over Labour Weekend 2014 Wellesley College celebrates its centenary. This is a milestone for the school. But it is also a very special opportunity for Old Boys and friends of Wellesley to gather together and reconnect.
Name of Account ACCOUNT DETAILS: Bank Branch Number Account Number
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A range of activities has been planned to mark the occasion and to give Old Boys and friends the chance to catch up and be a part of what we expect will be a very memorable weekend. I invite you to join us.
Please forward either by post or email to the Wellesley College Foundation, PO Box 41037 Eastbourne, Lower Hutt 5047 firstname.lastname@example.org
“All kids are different, and Wellesley was a great place to find out where your skills were, by encouraging you to step outside your comfort zone and find out what you were like and what you were good at.”
BRICK or SCHOLARSHIP or BUILDING
Geof Shirtcliffe, Chair Wellesley 100 Organising Committee and Wellesley Old Boy (1973-76)
Use the centenary website to keep up to date on the programme of events (next page) so that you can register your interest. We also look forward to sharing your memories. www.wellesley100.co.nz
Centenary Programme There’s a lot happening for the centenary celebrations on Labour Weekend, 2014. Here are just a few events that have been planned to celebrate 100 years of Wellesley. Thursday 23 October 2014
Friday 24 October 2014
Friday 24 October 2014
Saturday 25 October 2014
Saturday 25 October 2014
Dinner with Mr G
Back to School
A Few Quiets at the Bay
A Day at the Bay
Centenary Gala Dinner
Time: 6pm – 8.30pm Venue: Wellesley School Hall
Time: 10am – 3pm Venue: Wellesley School
Time: 6.30pm – 10pm Venue: Wellesley School Hall
Time: 11am – 2.30pm Venue: Wellesley School
Time: 7pm – late Venue: Te Papa
The School will be open if you want to wander the grounds or be toured around the classrooms. Throughout the day, there will be delicious food and beverages for purchase, and activities to entertain you, starting with the Junior School performing a powhiri at 11am.
Price: TBC Current Year 8 boys and Old Boys 18 and under are invited to have an old school dinner. With house quizzes, a comedy debate and Mr G running proceedings, this promises to be a history lesson like no other. Buses will be on hand to take guests back to the city.
The school will be open to visitors with senior boys acting as guides. There will be coffee and treats served on the verandah throughout the day. Look out for the memory wall and the exhibition of old photos and memorabilia. This is a chance to see how the school has grown and progressed but also to see how much of the best of Wellesley remains unchanged. You can see classes in action, and revisit your old favourite places.
Price: TBC A classic way to end a busy week. A chance to reconnect with old mates and enjoy a selection of Wellington craft beers and tasty treats. Master of ceremonies Matt Mallet will keep things tidy – not the easiest job. Some tall tales and a lot of laughs guaranteed. Buses will be on hand to take guests back to the city at 10.30pm.
At 1.30pm a special Centenary Assembly, led by Principal Warren Owen, will be held in the hall.
For something a little more active, Warren Owen will lead a bush walk into the Eastbourne hills at midday. And from 12.30pm, those with energy to burn can test themselves against the old cross country course. With a twist this time – because the course ends at the wharf with a classic Wellesley wharf jump.
The gala dinner will be the highlight of the weekend with special guest speakers and a night of glittering celebration set in one of Wellington's most iconic venues. We’ll reveal more closer to the time….
Sunday 26 October 2014
Special Centenary Chapel Time: 10am Venue: TBC A special service will complete the celebration.
Additional event: Your chance to pad up at the Basin in 2014 Sunday 13 April Time: 9.30am - 4pm Venue: Basin Reserve, Wellington
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All friends and family of Wellesley are invited to enjoy this day of two very different 20/20 matches showcasing Wellesley's cricketing provenance. Bring a picnic, and support from the sidelines. For those capable and keen to play, please see details on page 44, or on the centenary website for registration for selection.
Wellesley’s First 100 years Dr Murray Sim Chair of Wellesley College Board of Trustees Congratulations to all those involved in the school, following a busy and successful year. I wish to particularly acknowledge the work of the Wellesley Board during 2013. This Board comprises the Principal and Wellesley Trustees, together with teacher and Parents’ Association representatives. The Parents’ Association coordinated a number of successful events during 2013, the most substantial being the Wellesley gala, which raised over $50,000 towards the fit-out of the new hall, and the biennial Golf Tournament. Another highlight was the 60s-themed farewell party held in the school hall in September, just before it was demolished. The construction of a new hall for Wellesley marks the final phase of a lengthy school redevelopment. Spanning more than a decade, this has provided the redevelopment of the Junior school, a new Middle School, an extension and remodelling to Days Bay House, and a new Library complex. This building programme has completely modernised Wellesley’s infrastructure and reflects sustained efforts by generous donors and the many staff and parents involved in fundraising, commissioning and overseeing the development. Warren, senior staff and past Trustees have been instrumental in developing the original vision and guiding the development over a sustained period. We look forward to opening the new building during Term 2 2014, in plenty of time for our Labour Weekend celebrations. Much effort has already gone into centenary preparations and into rekindling links with Old Boys and the wider Wellesley community. In order to provide a sustainable platform beyond the centenary, a Friends of Wellesley website has been formed so that Old Boys, former
teachers and past and present friends can remain connected with the school. www. wellesley.school.nz/alumni/friends-ofWellesley In addition, a centenary committee is collaborating to bring together all these arrangements, and has set up a dedicated centenary website www.wellesley100. co.nz to let you know what’s happening and help you plan your celebration weekend. It’s going to be a cracker of an event to mark a substantial milestone for the school. This year has also seen a change in gear for the Wellesley Foundation. Firstly we were delighted to welcome parent, Kit Jackson, as our new Foundation Chair. The Foundation’s mission is to ensure that Wellesley remains financially secure and independent for the long-term – the school’s next 100 years. Through steady fundraising efforts over the past ten years the Foundation has supported this building work. Moreover, the Foundation hopes it will be in a position to provide future sustainable scholarships. Wellesley’s special character is enhanced by the values that inculcate the fabric of the school, and scholarship is seen as an integral part of those values. Providing opportunities for the families of boys in financial hardship to attend Wellesley marks a substantial milestone in cementing strong links to the wider community. A year ago we acknowledged the commencement of the Bowker scholarship. This year we received another generous scholarship from an
Dr Murray Sim and Friends of Wellesley co-chair Chloe Bridgeman
Warren with Oscar and Kit Jackson
anonymous parent donor. So 2014 will see boys attending Wellesley supported by these funds. Finally, congratulations to Warren and his staff for another year of dedication; providing boys with a challenging year of great Wellesley experiences. The staff’s capable delivery of arts, music, academic, sporting, and cultural endeavour is unique and provides each boy with a fantastic educational foundation for his future schooling and life.
Celebrating Achievements Steve Girvan Wellesley boys have had many outstanding achievements in 2013, reflecting the diverse range of activities they are involved in as part of their personalised learning programmes. We record and celebrate each boy’s unique achievements, whether it’s progress in reading or maths, making a sports team or learning to play a musical instrument. Many boys also experience success in a wider arena, beyond the Wellesley gates – below are just some of the many we were proud to celebrate this year:
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TOM winners 2013 on arrival back at airport
• First in Year 7– 8 Tournament of Minds – Maths Engineering Division. The team went on to represent New Zealand in the Australasian Finals held in Canberra, where they were placed FIRST, the only time a team from outside Australia has won this event! • First in Year 5– 6 Tournament of Minds – Language Literature Division. The team also went on to represent New Zealand in the Australasian Finals held in Canberra. They were awarded the Spirit of Tournament award – only two teams out of the 70 that participate in the finals are given this award, which recognizes the exceptional work and effort they put into the solution. • First in the Year 6 Wellington Mathematics Association’s Mathswell Competition, and second in the Year 7-8 Division of the same competition. Individual Boys achieved success in the prestigious International Competitions and Assessment for Schools (ICAS) and other competitions: • English – High Distinction: Hugo Blair, William Chandler, Max Abbot, Edward Dunne, Charles Erasmus, Jesse
Isaac Becroft tennis champion
Richardson and Atom Ashley. A further 24 students gained Distinction. Spelling – High Distinction: Matthew Sutcliffe, Luke Evison and Jesse Richardson. A further 13 students gained Distinction. Mathematics – High Distinction: James Hoskin, Tobias Marks, and Jesse Richardson. A further 41 students gained Distinction. Computer studies – High Distinction: Matt Bevan, Tim Harris and Samuel Paviour-Smith. A further 21 boys gained Distinction. Science – High Distinction: Max Abbott, Matt Bevan and Jesse Richardson. A further 20 boys received Distinction.
• Regional Science Fair – Matthew Sutcliffe was Highly Commended for his research project on “High Visibility Aids – How Effective are they?” • Australian Mathematics Competition – 50 boys from Mr Hampton’s, Mrs Norton’s (Year 7 only) and Mr Blandford’s classes competed in this year’s competition, and the results were very pleasing. Two boys, Jesse Richardson and Matthew
Sutcliffe, achieved High Distinction (top 1%). A further 21 boys received Distinction (top 15%). This is the largest number of Distinctions Wellesley has ever achieved in this competition. Those boys were: Jin Dassanayake, Campbell Benseman, Edward Twomey, James Dunne, Connor McArdle, Marcus Millad, Henry BurtonWood, Hugh Morrison, Noah Adler, William Durkin, Theo Tresidder, Henry Chandler, Nicholas McDermott, Harry Williams, Kobe Moeung, Jake Young, James Cameron, Kristian Kielland, Cameron McMahon, Arie Renner and Ben Ross. A further 26 boys achieved Credit, with five of those within five marks of Distinction. • Speech New Zealand – Every boy in Years 3-6 took part in this competition and every boy passed. The judge was very impressed and commented on the boys’ enthusiasm and varied topic choice. • Eastbourne RSA ANZAC Essay Competition – First, Second and Third in the Junior Division, and Second and Third in the Senior Division.
Senior speech finalists
• Performance Arts – Violinist, Henry Burton Wood is in the Virtuoso Strings – the training group for the Wellington Youth Sinfonietta; Hamish Breen has earned a place in the Strike Drum Academy; and Dillon Nickel has won a Hutt Valley Performing Arts Scholarship. • Sport –Isaac Becroft, ranked No 2 nationally, has won the North Island school tennis final in the age 12 group; and three Wellesley boys have been selected to join the national training squad for football – Zac Jones, Fred Schwarz and Jack Healy. The Year 7 Relay team – Ben Riley, Nicholas Cooke, Christopher Bramley and William O’Connor – won the 4x100 event at the Regional Athletics competition. • World Vision – The boys who took part in the 20/40 Hour Famine raised an amazing $11,500! Eight boys attended the World Vision Intermediate Scholarship Day Jacob Madigan, Luke Carpenter, Josh Kemp Whimp, Toby Cook, Campbell Clarke, Marcus Millad, Edward Twomey, and Ben Wilkins.
• House Breakfasts – Year 7 House Breakfasts were held again this year at the Pavilion in Days Bay. Guest speaker for the June breakfast was Old Boy Dan Parker, while Leonardo and Lorenzo Bresolin spoke at the September breakfast. Wellesley also celebrates achievement through leadership, and this year our House Captains and Deputy House Captains were: Croydon – Noah Woolf and James Dunne/ Tom McIntyre Marlborough – Oliver Fletcher and Jin Dassanayake/Satchel Benn Selwyn – Dillon Nickel and Ciaran Sim/ Campbell Benseman Wellington – Cameron Tyson and Harry Cook/Guy West
Outdoor Education and Sports Darren Houston Wellesley constantly strives to cater for the diverse needs of students of all ages in outdoor education and sport. The number of outdoor pursuits and sports is seemingly endless, with an increasing number of bodies pushing to be included in our programme. Outdoor Education takes a variety of forms, but we continue to place a high importance on school camps. The staggered and progressive camp structure challenges and exposes individuals to a wide range of activities and experiences. The West Coast, Castlepoint, Kaitoke and school-based camps all provide opportunities for each individual boy to learn new skills but, more importantly, also learn more about himself.
Traditional sports still have a significant influence on the sporting calendar and remain a source of great interest and a gauge of success. Wins for the 1st XV Rugby over Hereworth and an unbeaten season for the 1st XI Football both proved to be satisfying achievements. The value the boys place on making first teams hasn’t diminished over the years, and the added incentive this year was the South Island winter tour. The individual growth shown in these winter codes take a range of forms, one example being the skilled football and rugby players who are challenged by playing unfamiliar roles in their school team. The enthusiasm with which boys embrace the challenge of learning a new sport, such as hockey, is another indication of individual growth. The mixed Year 7 and 8 senior teams help with the transition from one year to the next, with the Year 8 boys encouraged to lead by example, displaying the skills and qualities for the younger boys to replicate the following year. Hosting Australian schools, such as Southport, gives those future leaders a taste of what is required. Interest in cricket at Wellesley is still high, even though some traditional opposition teams are struggling for numbers. We have looked for ways to cater for the strong
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demand and made some changes in order to fill the shortfall from dwindling opposition. Taking the boys to Nelson again this year, and trying to play strong schools twice in one year, are two of the initiatives. The cricket academy operated through the latter part of the winter and into spring, an initiative which is helping to develop the boys’ skills. Tennis is another popular sport in the summer terms and the depth of talent has remained constant over a period of 20 years. We are proud that Isaac Becroft has managed to represent New Zealand in tennis while still playing for the 1st XI Cricket. Wellesley also offers a separate programme enabling boys to try different sports and activities in school hours. Not only do these broaden the boys’ skill base, but they also keep them fresh and enthused. Historical minor sports such as table tennis and underwater hockey are proving more popular and the boys’ successes add to the sport’s popularity. Table tennis tables funded by the Parents’ Association have encouraged large numbers to play and this interest has resulted in Wellesley dominating the regional event, taking the top two spots in each division. A core group of boys have embraced underwater hockey with huge enthusiasm, resulting in medal success. Matthew Sutcliffe
finished third when representing Wellington at an Interprovincial Cross Country event in Nelson, while Callum Hancock won the National Triathlon title for his age, a first for Wellesley. Many sports are demanding that children specialise earlier and earlier, but Wellesley encourages boys to try different things as well as to specialise.
Swimming: Thomas Watkins Athletics: Harry Cook Cross country: Matthew Sutcliffe Tennis: Isaac Becroft - Singles Harry Hunter and Jin Dassayanake – Doubles Table tennis: Harry Hunter – Singles Harry Hunter and Jin Dassayanake – Doubles Triathlon team: Thomas Watkins, Harry Cook, and Matthew Sutcliffe
Why learn music? Not because we expect students to play or sing all their life. Not just so they can relax or have fun. Not just because it helps all other learning. But so they will develop thoughtfulness, creativity and sensitivity - qualities that make us human. At Wellesley, there are many opportunities for our boys to create and appreciate music. Year 5-8 students have access to individual private tuition, on a range of instruments, and small group violin lessons are offered for younger students. Lessons are tailored to the learning needs, styles and abilities of each student, at every lesson, every week. They learn to be on time, be committed to daily practice, be responsible for their own learning and to prioritise. They’re also learning a new language (music), the fantastic physiological coordination involved, and the exactness it demands. Learning how to learn, the day by day building of skills, and the development of self belief provide evidence that you can achieve anything you want if you work hard enough.
Arts Scene Eve Owen, Mary-Anne Morgan and Ruth Hooke Wellesley’s comprehensive arts programme provides rich experiences across all the arts disciplines – visual arts, music, dance and drama. Students can work independently or as part of a group, and in any number of media, to explore their creative ideas and express themselves in ways that are unique to them.
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Visual arts learning begins with students’ curiosity and delight in their senses and the world around them. The most important part of an art teacher’s job is fostering that curiosity, challenging the boys to think laterally and to be keenly observant and brave. As long as it engages their interest, the topic can be anything from dung beetles to stars, navigation, fire or clouds, life in our changing world and even wharf jumping, where boys morph themselves into an animal whose trait they can identify with. As ideas germinate and change, drawing becomes important. We experiment with a wide range of materials – pastels, charcoal, paints, clay and other sculptural compounds – and the boys enjoy making prints, masks and constructing such things as nests and tree houses. We use the beach for sand sculpture, and gather materials to make driftwood animals or faces. While techniques are important, it is the differing ideas that make each boy’s work unique.
Photography is another medium that encourages the boys to look closely and really ‘see’, and the photography group captured some beautiful and exciting images this year. Our school-wide topic for Art Week, ' Nature as our Teacher’, offering 20 different options, was a resounding success, culminating in an evening where all the boys’ work was exhibited for parents to view. Our artist in residence Ben Timmins also exhibited for sale his residency work to benefit the scholarship fund. Each term a group of refugee children from Saint Michaels School spends a day in the Wellesley art room. This eagerly awaited event encourages our boys to show social sensitivity and respect for each other and for other cultures. The culmination of this year’s event was an exhibition of art work at Farsite Gallery.
It’s almost as if learning music is the side benefit! Edward Krietman, Suzuki educator
Wellesley boys love to sing and perform! Boys sing in the rock band, in concerts and in the annual Wellesley talent quest. 70 boys from Y6-8 successfully auditioned for the Wellesley Senior Choir, and this led to the formation of a separate Year 6 choir. Both have enjoyed a range of performance opportunities and exchanges. The rock band, ukulele group, and school orchestra all provide further opportunities for those who reach a certain standard to play and perform together. Being part of an orchestra or musical group encourages children to develop their talents and experience teamwork, self-discipline and individual expression. How fantastic it was for this year’s Wellesley Orchestra to be part of the Wellington Bands and Orchestra Festival for the first time, and to be the youngest group of players there. So much to learn through music – it’s almost as if learning music is the side benefit!
We all know that boys like to be constantly on the move, and dance and drama give them alternative outlets for this activity, allowing them to try out new roles and ways of expressing their ideas. At Wellesley we endeavour to cater for their diverse talents and interests by exposing them to a wide range of performers and artists. An example of this was the mix of puppet, music, dance and drama performances provided by the Capital E National Arts Festival, and which all the boys attended. Another example was the juniors’ visit to Downstage to see the show Seasons, written by Jenny and Laughton Pattrick. Wellesley was also visited by some exciting performers. Pump Dance, a highly successful Wellington Hip Hop group, ran workshops for Year 6 in preparation for Artsplash Dance, and Perform! Educational Musicals provided another theatre education experience combining characters and storylines from the nominated books in the NZ Post Book Awards. This year Capital E was forced to move premises because of the earthquakes but, rather than Wellesley miss out on the valuable experience of a visit to The Soundhouse, we decided to run it at school. This venture was most successful, with the boys creating some outstanding compositions from selecting and combining loops! The rich and diverse cultures of Polynesia were highlighted by a visit from Tony
Mason with his outstanding performance, ‘Kia Kaha, The Warrior Within’. Tony combines the chant of the haka with the skill of the poi, and amazed us with his ability to manoeuvre seven separate hoops at once! Continuing the theme of cultural exchange, the Junior School worked hard to learn their waiata and Toia Mai to welcome and entertain preschool visitors from Chilton, as well as from China. A group of senior boys provided the guitar accompaniment, a lovely example of junior/senior collaboration. The arts scene is alive and well at Wellesley.
Having Fun and Making a Difference
Parents at Wellesystock
Lucy Ross Chair Wellesley College Parents’ Association As another busy year for the Wellesley College Parents’ Association (WCPA) draws to a close, it is good to reflect on what we have achieved but also to look forward to an exciting year in 2014 as we celebrate our Centenary and the opening of our new hall. This year the Parents’ Association ran four quite diverse events, as well as the perennial Entertainment Book fundraiser. The Golf Day in March provided loads of fun, some great (and some not so great!) golf and raised around $10k for the Foundation scholarship fund.
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The film Shopping, directed by one of our own parents, played to a full house at our movie night fund raiser in June, and we followed this up in September with WellesleyStock, a sixties-themed party and the last event to be held in the school hall before its demolition. We wrapped the year with our biennial gala, an incredibly successful day, showcasing our school as well as creating fond memories for the boys and raising over $55,000 in support of the fit out of the new hall. As well as contributions to the building project and scholarship fund, the WCPA also provide the extras our boys enjoy in their activities and learning. This year these included: • Two table tennis tables • Junior School construction items • Imaginz learning system - a set of simple interlocking components that children can
use to build their own life size creations • Tools for technology classes • A painting for the school from our ARTBOURNE 2013 Artist in Residence, Ben Timmins • Outdoor furniture for the library
• To foster goodwill through organising events that bring the school and community together; and • To raise funds to carry out projects for the benefit of the school, pupils, parents and/ or staff.
We also reviewed our Parents' Association constitution (last updated in 1999) and reflected on the WCPA’s role in supporting the school. Essentially, we have now updated the constitution to modern language, and this new wording will be circulated for voting at the 2014 AGM.
We are also proposing to extend the size of the WCPA committee, whilst reducing the number of members required for making a decision. These proposed changes are to enable parents who cannot afford the time to come to every meeting, still to take part. These parents can then stay connected through emails and minutes and attend when time permits.
In our constitution we have been very clear about our goals: • To establish, promote and maintain a positive relationship among the Board of Trustees, Wellesley Foundation, staff, parents and pupils;
In our view, the Parents’ Association provides a wonderful opportunity to have a real insight into how your son’s school operates and, when it comes time for your son to leave, you will have a pool of wonderful
memories to treasure, through shared events and activities. We’re always looking for new members, and we’d love you to join us to help plan and organise the year’s activities, or contribute in whatever way you can! And, speaking of wonderful memories, don’t forget our Friends of Wellesley page on the school website. This platform provides the opportunity for past and present friends (Old Boys, and former staff and parents) to remain connected to the school and share their recollections. It’s a great way of staying in touch and keeping up to date with school news, in case you can’t visit us in person! As can be seen, everyone at Wellesley contributes in one way or another to the events run by the Parents’ Association, so a huge thank you to our membership; it is for you and with you that we achieve so much
for our school. Of special mention are Phillipa Paviour-Smith and Julie Johnston for running the gala, Julie Batchelor, Steve Jones and Phil Hunter for the golf day, Sharyn Mitchell for the movie night and a team of ladies led by Sharyn for WellesleyStock. I also take this opportunity to thank Allan Ransley (treasurer) and Julie Batchelor (secretary) for their hard work and dedication this year – both are a real asset to the Association. Next year’s WCPA AGM will be on Monday March 10th at 7:30pm in the school staff room. It’s where we elect the new committee (attendance isn’t compulsory to join!) and the new chair, treasurer and secretary, but we’ll also hear the WCPA’s plans for the year, and vote on the new constitution. Please put this date in your diary, so you can be an integral part of our exciting centenary celebrations.
Treasures of the Archive Senior Swimming Championship medal, D Earle 1920.
Dux medal J C White
Athletic Sports Programme, Basin Reserve 1929.
Eddie “Cobber” Kain’s Croydon School 1st XV rugby jersey and colours cap 1929-32.
Paddianne W Neely College Archivist A flicker of excitement is beginning to be felt at Wellesley as the 2014 centenary approaches. Wellesley’s Archive has been taking shape since it was first established in 1997 and, over those years, donations of memorabilia have been filtering back to the school. These treasures have come from all over New Zealand and Australia – from former and present-day staff, Old Boys, parents and friends of the school.
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Wellesley College Annual Sports Certificate, awarded to Lindsay Page 1921.
A fellow archivist, Phillip Rankin of Napier Boys’ High School, haunts second-hand bookshops and purchases old college book prizes; occasionally, Wellesley is fortunate enough to be on the receiving end of Philip’s discoveries. Old Boys are often happy to donate their own book prizes from long ago, books that have sat on their shelves going nowhere. One such was David Smart, who was given the book Tom Thumb in 1944, his prize for ‘progress’ in Primer III; the signature of headmaster W H Stephens is on the bookplate inside. This prize was awarded during the war years, when children’s books were rarely available in shops due to paper shortages.
David Smart’s Primer III prize 1944.
Another Old Boy, Richard D Sweetzer MVO, 1952-1955, under the tutelage of English master Richard Campion, won a Secondary School Prize for Literature during his first year at Wellington College. Richard Sweetzer wrote a piece entitled Memories of my Preparatory School, a highly entertaining story of his time at Wellesley, liberally illustrated and based on the style of Ronald Searle’s Down with Skool. He has gifted a copy to the Archives.
them and emulate previous feats. A special gold medal awarded to D Earle, Wellesley College Senior Swimming Champion in 1920, was found in a junk shop in Queensland by staff member Alison Garland. She purchased it and brought it home to the Archives. A silver medal awarded to J C White in 1925, as the Middle School Dux, was donated by Sir John White (as he later became) and holds pride of place as the only Dux medal in our collection.
Many gold and silver medals and badges (no longer affordable and long out of date), with measurements changed from imperial to metric and carrying the memories of the recipients, have found a new home in the Archive, where present day boys can admire
Items of uniforms from Croydon and Wellesley days have also come drifting back, and are eagerly sought after, but probably the most valuable items that have poured in by the hundreds are the photographs. These provide a marvellous visual history of what our school and our wonderful boys were like, both on
Memories of my Preparatory School by Richard D Sweetzer
The Terrace and at Days Bay, and show the amazing changes that have taken place over the years. We know there are still many unseen images out there, along with items and stories of interest. They will be the lifeblood of the centenary exhibition next year, reviving warm memories of school days, so please send them in to the school and let them be added to the collection of Wellesley’s “Treasures of the Archives”. Paddianne W. Neely Ph: 04 562 8030 (W) Tuesdays Ph: 04 386 2072 (H) Anytime Email: email@example.com
The Last Days of Croydon
Obituaries Maxine Rose
James Elsby (Croydon 1936-1939, Wellesley, 1940-1943) Although numbers were low when I joined Croydon in 1936, the idea that it was a small school would have mystified the boys who experienced the fine, spacious buildings and the extensive grounds. There was a large vegetable garden in the north east corner, with the tennis courts below, then a field extending to the road. The field often became water logged in winter, but had usually dried out sufficiently by sports day (not before we had crawled across it picking the longer stems of grass the mower had missed!) Beyond the tennis courts was an overgrown wooded area bounded by a stream, an ideal place for boys to play. Between the tennis courts and the field was a stand of mature macrocarpa trees, which we could sometimes climb – in retrospect a rather dangerous activity. Of course the main feature was the immaculate triangular lawn with the perfect Norfolk pine at its apex. Miss Dorothy Wells did the remarkable job of teaching all the juniors (aged between five and nine), Primer 1 to Standard 2 in the same room. Headmaster Claude Skelley, known as ‘Bomb’, and with a monocle that made him look rather fierce, was actually quite an amiable person. He taught the seniors, and an assistant master the middle forms. The boarders were looked after by the kindly Matron Hill, and that completed the staff. Most boys boarded, but there were a few of us from around the bays. My contemporaries included Robin Adams, John Yaldwyn, Ian Hazlewood, Jack Checkley and Peter Bush. Apart from Peter, we all went on to Wellesley
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Historical photo of Days Bay House and tennis courts
until Standard 6. Boarders were kept occupied over the weekend – Mrs Skelley’s Shakespeare class on Saturday night, followed by cocoa and biscuits, then Sunday Matins and Evensong at St Martin’s Church behind the school, the services conducted by the Vicar of Eastbourne or a lay reader. We spent the afternoon writing a letter home. Good manners and courtesy received much attention and we were taught how to raise our caps to ladies and seniors. I recall a session of ‘cap drill’, with the headmaster standing in the centre of the tennis court while we circled round saying “Good morning, Sir” and raising our caps with the opposite hand so that our faces were not obscured. The day began with assembly in the Gym, where well known hymns such as Onward Christian Soldiers, and For Those in Peril on the Sea were sung to Miss Wells’ accompaniment. Prayers followed, and sometimes a homily from the headmaster; I remember a long and particularly solemn talk on the first day of term after the war started. Boxing was promoted, even though most boys were unenthusiastic, but of more interest were sports day, and the school picnic. This was held at Camp Bay on the way to Pencarrow, which meant that sometimes we could travel to the picnic by sea. The school’s large dinghy had an outboard motor, so, with boys and stores loaded on, and Dick Skelley, a medical student, at the helm, we set off – without life jackets! In November several exciting days were devoted
to preparing the Guy Fawkes bonfire on the beach. After the fireworks, the chief spectacle was the headmaster letting off a couple of large distress rockets! School numbers gradually declined and, by 1939, had reached about 28; Standard 1 had just three pupils. The prize giving, where most of us received a prize, was held on the last day of the school year, the last day of Croydon School before it became Wellesley.
Peter Eves Sutton (1924-2013) Former Bishop of Nelson, the Right Reverend Peter Sutton, CBE, a pupil of Wellesley from 1929 to 1937, died on 23 March 2013 at the age of 89. Peter also attended Nelson College and completed an MA at Canterbury University. His lifetime of service in the Anglican Church included postings in England, as well as serving in Wellington and as Archdeacon of Waimate and Dean of St Pauls Cathedral in Dunedin. Peter Sutton was consecrated 8th Bishop of Nelson at the age of 43, the first New Zealand-born person to hold the position, and led the diocese for 25 years, becoming one of the church’s senior bishops. He was a tireless worker for human rights, who led the Nelson anti-apartheid march during the Springboks tour, and was a leading figure in Amnesty International. Bishop Sutton was also closely involved with both the Order of St John and the Returned Services Association. He was described at his funeral as “a wise, brave, honest and discerning man of great faith and spirituality”. He is survived by his wife Pam, his son Michael and his daughter Jennifer. Peter’s two brothers, David and Antony, were also pupils of Wellesley.
Maurice Leslie Dykes (1924-2013) Maurice Leslie Dykes, a former pupil from 1939 until 1944, died in Auckland in August 2013. From Wellesley, Maurice went on to attend Wanganui Collegiate from 1946-1950, where he became a Prefect and developed a love of sport. After moving to Auckland in the 1960s, Maurice became involved in the design and manufacture of women’s fashion, being especially recognised for his ‘after five’ and ‘mother of the bride’ styles. He owned and managed his own business – Deltex Fashion – for over five decades. Maurice was an active snow skier until his mid 70s, a tennis player, pilot of a small plane, a golfer, fisherman and sailor, representing New Zealand in the Hobart to Sydney yacht race in the 1980s. He led a full and healthy life until suffering a series of strokes in 2012. Maurice is survived by three children from his first marriage to Jan Huthnance, and one daughter from his second marriage to Julia Fenwick: Rosemary, Andrew, Kirsty and Emily.
James Fergusson Hogg (1929-2013) Professor James Hogg, who attended Wellesley from 1939 to 1942, died in January at the age of 83. Jim Hogg was born in Eastbourne, but eventually married and settled in America, becoming father to seven children.
At Wellesley Jim showed early signs of academic promise, being named Junior Scholar in 1941. After secondary schooling at Wanganui Collegiate he studied law at the University of New Zealand and was admitted to the New Zealand bar in 1952. This was followed by a scholarship from Rotary International to study at Harvard University, where he obtained Harvard Law School‘s most advanced degree – a doctorate of juridical science. He also lived in Minneapolis for many years, where his work included a decade as President and Dean of William Mitchell College of Law. Jim was a prolific scholar, authoring dozens of law review articles and many books; he finished grading his last set of law school exams just one week before his death. Jim’s love of New Zealand never faded and he made many return visits. The memorial service for him, held in Minneapolis, included a bagpipe procession and a solo performance of Pokarekare Ana sung in Maori.
Timothy John Campbell (1964-2013) Tim Campbell, who attended Wellesley from 1969 to 1977, died in June, aged 49. Tim also attended St Patricks School, Silverstream. He spent many years dairy farming around the Waikato, Wairarapa and Central Plateau, and died in Rotorua following several major strokes. He is survived by his wife, Annette, and four children – Caitlyn, Jamie, Natasha and Annaleise.
Old Boys Margie Beattie
Michael with Mrs Fulbright and other recipients
Thoughts on living in New York Michael Dobson (class of 1998)
Living in New York is immensely energizing – whether you like it or not! Life in this city demands a certain level of intensity, lest the great swirling electrical storm of culture, entertainment and social interaction sweeps over your head. The rewards, however, and the opportunities that flow from so raising one’s energy levels, are like few others on earth. The sheer number of interesting people engaged in novel enterprises here makes it a permanent adventure, an ever-changing landscape of invention and experimentation. I am exceptionally grateful to Fulbright – first and foremost for making the scholarship and this entire undertaking possible and,
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secondly, for providing any number of enriching experiences along the way. Thanks to Fulbright I have been to conferences as far afield as Phoenix, Arizona and the West Point Military Academy; to hear the New York Philharmonic at Lincoln Center; to dinner at the Waldorf Astoria, and hiking through upstate New York. Along the way I’ve met and befriended young people from all over the world. While these people have always been inspiring, the larger lesson is that at some stage they have also been messy, imperfect humans – behind every impressive CV is a shockingly normal person, who simply worked hard and made the best of every opportunity. I am now a few weeks into the second of two years studying political theory at The New School for Social Research, which provided refuge for a number of European intellectuals fleeing fascism in the 1930s. Their legacies – of critical, progressive scholarship and connection to the Continental philosophical tradition – endure today. My research relates to climate change and the intersection between the natural and social sciences, particularly regarding questions of certainty and consequence. The New School is a uniquely stimulating place to work, and it’s quite something to study politics in the heart of one of the world’s great international cities. The environmental crisis is, to my mind, the generation-defining challenge of our age, and one to which I am wholly committed. However, a cold and sterile life of ascetic monasticism is no more useful or appropriate for an environmentalist than for anyone else and, in my experience, is rightly eschewed by most people with environmental concerns (hopefully that’s every one of us). After all, no one’s going to want to save the world if we can’t have a little fun along the way.
Leading up to our 2014 centenary, we have been delighted with the flurry of reconnection by Old Boys, through visits, correspondence, and memories and news shared on the centenary website. Please keep the news and views flowing! Sadly there are also Old Boys who have passed away during the year, and we honour them with obituaries on page 37. It’s never possible to do justice to all the Old Boys’ achievement, so we have given you just a ‘taster’ for what can be found in full on the website. More in-depth stories on the remainder of the Old Boys featured can be found in the digital copy of At the Bay on the school website www.wellesley.school.nz . On page 40-41 click on each person’s name, and their achievement, story or image will be revealed.
Sam visited Wellesley in 2012 to talk to the boys about his work and his ideas for making sustaining and protecting our coastlines an enjoyable activity for everyone, and also spearheaded a clean-up of Days Bay Beach. This year our Enviro group cleaned up the Days Bay sand dunes, and many students and staff were also involved in the recent “love your coast” cleanup at Makara. Sam’s passion for public education about the environmental, health, social and economic consequences of marine debris, and the sheer scale of events he has directed, have exponentially raised awareness about coastline protection in communities throughout New Zealand.
investigating the growing of bone tissue from stem cells for storage and future transplantation, and will shortly graduate MB, ChB.
initiatives. As well as the trophy, Evan won $5000 towards his studies.
At Oxford Edward plans to study for a Doctor of Philosophy (DPhil), and looks forward to continuing his studies in tissue engineering. He also hopes to develop his interest in preventive medicine and public health, aiming to take a role in tackling various health issues facing society. Edward’s achievements are not only academic. He trained as an officer in the Territorial Force of the New Zealand Army, and has been a member of the New Zealand Youth Olympic Rowing Squad.
This year we were spoilt for choice regarding the academic area of achievement, and have chosen to honour four recent Old Boys: Edward Stace, Evan Brenton-Rule, Thomas Leggat and Sebastian Hallum-Clarke.
Sebastian Hallum-Clarke (2004-2008) IT: 16 year old innovator and app developer; won Youth Wellingtonian of the Year award 2013 and Sir Paul Callaghan Highly Commended Award for the best secondary school student presentation, winning $2,500. Sebastian’s presentation was on the “The Genesis Project: Creating the Talent New Zealand Needs” focusing on the importance of computer programming to New Zealand's economy and urging that it be taught in primary schools. Sebastian first learnt coding at Wellesley from long standing ICT teacher Ross Hampton.
Evan Brenton-Rule (1999-2000) Sir Paul Callaghan Award for Young Science Orators at the 2013 Eureka! Symposium; studying biology and law at Victoria University. Sam Judd (1990-1995) Environmentalist, NZ Herald columnist and winner of Coca Cola Amatil Young New Zealander of the Year 2013 for his environmental crusading. Sam contributes to New Zealand society at a local, national and international level through his work as co-founder and CEO of Sustainable Coastlines, a registered charity that informs, inspires and empowers individuals and communities, motivating people to take positive action. It aims to deliver practical education experiences and facilitate local and international projects designed to protect our coasts, oceans and rivers.
Edward Stace (1999-2000) Wellesley’s first Rhodes Scholar; BMedSc with First Class Honours (Dunedin), completing his medical studies this year before study at Oxford. Rhodes scholarships are the oldest international scholarships, awarded to only three New Zealanders annually. The twoyear post graduate awards are designed to support outstanding, all-round university level students and provide “transformative opportunities for exceptional individuals”. Edward Stace studied medicine at Otago, after attending Wellesley and Wellington Colleges. He completed a research degree (a Bachelor of Medical Science with Honours)
The Eureka! Sir Paul Callaghan Awards for Young Science Orators is designed to showcase and recognise achievement of excellence in science communication by young people. Evan took out the major honours in 2013 for his eloquent and passionate presentation about a solution to the threat posed by invasive species in New Zealand, a presentation he reprised for some lucky Wellesley boys. Entitled “Invasive Species Management – Pulling the Wings off Wasps”, the presentation dealt with the damage done to the economy and environment by invasive species such as wasps and fire ants, and proposed a range of biological eradication
Thomas Leggat (2006-2007) Joint winner of Prime Minister’s prize for scholastic excellence in early 2013, including a scholarship to study law and complete a BA in economics at Auckland University. Thomas was Wellesely Dux in 2007 and Wellington College Dux in 2012.
Jamie Armour (1997) Chef: 2013 Wellington Chef of the Year Jamie McLellan (1989-1990) Designer: Continuing his wide ranging, award-winning designs, the latest being a wool running shoe called ToBe, designed for ex-All White Tim Brown and brother Paul and former All White Michael Wilson Christopher Tubbs (1976-1984) Radio: Acclaimed DJ in the UK.
Old Boy Achievements
Taylor Belsham (2002-2010) Golf: Wellington Under 19s Nick Healy (2005-2008) Men’s under-water hockey: Under23s Black Fin; Cricket: Wellington College 1st X1 pace bowler Oliver van Rooyen (2000) Men’s under-water hockey: Jeremy Webster (1997-1999) Under23s Black Fin Men’s under-water hockey: Under23s Black Fin
Sam and Seamus Boyer - Journalists Sam (1997) and Seamus (1994), scooped two national journalism awards in 2013. Sam was voted best junior reporter and Seamus best arts and entertainment.
Peter Taylor (1989–1997) Rowing: Olympic medalist 2012; Gold Joe Scott (2000-2008), Hugo Phillips (2007medalist - lightweight coxless fours 2013 2009) and Sam Wilson (2007-2008) world rowing championships Rugby: Members of the Wellington College 1st XV squad that won the Premier College final against St Pats Silverstream, captained by ex-Wellesley 1st XV Francis McKeefry (2003-2006) member Jack McCormack (2002-2009), who was Rugby: Captain of the impressive OBU side still only in Year 12. Wellington College also won that won the Wellington Colts competition the annual quad tournament. Brody Janus, Gus Ashton and Harrison Boyle: Members of the 2013 Wellington Regional Under13 Representative Rugby Team.
Gus Ferguson (1994-1996) Rugby League: Ex-Wellesley 1st XV Captain; member of University Hunters team that won the Wellington Premier League title
Jack Wolfreys (2001-2004); Carne Green (2001-2006) – Petone; Otto Rasch (1993-1994) – HOBM; Andrew Castle(1994-1997) – Poneke; Hilton Mexted (2001-2005) – Wellington; Kane Gush (1993-2001) – Wainuiomata; and Zek Sopoaga (2006-2007) – OBU: all playing premier rugby in Wellington Harry Wright (2001-2004) and Jonny Fletcher (2000-2003) Extreme Beer Pong exponents; received national media attention for sporting and entrepreneurial prowess in their attempt to win a trip to meet US basketball stars
Henry Glogau (2004-2008) Cricket: Captain Wellington College 1st X1, leg spin bowler and all rounder. Heading to City of London School, UK 2014. Sam Miskimmin (2000) Hockey: Member of the Auckland National Hockey League squad
Nicholas Fyfe (1990-1993) 2013 Hutt Valley disabled athlete: Received three bronze medals representing New Zealand in alpine skiing at 2013 Special Olympics in South Korea
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Alex Kane (2004-2008) Men’s under-water hockey: Under 19s Black Fin
Nic Sampson (1999) Scriptwriter/Playwright: Writer for Seven Days and Jono and Ben; and an award- winning play at Bats Theatre Fletcher Mills (2006-2007) Music: X-Factor finalist; Wellesley assembly and Gala performances
Albert Nisbet (2002-2008) Awarded Scots College Proxime Accessit 2013 (NCEA)
Old Boy Reconnections Humanitarian Sam Judd (1990-1995) Environmentalist: Winner of Coca Cola Amatil Young New Zealander of the Year 2013
Sebastian Hallum-Clarke (2004-2008) IT: 16 year old innovator and app developer
Mathew Gordon (2004-2008) Awarded Scots College Michael Dobson (1995-1998) Dux (IB) 2012 Fulbright scholar; Masters degree in Political theory (New 2013 York), studying political theory in Indiana, US (see page 38)
Evan Brenton-Rule (1999-2000) Sir Paul Callaghan Award for Young Science Orators at the 2013 Eureka! Symposium; studying biology and law
Xander Wijninckx (2000-2008) Awarded Scots College Dux 2013 (NCEA)
Ben Greenwood (2005-2006) UK Gapper; Ski instructor working in Switzerland
Robert Goulding (1977-1979) 2013 Fellow of American Council Of Liberal Societies, B.Sc., B.A.,University of Canterbury; M.A., Ph.D., Warburg Institute, University of London; Associate Professor of Liberal Studies, Notre Dame University, Indiana, US.
Thomas Leggat (2006-2007) Joint winner of Prime Minister’s prize for scholastic excellence in early 2013, including a scholarship to study Law and complete a BA in economics. Thomas was Wellesley Dux in 2007 and Wellington College Dux in 2012 . James Black (1996-1999) BBiomedSc (2007); DPH (2008); PG Diploma Public Health MPH (Distinction) (2009); currently studying towards public health doctorate at Cambridge University
Wellesley Old Boys living in Auckland reunion, October 2013
John Stitchbury (1951-1958) Wine industry: Jackson Estate winery; opened wine shop in China
Sebastian Hallum-Clarke (2004-2008) Youth Wellingtonian of the Year award 2013 and Sir Paul Callaghan Highly Commended Award for the best secondary school student presentation Edward Stace (1999-2000) Wellesley’s first Rhodes Scholar; BMedSc with First Class Honours (Dunedin), completing his medical studies this year before study at Oxford
Ben Johnson (2000-2001) UK Gapper; Investment banker in Singapore
Tarrik Mallett (1985-1991) IT: Co- founder and developer of a Wellington web and food ordering system called Mobi2Go, which recently won an Innovation Award in Hospitality
Robert Herrick (1949-1950) Reconnected and purchased Old Boys tie
Euan Briggs (1995-1996) UK Gapper; Working in debt structuring, wealth and investment management; Chair of rugby club
Bryn Rees (1999-2002) Former teacher; now living in New Plymouth Ron Grieve (1945-1949) Former Dux; revisited school
Ross Mathieson (1946) Former Dux; visited the school early in 2013; also attended Old Boys drinks in Auckland
Alistair Smith (1972-1974) Chief Software Engineer (Perth)
Edward Ballard (1977-1978) PHD (UK) in ship science; living in Suffolk, UK.
Reconnection Hamish McEwen (1982-1988) Innovations and relations manager at Meridian (Wellington) Alistair Macalister (1932-1939) Visited to watch grandson play sport against a Wellesley team
Tom Monti (1992-1997) Happy to help with reconnection of classmates
Dan Parker (1990-1992) Television reporter; spoke at Croydon House breakfast and visited Wellesley gala Narly Kalupahana (1983-1986) Unable to attend Alumni drinks but keeps in touch
Rebeca Inocencio (2012) John Crick (1977-1984) Spanish exchange teacher; now Former teacher for several years and passionate working in Germany leader of ‘Bushies’ tramping group; reconnected with former student and tramping club enthusiast Robert Goulding (see below) Enzo (1987-1994) and Barrie Carruthers (1944-1946) Nardi (1986-1993) Bresolin Still running innovative electronic firm Restaurauteurs and owners of awardin New Plymouth winning restaurant Duke Carvells; Robert Goulding (1977-1979) spoke at House breakfast Associate Professor of Liberal Studies at Notre Dame University, Indiana, USA; visited school in June Don Beswick (1947) John Gray (1961-1966) Sent letter with Shared tennis memories John Healy (1978-1981) memories Former Dux; working in oil industry in UK. Margaret Barns Returned to Wellington, where youngest Former teacher for son, Gethen, spent a short time in the Junior (cumulatively) 30 years; School in Term 1. shared stories of Wellesley life Jim Elsby (Croydon, 1936-39; Wellesley, 1940-1943) Sent letter with memories and memorabilia (see page 36)
WELLESLEY TOMORROW Students and teachers at Croydon 1919
Wellesley Turns 100 in 2014
Be a part of the celebration
A Centenary Committee, chaired by Old Boy Geof Shirtcliffe, is currently planning events during the year, and leading up to a weekend of celebrations to mark the centenary. The Committee has some great things in mind, but it needs Old Boys and old friends of Wellesley to be a part of this event.
Centenary Committee At Wellesley we spend a lot of time working in the moment, but aiming for the future. So much of what happens at the school is about preparing the boys for what lies ahead.
We have set up a dedicated website www.wellesley100.co.nz for the centenary. Take a look. The website features a programme of events so you can plan ahead. It also has memories and comments from Old Boys and old teachers. These give a fascinating peek into a different time. (This part of the website will be regularly updated.)
Next year, however, we will also be reflecting on our past. During Labour weekend 2014, Wellesley celebrates its centenary. That’s a significant milestone.
How it all began
Days Bay House, built in 1903 by the Wellington Steam Ferry company, began life as an exclusive weekend retreat and hotel complex. On expansive grounds, and with the Pavillion and other buildings just a stone’s throw away, the idea was to provide the good folk of Wellington with a high quality resort where they could bathe and relax. Which they did! Although the trip from Wellington to Days Bay was quite a journey, weekenders and their servants ferried across to enjoy bathing houses on the water’s edge, donkey rides on the beach and a host of activities such as croquet and bowls in the lush gardens. But, by 1913, the business was losing money and Days Bay House was sold.
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Current Junior school pupils and staff at Wellesley
The purchaser was the formidable Miss Gladys Sommerville, who already ran a successful school at 81 Hill Street in Thorndon but had plans to expand. Having bought Days Bay House, she launched a new school, the Croydon Preparatory School for Boys. The hotel’s croquet lawn was turned into a sports’ field and the bowling green became the tennis courts, while boarders stayed in dormitory rooms that had once been hotel suites. Miss Sommerville ran the whole thing from her office in Thorndon. But in 1919 the Wellington Anglican Church took over Croydon, renaming the school the Wellington Diocesan School. It was a name that never stuck. In 1940 Mr William Hutton Stevens leased the premises from the Church. He already ran a successful school (Wellesley School, situated on The Terrace) but intended to move it to the larger site. From then on the school in Days Bay was known as Wellesley College. Mr
Stevens – or Hoppy, as he was known to most boys – remained Headmaster until 1965.
A lot to celebrate
In 100 years Wellesley has had a number of different names and seven Principals or Headmasters. At one stage (1940-1946) it offered secondary school education. For many years it took in boarders (1913-1970). But throughout the century it has continued to offer boys an exciting and inspiring environment in which to learn about themselves and their world. The school has gone from strength to strength – just like the many boys who have passed through it. Labour weekend 2014 is an opportunity for Old Boys and their families to reconnect with the school; to see how the school has grown and been modernized, but also to see just how many of the quintessential Wellesley traditions have been retained.
Some outstanding personalities have taught at Wellesley. Every boy since 1998 will have stories to tell about Mr G (Girvan) or Mr Blandford. But earlier Old Boys remember just as vividly Matron Miss Brown and her Mini (the car, not the skirt!). Or Mr Stevens and his strap he called “Dr Tawse” (applied frequently for a whole range of misdemeanors). Or Mr Bell or Mr Bowden, a Miss Pashe or Mrs Margaret Barns. These older memories are often a sign of just how much things have changed. For example, Mr Stevens used to conduct chemistry experiments in class that these days would see the Educational Review Office being called in! He would have the boys gather insects from near the creek and then, to demonstrate the powers of liquid oxygen, dip the still live insects in the stuff. After just a few seconds the boys would able to snap the creatures in half.
Boys entertained themselves differently, too. Creating marble tracks throughout the classroom was a favourite activity. Or climbing the macrocarpas on the way to the Pavilion. Or making darts out of four matchsticks, some paper and a pin. (The darts were obviously too deadly because, after just a few days, Hoppy Stevens held a mass strapping in the hall of all boys found with them.) Old Boys who boarded have very special memories of being eased out of their homesickness by Miss Brown and Mrs Stevens. But they also remember the unspeakable “St Mungo’s Soap”, a particularly unpalatable pudding served up weekly.
Anyone can also register interest in the centenary from the website. This is an effective way for the organisers to keep in contact with you.
Labour weekend 2014
Make a note to be a part of this milestone event. This will be a chance to rekindle old friendships and revisit your own history. See overleaf to learn more about Centenary cricket matches on 13th April 2014.
Creating Opportunities and Protecting the Future Kit Jackson, Trustee and Chair of Wellesley College Foundation, and Margie Beattie, Development Manager The Wellesley College Foundation, formed less than 10 years ago, is tasked with securing and transforming the school’s educational experience by protecting its assets and stewarding support for projects and development. In addition, it provides the opportunity for boys to receive this transformational experience through the provision of scholarships. Josh Brodie- Plunket Shield
Your Chance to Pad Up at the Basin in 2014 Centenary Committee Wellesley’s proud cricketing history will be on display at the Basin Reserve on Sunday, 13 April 2014. And you could be a player. As part of Wellesley’s 2014 Centenary celebrations a special day of cricket and camaraderie is planned at Wellington’s iconic Basin Reserve.
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If, as a boy, you ever dreamed of playing at the Basin – this could be your chance. There will be two 20/20 matches: • The Gentleman’s Match (10am – 12.30pm) Two teams made up of players who are keen cricketers but whose finest moments at the crease may sadly be behind them. The bowling won’t be fast. The batters might do better with a runner. But the competition will be fierce just the same. These Gentlemen will have honour on the line. • Match of the Players (1pm – 3.30pm) Two teams made up of top players, Old Boys and Friends. These Players really can do the business and each team will be out to win. Teams for both matches will be selected by two of Wellesley’s most respected gentlemen – Murray Blandford and Steve Girvan. This is a great way to honour Wellesley’s sporting history.
If you want to be a part of this special day at the Basin, either as a player in either game or as an umpire, please contact firstname.lastname@example.org by 29 January 2014. Registration costs just $30 for players only. Or just put this date in your diary. All friends and family of Wellesley are invited to enjoy the day. Bring a picnic and support the players from the sidelines. It’s going to be a great day out!
Funding comes through regular giving or through donations for specific purposes, but most Wellesley families are aware of the Foundation bricks, where the legacies of boys and families are engraved onto the inner quad bricks. This year the House Captains spearheaded and transformed an initiative started in 2012; through the collective efforts of their year group the boys raised over $500 and secured a Class of 2013 brick. As well as thanking the school for their time here, they have actively contributed to its future. Thank you to all boys and families who have supported the Foundation through their giving in 2013. A perforated brochure in the centerfold of this magazine outlines other areas of giving over and above the brick initiative outlined above. You really could make a difference and help protect this unique school’s future; so please consider being part of the Foundation by making an annual donation, whatever size, in whatever way you can.
The Foundation works closely with the Parents’ Association, with vital human resourcing for initiatives (such as Grandparents’ Day) coming through the parent community. Without their enthusiastic support these special days wouldn’t hum as smoothly or provide so much enjoyment. This year’s ARTBOURNE Artist-in-Residence was Ben Timmins, who lived with Warren and Eve Owen for a month and practised his art in the school’s small studio, constantly including the boys in his meticulous endeavours. Ben also offered an Open Studio evening, where the wider community and students were taught printmaking. Many parents and children participated, were engrossed for a few hours, and left happy with work that was ‘frameable’! Ben also held an exhibition and sale of his residency works during Artweek, with Old Boy artist Michael Browne RCA opening the exhibition and the proceeds supporting the Foundation Scholarship fund. Dr Murray Sim, Chair of the Board of Trustees, discusses on page 25 the decision to rebuild the school hall and the progress made so far. This venture will realize a longstanding vision of having all buildings reflect Wellesley as the trail blazer in boys’ teaching and learning. We look forward to celebrating the school’s milestone centenary with you, in the new hall.
Margie Beattie receiving cheque for Class of 2013 brick
House Captains at sausage sizzle fundraiser
Thanks to our partners in 2013:
At the Bay 2013
At the Bay 2013 A magazine for Old Boys, friends and families of Wellesley College. Contributors: Margie Beattie, Murray Blandford, Linda Clark, Michael Dobson, James Elsby, Anne Familton, Alison Garland, Steve Girvan, Ross Hampton, Ruth Hooke, Darren Houston, Kit Jackson, Garth Johnson, Bixi Krippner, Josh McPhee, Mary-Anne Morgan, Paddianne Neely, Yvonne Odinot, Tony Orbell, Eve Owen, Warren Owen, Maxine Rose, Lucy Ross, Geof Shirtcliffe, Dr Murray Sim, Andrew Tait, Simon Woolf. Production and editorial team: Margie Beattie and Maxine Rose Cover Image: Glen Jorna Design: Scratch Design â€“ www.scratchdesign.co.nz Printing: Adprint Editorial queries, feedback and change of address: The Development Manager Wellesley College P O Box 41037 Eastbourne Lower Hutt 5047 P +64 4 576 2274 F +64 4 562 7280 E email@example.com Submissions: Articles for distribution and letters for future editions should be sent to Margie Beattie, Development Manager at the above address. Copyright You are welcome to reproduce material from the magazine after gaining permission from the Development Manager. All reproduced material must be appropriately acknowledged. At the Bay is published by Wellesley College in cooperation with other parties. Material in this publication is gathered from a range of sources and does not necessarily reflect the opinions and policies of Wellesley College.
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