Wilderness Times - 93

WINTER 2021

ISSUE # 93

CONTENTS 4

Principal’s Thoughts

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Fun in the Wilderness

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Saving Spyridium from Extinction

10 Honouring Mrs Judy Dyson 11 Bringing Music to the Elderly 12 Meet the Middle School SRC Executive for 2021 14 Faculty in Focus - Early Learning 16 Welcome Brittany Neeb 17 Reach for the Stars 18 Australian Space Forum 20 Artist in Residence 2021 - Rosina Possingham 22 Founders’ Day 23 Farewell to Micheal Bowden 24 Prime Minister’s Spelling Bee National Finalists 24 Congratulations 25 Annual Giving Day 26 Stories from the Archives 28 Wilderness Old Scholars – From the WOSA President 29 2021 Events and Celebrations 29 WOSA Quiz Night Makes a Comeback 30 Wilderness Women Leading the Way 34 Class of 2011 Reunion 34 Old Scholars Industry Forum - The First of Many 35 Coffee Catch Up 36 Wilderness Intergenerational Families 38 Announcements

Discover the latest news and connect with our community. facebook.com/WildernessSchool linkedin.com/company/wilderness-school twitter.com/wilderness1884 vimeo.com/wildernessschool Join the Wilderness Old Scholars’ Association page on Facebook to communicate, network and hear about upcoming alumni events. facebook.com/wildernessoldscholars

2021 AUSTRALIAN COUNCIL FOR EDUCATIONAL LEADERS (ACEL)

ALBY JONES GOLD MEDALLIST Congratulations to our Principal, Ms Jane Danvers, who has been presented with this prestigious award for her influence and contribution to the study and practice of educational leadership at the state level, and whose significant contribution to education is recognised nationally.

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Wilderness Times | Winter 2021

PRINCIPAL’S THOUGHTS

At Wilderness School we promise to promote, enable and nurture a True and Courageous Self. It is a high aspiration, but one that is increasingly relevant today.

What does it mean to be true and courageous?

The last 18 months have shown us how resilient we can be. We have learnt to go about our lives in a new way being flexible, innovative, and creative.

Having the optimism and positivity to face and consider new threats and possibilities has become progressively more important. Being able to bounce back from disappointment and respond positively to challenges are core dispositions for success.

How do we nurture resilience in our children? According to a series of reports by Harvard University’s Centre on the Developing Child, including its 2020 paper, Connecting the brain to the rest of the body, young people are not born resilient. They develop strategies and dispositions to overcome setbacks and hardship as they grow.

We live in a society where increasingly, the social rhetoric is that we all deserve to be happy all of the time.

That stress and anxiety are aberrant behaviours and should be avoided.

Feeling calm and in control is positioned as the norm. Yet levels of anxiety and stress are present in our lives. These are normal and part of our range of emotions. They serve to protect us and give us signals when things are not as they should be. If we feel uncomfortable, or perhaps threatened, it is our body and our mind telling us something is not right.

Anxiety is doing its job.

Dr Lisa Damour, an American psychologist and author of the best-selling book Under Pressure: Confronting the Epidemic of Stress and Anxiety in Girls, writes that we need to reset how we view or define mental wellbeing. She argues that you are mentally well when you experience “the right feeling at the right time, and you are able to manage it effectively”.

Right feelings at the right time include tension, worry, sadness, grief and anger.

For example, if a girl keeps putting off her homework when an assignment is due, she will start to feel anxious.

That is the right feeling at the right time. Beginning the work will ease her anxiety. Procrastinating makes it worse, but the feeling will ease if she reads her stress as a reminder that things aren’t right and starts her homework.

If children are led to believe that feeling sad or worried is wrong, we are preventing them from forming the healthy mechanisms they need to read their own bodies. We all feel stress and anxiety in our everyday lives. For the most part, these emotions are appropriate. Knowing how to manage them effectively will work to our advantage. Harvard researchers call this “positive stress” and argue that children experiencing manageable levels of stress can be growth-promoting. They state that “over time, both our bodies and our brains begin to perceive these kinds of threats as increasingly manageable and we become better able to cope with life’s obstacles and hardships, both physically and mentally”.

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They identify factors that predispose children to positive outcomes in the face of challenge. These include a stable and supportive adult relationship with a parent or teacher who supports them to build a belief in their self efficacy and control over their lives. This belief in their own ability to cope with and adapt to adversity can only develop if we allow children to experience anxiety and learn to respond appropriately and proportionally with support and love. Even in the most challenging situations, children and adolescents thrive when surrounded by supportive, caring adults. These can be deep, enriching learning experiences, which incrementally expose them to “positive stress”, leading to a belief in their own ability to cope with and adapt to adversity — a valuable life skill that they will continue to call on for the rest of their lives.

There are exceptions. Feeling anxious for no good reason is an example.

Or when the anxiety is much more intense than is relevant for the situation. Girls ought not to be anxious

when nothing is amiss. A wellprepared student shouldn’t have a panic attack when taking a minor test.

Stress is unhealthy if it is chronic – coming without breaks or any chance for recovery – or if it stems from emotionally overwhelming trauma.

It is then that young people need our intervention and professional support.

As we move towards the exams and final assessments, it is appropriate to remember that it is quite normal to be anxious. Anxiety is letting you know you have a job to do. As Dr Damour suggests, our role is to help them understand they can take stress and anxiety and turn these emotions into “fuel”. Encouraging them to determine the next steps, without fixing things for them, grows their coping strategies and builds resilience. These are important steps to a true and courageous self.

Jane Danvers Principal

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Wilderness Times | Winter 2021

FOSTER CARE PROGRAM

FUN IN THE WILDERNESS Engaging in ‘learning that matters’ really does matter. A recent partnership with Anglicare SA to run a fun, after-school, activitybased program for foster children is a testament to the impact of highquality, ‘real-life’ learning.

The program captured the very essence of the Wilderness School Learning Framework to deliver ‘life-worthy learning’ for our girls.

Learning that is likely to matter in the lives the girls are likely to lead (Perkins, 2014, p. 8). Emotional intelligence, or EQ according to Goleman (1995), is a strong predictor of success in life. Empathy or the capacity to ‘put yourself in their shoes’ is a critical component of EQ. When girls walk out of the School gates, we want them to be empathetic, compassionate young women who have been involved in experiences that broaden their worldview. We want them to have knowledge of social issues and know that actions do make a difference in striving for a just world.

Offering the Gold Duke of Edinburgh Award is an integral part of this and is all about providing opportunities for personal growth.

The service section of this award requires the girls to undertake a selfdriven service project for one hour a week over 12 months. To meet this requirement, our Year 11 students collaborated to set up ‘Fun in the Wilderness’, an after-school program for children in foster care.

This project has evolved through our newly formed connection with Anglicare SA. The girls have been passionate about providing this opportunity for these children and devoted their time to preparing for the after-school sessions, from planning and designing each session to writing risk assessments and booking the location.

They also worked with Emily Rozee from Anglicare SA who provided a valuable session on working with children who have experienced trauma. The nine-week program saw the foster children and their siblings participate in activities including pottery, gymnastics, music, drama and planting succulents to take home. Comments such as, “I want to be like you when I grow up”, highlight how much the program meant to these children.

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The program also allowed foster carers to have some respite and connect while their children were engaged in the sessions. One foster carer, Kerri, remarked that it was a fantastic program for all involved.

“It was a wonderful experience that all the children looked forward to each week and still talk about,” she said.

“The Wilderness girls were brilliant. We hope they enjoyed themselves as much as the children!”

This program has been mutually beneficial. Our Year 11 girls commented that they have created meaningful relationships through the program and enjoyed connecting with their community.

“Throughout the program, we grew to appreciate the meaningful connections we developed with the children and

their families, gaining a deeper understanding of our community,” Eliza Corbin, Amolika Bhatia and Harriet Craig said.

“Seeing their growth in confidence and interest towards the activities allowed us to realise the importance and value of spending time with others. We found that this was highly transferable to other relationships with a range of different people.

Witnessing the children form bonds with one another was extremely rewarding.

It has been especially insightful to see the work that the carers put into ensuring the best opportunities for their children. We are so grateful for this partnership between Anglicare SA and Wilderness, allowing us to have life changing impacts on members of our community while growing as individuals.”

High-quality, real-life learning experiences such as ‘Fun in the Wilderness’ provide deep connections that engage the heart. Our girls have been empowered by serving something greater than themselves.

They have demonstrated their ability

to create something meaningful to the community beyond the School, connecting to real-world issues.

We have seen the girl’s empathy and social cultural awareness develop with this hands-on experience working with people from different backgrounds and cultures. As Nielsen (2013) states, “…if social concern and being something for others is synonymous with a definition of wellbeing and wisdom, it seems that the research is quite clear as to how we can live more wisely”.

Lauren Walker and Bess Smith Duke of Edinburgh Coordinators

References: • Goleman, D 1995, Emotional Intelligence: Why It Can Matter More Than IQ, Bloomsburg Publishing, London.

• Nielsen, T 2013, Giving: A key to solving our problems, viewed 25 June 2021, www. thomaswnielsen.net/giving-key-solvingproblems/.

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Wilderness Times | Winter 2021

SAVING SPYRIDIUM FROM EXTINCTION Spyridium fontis-woodii is the most critically endangered native Australian plant. Only 12 plants remain in the wild, a single roadside population north of Crawford, the School’s second campus along the Coorong.

As part of the Australian Government’s Action Plan for Australia’s Imperilled Plants and in collaboration with the Botanic Gardens of South Australian, Wilderness School students have been part of the Custodians of Crawford Seed Project, which hopes to save this rare plant from extinction.

One of the stated aims of this project is to increase self-sustaining wild subpopulations via the translocation of seedlings to other suitable habitats.

To achieve this, it is necessary to grow a large ex situ (offsite) population for future translocation efforts.

To meet these aims, students have been collecting flower heads from the

15 plants in the ‘Seed Orchard’ at the Medindie Campus and the plants in our exclusion zones at Crawford. We have also been given seeds from the Botanic Gardens Seed Bank.

The girls have sifted the flower heads through a series of sieves, extracted the seeds, sorted them out by hand, and placed them into packets with 25 seeds per packet.

A call went out to students, parents, old scholars and staff to volunteer to try and germinate and grow these plants, with the aim that in June/July 2022, any viable seedlings produced will be planted back into suitable native scrub.

At this point, 150 volunteers have received over 250 packets of seeds.

If all the seeds germinate and grow, we will have 5,000 seedlings to plant out.

Even if only 10 percent germinate, that will be over 500 seedlings to begin the process of translocation.

To say this species is ‘saved’ will require a concerted effort over the next five years. It will only be a success when the translocated plants can self-seed, the seeds germinate and produce viable plants in native scrub, through to the next generation and for generations to come.

Sally Nobbs Science Teacher

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ACTION PLAN FOR AUSTRALIA’S IMPERILLED PLANTS CURRENT MANAGEMENT • There is no recovery plan for this species.

• This species is only known from a roadside that is not managed for conservation.

• Seed was collected from the population in 2006 and 2013 for storage at the Millennium Seed Bank and the SA Seed Conservation Centre (DEW 2020).

• The SA Seed Conservation Centre has propagated a number of plants, and 20-30 are now growing in a seed orchard, from which additional seed has been collected (D Duval pers.comm. 2020). A small-scale translocation of >20 plants, including some seedlings, occurred ca. 5 km from the natural subpopulation (D Duval pers.comm. 2020).

• A local school has engaged in conservation activities, including plant propagation, establishing a seed orchard, plantings on their property and targeted surveys (Botanic Gardens of South Australia 2016).

CONSERVATION OBJECTIVES • Monitor and maintain known subpopulations.

• Increase the number of self-sustaining wild subpopulations via translocation to other suitable habitats on secure tenure and surveys of additional habitat.

• Better understand the germination requirements of the species.

• Establish a large ex situ population for future translocation efforts.

References: https://www.nespthreatenedspecies.edu.au/ media/wksjzmcs/2-4-action-plan-for-australias-imperilled-plants-2021.pdf, pg 318 https://www.nespthreatenedspecies.edu.au/ media/wksjzmcs/2-4-action-plan-for-australias-imperilled-plants-2021.pdf

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Wilderness Times | Winter 2021

HONOURING MRS JUDY DYSON Mrs Judy Dyson served Wilderness School as Vice Principal and Head of Senior School for 18 years between 1995 and 2012. As a key member of the Executive Leadership Team, she played an integral role in implementing the many initiatives that enabled Wilderness to earn its place at the forefront of Australian education.

As Head of the Senior School, Mrs Dyson supported thousands of girls through their senior years. She was resolute in her desire to provide the optimum environment for each girl to grow and thrive. Her primary focus was always the development and welfare of every student under her care.

Mrs Dyson immersed herself in the life of the School, working closely with both the academic and professional support staff and making lasting ties with our wider community. The relationships she formed and the culture she nurtured were underpinned by an unwavering belief in the Wilderness School values. She had faith these were the foundation for a true and courageous life.

This was exemplified in her address to the 2012 graduating class at their Valedictory Dinner. “I firmly believe that with humility and compassion, you have great power – the power to take others with you in the quest for a better world,” she said. “As your teachers, our role has been to help to prepare you for a life marked by good work and characterised by respectful and ethical behaviour.”

After her retirement Mrs Dyson remained closely connected to Wilderness, working on special projects in our Senior School and most importantly, as Charlotte’s proud grandma.

May the road rise up to meet you.

May the wind be always at your back.

May the sun shine

She was deeply committed to the Wilderness School mission to enable each girl to be the best she could be. She has been the most faithful custodian of the Misses Brown’s legacy. Mrs Dyson’s leadership was characterised by grace, kindness, and wisdom.

Our heartfelt sympathies are extended to Rodney, Kate, Sam, Ben, and their families.

Judy, you will be greatly missed.

Jane Danvers Principal

warm upon your face; the rains fall soft upon your fields, and until we meet again, may God hold you in the palm of His hand.

The Traditional Irish Blessing Read out by Mrs Judy Dyson at the conclusion of every Senior School Assembly.

A significant memory for many old scholars.

“My enduring memory of Mrs Dyson is that she treated us as peers. She was always kind and respectful. She always made you feel that your opinion mattered.”

Stella Morris (Prescott) (1999) “I have very fond memories of Judy as the Head of Senior School during my time at Wildy. She was always engaging, kind and greeted you with a knowing smile. I also fondly recall her stories, anecdotes and the Irish blessing she often concluded assemblies with. She was a special part of my time at Wilderness.”

Rosie Jervis (Sidey) (1998)

“Judy Dyson was a calm and omnipresent figure in the Wilderness girls’ Senior School lives. She will be remembered fondly for the evenhanded, respectful and dignified way she treated the girls. Her approach earned her the high regard of both the girls and their parents.

Judy’s considerable legacy is the sheer number of girls she moulded throughout her leadership of the Wildy Senior School. Her stewardship was instrumental in developing our daughters from schoolgirls to well rounded, confident and capable women ready to find their way in the world.

Thank you and vale Judy.”

Alison White Past Member of Council of Governors

11 “If ever there was a teacher who personified the ideal of teaching and guiding young women, Judy Dyson was it.

Judy was at Wilderness from 1995 until her retirement in 2012. She was a softly spoken lady, but when she spoke, people, especially girls, listened! Her understanding of young women was exceptional, and she led the Senior School cohort with understanding, wisdom, humour and patience.

“A woman of many talents, she could step in at the last minute and play the hymn for the morning assembly and sing the Alto line of any hymn or song. Judy will be sadly missed by all who had the privilege of knowing her and of working with her.”

Mrs Genevieve Monk (1961) Member of Wilderness staff from 1968-2015 “My memories of Mrs Dyson are as the epitome of ‘firm but fair’. Her listening skills and ability to quickly identify the heart of an issue, and propose equitable solutions were just exceptional; I often think of her when I find myself in a complex or challenging situation.

“Vale Mrs Dyson. Thank you for teaching us to be reflective listeners and to approach problems with open minds, grace and dignity.”

BRINGING MUSIC TO THE ELDERLY In 2021, COVID-19 restrictions continue to have a significant impact on the lives of people around the world, particularly the elderly. Many, including my grandparents, have felt isolated and lonely during this uncertain time.

Adelaide Kidman (Boylan) (2000)

The restrictions have meant regular social gatherings and concerts have been unable to go ahead. I wanted to change this situation.

“Judy was a sensible, kind and compassionate person. At a Senior School Assembly when no one came to play the piano, Judy did not panic. She introduced the hymn, played the piano and returned to the lectern to complete the assembly. Judy’s grace and humility will be missed by the Wilderness community.”

I grew up in a family with a deep affinity for music.

Music has always brought us joy and I wanted to share this with the elderly community during these unprecedented times. Together with Annecy Cheung and Isabelle Yu, from the Wilderness Piano Trio, we established the Wildy Virtual Community Concert (WVCC).

Dr Rhiannon Giles (1996) Current member of Wilderness staff

WVCC is an initiative, which aims to provide enjoyment and comfort to the elderly through a varied program of music.

“Mrs Dyson was a supportive and dedicated Head of Senior School. She was always fair, open and understanding with us. She was well respected and a loved member of the School community and will be missed.”

The Piano Trio were the original ensemble involved in the WVCC, however, we hope for more Wilderness ensembles, bands, choirs, and talented soloists to get involved to create a diverse repertoire of music.

Morgan Price (2012)

All the performances are recorded live, edited by Toni Pham from the Media Team, and uploaded to the WVCC’s website. Updates of new performance videos will take place at the end of every term.

“As a role model, mentor and leader, Mrs Dyson defined what it was to be a strong, empathetic, and capable woman. No matter the time of day, Mrs Dyson’s door was always open. With her detailed whiteboard outlining every timetabled lesson in the corner, Mrs Dyson would always approach you with sage wisdom, entertaining and relatable stories, or a shoulder to cry on and be consoled.

“I will never forget the impact she had on me as a young woman, and I will always be eternally grateful that I went to Wilderness during her tenure. Although she has passed, her lasting influence will live on in each student she inspired. As William Wordsworth said, ‘We will grieve not, rather find strength in what remains behind’.”

Chloe Danvers (2014)

The Adelaide Male Metropolitan Choir, a large group made up of elderly men who are passionate about music, is one of the recipients of WVCC. We received positive feedback and support from them, which we deeply appreciate.

In the future, we would like to expand our audience to include more nursing homes so we can spread the joy of music to people who have had their lives changed through COVID-19. We also would love for more musically talented Wilderness girls to join so we can all make a positive change to society.

Alice Jia, Year 11

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Wilderness Times | Winter 2021

Elena Tsamaidis President

MEET THE MIDDLE SCHOOL SRC EXECUTIVE FOR 2021

What do you enjoy most in your role?

I enjoy being of service, trusted with responsibility and the opportunity to grow while maintaining enjoyment. In particular, I find the hands-on approach to leadership that Wilderness fosters very exciting. We are encouraged to devise new policies, solutions or outcomes, discuss the feasibility, pros and cons and put our ideas into action. There is no rubber stamp here. I feel extremely privileged to be serving in this role and to have acquired such exceptional skills. I also love the amount of public speaking involved in the position. Never one to shy away from the spotlight, I am relishing the opportunity to raise spirits and temper the sometimes-serious approach girls take to schoolwork.

What kind of legacy would you like to leave under your leadership?

A legacy of believing that anything is possible through application, resourcefulness and fun, rich personal and community experiences. A less tangible legacy I would seek to leave is an approach or mindset of aspiring for greatness, coming together as a community to lift each other up, being kind at every opportunity, working hard, being courageous and taking risks, and above all, perhaps not to take yourself too seriously.

Wilderness School actively cultivates leadership qualities in our girls.

We aim to build the understanding and skills of leaders through the many varied activities of school life for each girl to become respected leaders who act with integrity and model ethical behaviour.

We are delighted to introduce our Middle School Executive for 2021.

Who inspires you and why?

Inspiration comes from many avenues and is not necessarily limited to people. Notwithstanding, I have been blessed to be surrounded by extraordinary, strong women committed to reaching their highest potential.

Impressive human beings who strive for honesty, responsibility, courage, connectedness and flexibility, while also ensuring kindness and service is paramount.

What are three things we don’t know about you?

1. I hate coconut.

2. I am a Jane Austen bonnet drama tragic.

3. I love embroidering.

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Livia Podreka

Sophie Grice

Vice President

Secretary

What do you enjoy most in your role?

What do you enjoy most in your role?

In my role, I enjoy having the opportunity to set an example for those around me and leading the way for other girls through my actions. This involves motivating others to strive for excellence, pushing them outside their comfort zone, voicing their opinions and empowering their accomplishments.

Outside of this, I have also enjoyed having the chance to work alongside the other SRC Executives.

I really enjoy working with Livia, Elena and Mrs Belinda Arnfield. Our weekly meetings are always a lot of fun and I love the collaboration that comes with my role.

What kind of legacy would you like to leave under your leadership?

The legacy that I want to leave behind focuses on inspiring others to be authentic. Authenticity is when our actions are congruent with our beliefs and values, enabling us to be the best version of ourselves. As part of this legacy, I hope to provide all girls with the opportunity to follow their interests, take risks, apply the School values, overcome their future and current challenges, and think and speak for themselves.

Who inspires you and why?

I am not inspired by a certain individual but rather a type of person. I am inspired by those who challenge their reality and choose to venture into the unknown. Be it the scientists who revolutionised how the world functions today or the great women I am surrounded by at school.

These people have taught me to step outside my comfort zone, and in the process, this has allowed me to gain new experiences and engage in activities that I did not even think were possible.

What are three things we don’t know about you?

1. Right now, I’m reading about fast fashion.

2. I’m teaching myself how to crochet.

3. I can locate and name every country in Asia.

What kind of legacy would you like to leave?

I want to leave a legacy that inspires others. To be a leader who inspires others to not only achieve more and have an enjoyable time, but also to be kinder and authentic in their actions. The leadership theme for this year, ‘authenticity’, is one I truly believe in. I hope we create an environment that nurtures this idea and helps all students be comfortable in themselves at school.

Who inspires you and why?

My Dad is one of the people who inspires me the most.

He works incredibly hard and never seems to take a break, yet somehow manages his job, interests, extra projects and fitness all at once. I’m not sure how he fits it all in, but he definitely shows me the type of lifestyle I want to lead - busy and accomplished.

What are three things we don’t know about you?

1. I love to play the guitar. As a self-taught beginner, it may be a slow progress, but I’m definitely getting somewhere.

2. I am the only one in my family who doesn’t attend St Peter’s College. My brother goes there and both my parents are also teachers there.

3. I was born in a tiny town in Scotland with a population of about 20 people.

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Wilderness Times | Winter 2021

FACULTY IN FOCUS

EARLY LEARNING The Importance of Science in the Early Years

We believe that science is an essential subject in early childhood, not only for developing scientific knowledge and inquiry skills but also because it provides a rich context for cultivating other valuable skills.

In our Early Learning Centre (ELC), science is a critical component of our curriculum, and our work has been guided by Belonging, Being and Becoming – The Early Years Learning Framework for Australia and the National Quality Standard.

From the very beginning of their early learning experience, our girls discover how to care for chickens.

They observe the hatching of the eggs, chart their growth and development and support the educators to care for them. In providing food scraps for the chickens, the girls also learn about sustainable practices and by collecting

the eggs, they develop an appreciation for where our food comes from.

As with all learning in our ELC, it is navigated by the girls’ natural curiosity and in this case, also by our chickens. When Nali (our chicken) sustained a leg injury and visited the vet, the girls took great interest in her care. Consequently, the cubby house transformed into a vet clinic, and all aspects of operating a vet were explored through play, thus providing a rich context for further learning.

In this project of scientific inquiry, the girls made important connections and careful observations. They wondered, questioned, researched, developed explanations and worked collaboratively.

In Term 2, the girls became engaged in observing and learning about the magical life cycle of a butterfly.

This project provided an excellent opportunity for children to become confident and involved learners by reading about butterflies, mathematically sorting pictures to create life cycles and creating wonderful works of art. This learning also took an exciting turn when ‘Sparkles’ refused to fly away, requiring the girls to create a sugar syrup solution and temporary home to help him ‘pump up his wings’ before taking off.

Both projects have certainly provided the children with an opportunity to connect with their world, and this has extended into the Annie House. The National Quality Standard, which sets a high benchmark for early childhood education and care, rightly calls upon all early childhood centres to care for the environment and support children to become environmentally responsible.

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Science sits at the heart of the curriculum in our ELC. It naturally emerges from the girls’ curiosity about the world around them.

To do this, our ELC girls connected with our Year 4 students, who are equally passionate about caring for our environment, to learn how to correctly sort our already minimal rubbish to reduce landfill. Instilling a sense of social and environmental responsibility at this early age is undoubtedly the right place to start for real change to occur in our world.

Also linked to this learning is the exploration our Annie House girls have undertaken to determine where and why water is used. This provided a provocation for the girls to consider the properties of water through play and the lens of a microscope provided by the Science Department.

A rain gauge was installed and monitored daily by the class, supporting the girls to learn about where water comes from, the amount of rain falling, and how to read a scale.

The girls also carefully monitored and recorded their observations of the weather in their class journal each day, which will contribute towards developing an understanding of seasonal weather patterns in the long term.

Developing scientific knowledge was also presented through literacy. Our participation in the 2021 National Simultaneous Storytime saw us read the book, Give me some Space! by Philip Bunting, which was read from the International Space Station.

Learning about astronauts was enhanced when astrophysicist, Dr Eriita Jones, inspired the girls by sharing her incredible knowledge of space during her visit. The children have continued with this learning, reading, designing and creating space suits, which were of course, made from our ‘rubbish’.

Science sits at the heart of the curriculum in our ELC. It naturally emerges from the girls’ curiosity about the world around them, and it requires the expert guidance of our educators to transform this curiosity into rich, valuable learning experiences. Centered on the belief that our girls are already capable of making a positive difference to the world, it deeply focuses on ensuring they develop an intrinsic love of science and, indeed, a lifelong love of learning, enabling each girl to be the best she can be throughout her life.

Rebecca Williamson Assistant Head of the Junior School – Early Years

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Wilderness Times | Winter 2021

WELCOME Brittany Neeb Art Teacher

We are delighted to welcome Brittany Neeb to Wilderness School in 2021.

It is always wonderful to meet new members of staff and learn what inspired and led them to their current role. We sat down with Brittany and asked her a few questions to get to know her.

What led or inspired you to get into education?

the one who makes you want to go to school, purely because they believe in you.

I haven’t always had a positive relationship with school. For a lot of my education, I had negative experiences with many teachers and the environment I was in. For a long time, I didn’t see myself completing Year 12.

I also told myself I wouldn’t be the teacher that lets a student fall through the cracks as I did and that I would be the best teacher I could possibly be to inspire young women to be whatever they desire.

In Year 10, I made a decision that changed my relationship with school – I moved schools. In doing so, I met an astonishing, knowledgeable and inspiring teacher who I thank for this pivoting point in my education. In Year 11, I turned to that teacher and said, “I am going to be like you one day”. As my art teacher, the belief that she held in me was something I had never experienced in my schooling. Her continuous support is something that I will always value and is a quality that has inspired me to be the teacher I am today.

Both the negative and the positive experiences have shaped my relationship with education. I wanted to be the teacher that I lacked in much of my schooling and

I am so humbled to come to school each day and be that teacher. Seeing girls put their trust in me during their schooling is all I ever dreamed of and I know I am where I’m meant to be.

What is your vision for Wilderness students in your role as an Art Teacher?

The girls at Wilderness are blessed with more opportunities than they realise. As an educator of any subject, it is important that we guide students to see and experience those opportunities.

As an Art Teacher at Wilderness, I want to show girls the possibilities within the Arts. A common misconception of studying Visual Art is that there are very

limited opportunities to come from it, when in fact, there are thousands.

I want to be the teacher that shows students the world of endless possibilities. Although art is often overlooked, it is integrated into every aspect of our lives. My vision for Art at Wilderness is to enable students to have real-world, industry-focused experiences that equip them with skills they can utilise and build upon in the future.

What is the most rewarding aspect of the work you do and what makes it so worthwhile?

As a graduate teacher within my first year of teaching, the environment at Wilderness has provided me with fundamental experiences that I will carry with me forever.

A big part of this and by far one of the most rewarding aspects of what I do has been the relationships that I have formed. The girls at Wilderness are the most amazing young women. From

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REACH FOR THE STARS

building cute, humble relationships with girls in the Junior School to relationships of trust and humour in the Middle and Senior School.

It is so rewarding when girls I have never met approach me within the School yard with excited “hellos” and tell me how they can’t wait to have me for a subject next semester. To know that I am becoming the inspiration that I always wanted to be is so fulfilling and I am grateful to have the opportunity to grow as a teacher in the Wilderness community.

Tell us something interesting about yourself.

Before studying a Bachelor of Contemporary Art and a Masters of Secondary Education that led me to where I am now, I was a circus and acrobatics teacher for eight years.

I have a love (some may call it an obsession) with plants and growing fruit, particularly figs and pomegranate.

In March this year, Principal Ms Jane Danvers, Mr Thomas Keller, and I were fortunate to be invited to attend the Australian Space Discovery Centre launch. The centre is an interactive hub designed to inspire and educate future participants. Since opening, it has become the most visible and accessible part of South Australia’s leading role in Australia’s burgeoning space industry.

At Wilderness, we have embraced the opportunities this new industry provides our girls and have been developing a wide range of contacts and resources from within the industry. Over 20 girls attended the Australian Space Forum, where they had exclusive access to space industry experts, and have launched an eagerly anticipated Space Club within the School.

Our newly introduced Robotics and Space subject in Year 9 also allows our girls to develop future career skills within a space industry framework.

Wilderness already has a history of participation and leadership within the space industry, and we are working hard to ensure that as the industry grows, our girls will be at the forefront of the opportunities it provides.

David Pyman Teacher

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Wilderness Times | Winter 2021

PHYSICS STUDENTS VISIT THE AUSTRALIAN SPACE FORUM On Wednesday 31 March, a group of Senior School Physics students had the privilege of attending the Australian Space Forum at the Adelaide Convention Centre, accompanied by Mr David Pyman and Miss Elyse Purkis.

We had the opportunity to learn about current and future careers within the fast-growing space industry, with many key organisations and job prospects based right here at Lot Fourteen in Adelaide.

It was a valuable experience to be able to participate in the Space Passport session, where we could interact with different booths at the forum to find out more about all the interdisciplinary fields in the industry. This allowed us to chat with experts and discover pathways to a career in their field or company.

It was exciting to see this industry emerging in South Australia and we all left the forum with (lots of jellybeans) and new knowledge about the space industry.

Annecy Cheung , Year 11

During their visit to the Australian Space Forum, Senior School Physics students were thrilled to see two Wilderness Old Scholars, Melarn Murphy (2017) and Tori Tasker (2012), attending as space industry specialists. We took the time to ask Melarn and Tori about their journey into the industry.

It was enjoyable enough, but I soon realised I was not passionate about it and did not feel drive and excitement.

I knew that no matter what I pursued, I wanted it to be something I was excited about, so I moved into a Bachelor of Archaeological Practice specialising in forensic anthropology.

Tori Tasker (2012) Senior Programs and Operations Officer, Australian Space Agency Something that was very apparent to me through my schooling was that I loved both sciences and humanities.

It was often quite easy to feel that my future career could only be in one of those rather than in both.

Understanding that sciences and humanities have immense crossover was crucial in beginning the career path I am now on.

I started university in the sciences, with biology, chemistry and psychology.

I spent the following two years of my degree unearthing human bones at mock crime scenes, unpacking the intricacies of past civilisations across the world and learning about how we think about our own past and the narratives that get told. It changed how I thought about the world and reinforced how positive and productive I was when doing what I loved.

The moment that changed the trajectory of my career and life was quite a mundane one. At the end of my undergraduate degree, I bumped into a friend with whom I had been through my archaeology degree with. I simply asked her what she was planning on doing following graduation. She told me she was pursuing a Master of Museum and Heritage Studies.

It was an absolute light bulb moment for me. I had no idea this degree existed, but I had always loved museums and it was quickly very clear to me that this could be a great career path for me to pursue and explore everything I had studied so far.

With a slight obsession with learning, I decided to undertake a Master of Museum and Heritage Studies to pursue a new world I had stumbled upon – science communication. I had finally found the place where humanities and science combined for me. I spent the following year understanding the methods and practices behind storytelling, exhibition design, public engagement and science education – I was truly in my element.

During my internship at Mount Stromlo Observatory, the National Museum of Australia and the Melbourne Planetarium, I soon realised that space was the place for me. Space is an incredible, aweinspiring context for both sciences and humanities, and I was thrilled to have found this world to be part of.

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The world of full-time work then began at the National Space Centre in the United Kingdom. After almost three years as the Public Engagement Manager, I made my way back to Sydney to pursue a job at the Australian Museum, but the love of space brought me to Adelaide, where I now work for the Australian Space Agency in the Australian Space Discovery Centre.

My favourite professional memory would be the event I managed at the National Space Centre to celebrate the 50th Anniversary of the Apollo 11 moon landing. It was amazing to celebrate an incredible human feat with space fans who came from all over Europe to celebrate with us.

It was a fantastic team effort to create an event full of hands-on activities including a planetarium show and even a sleepover in the galleries overnight so we could watch the moon landing at around 4:00am as it would have been live 50 years ago. We did radio interviews throughout the night to share the legacy of the Apollo 11 moon landing with our broader audiences.

The advice I would give aspiring Wilderness girls would be to always be curious and always ask questions.

Finding your passion and your ideal career path, in whatever form that takes, comes from asking lots of questions. This can lead you to incredible people, amazing experiences, unheard of jobs and allows you to make decisions that lead you to live your best life as your best self.

“Sometimes you gotta create what you want to be a part of” GERI WEITZMAN

Melarn Murphy (2017) Mechanical Engineering Intern at Space Machines Company I think every little girl at one stage in her life has dreamed of being an astronaut, and I was no exception. From Reception, I had my hands on any space-related book I could find, from atlases, image collections of galaxies and stars, as well as astronaut interviews. I read them over and over, constantly falling asleep with my favourite picture of Andromeda open on my bed.

Through school, I felt the pressure to achieve academically, so I pursued what I was naturally good at – language and the humanities, completely neglecting the curious and creative aspects of my personality. However, I became restless and felt that I needed to get away from everything; not just travel the world but literally leave the planet (I tried traveling by going to India, but now I just have a travel bug).

The issues of greater society began to really weigh on my mind during my final year of school and I became increasingly stressed and saddened by the state of our earth. Environmental issues, such as those brought forward famously by David Attenborough’s recent documentary, have caused me to feel deeply stressed for some years now and inspired me to choose a career path where change may be tangible.

Straying from the classic law or medicine path was probably the best thing I have ever done. It was, at first, daunting, but aerospace engineering, mathematics, and computer science have placed me at the forefront of humanity’s greatest issues, and I am in the best position possible to help change the world.

If I were to give any advice, I would say, if you’re going to try a lot, you’re going to fail a lot. Don’t be disheartened if you

don’t know all the answers because no one actually does – that’s just your imposter syndrome talking. One of the most important things you can do for yourself is differentiate between the failure of your judgement and failure due to your lack of effort. That’s straight from a Seth Godin podcast.

Golden opportunities do not usually present themselves as opportunities.

They are usually hidden under rocks, require a lot of digging and, more often than not, they are really hard work.

Being presented with an opportunity and actually making use of that opportunity are two entirely different things. You can do anything you want in the world – how are you going to use that opportunity? You may think you need to be a mega genius to become really good at something, but really, you just need 10,000 hours of practice and a strong support network.

Finally, but most importantly, do not make any career choices dependent on anyone else’s happiness but your own. If you are not passionate and wholly devoted to something, you will never, ever be great at it. Do something that stirs you and is bigger than yourself. If you have no idea what that is, make it up until you figure it out. Read some books.

Talk to people you disagree entirely with and reason out their mindset.

In my second year of university, I realised that I would have to differentiate myself from the rest of my cohort. People will hint that your engineering opportunities are solely because you are a female and companies need to “fill quotas”, and by extension, someone better could easily take your place. I undertook work experience during the mid-year break to really push myself.

The confidence I gained in my abilities has transformed my outlook on engineering entirely. If you are actually better at what you do than your peers, no one can make you feel like your achievements are not entirely yours.

Saying yes to as many things as possible, such as my current internship, has built and grown my character like nothing else.

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Wilderness Times | Winter 2021

REDISCOVERING OUR RELATIONSHIP WITH THE NATURAL WORLD

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ARTIST IN RESIDENCE 2021 - ROSINA POSSINGHAM In Term 2, we had the opportunity to engage and collaborate with Adelaide-based artist, Rosina Possingham as part of our Annual Artist in Residence Program.

Originally from Auburn in the Clare Valley, Rosina completed her Masters in Visual Art in Design at the University of South Australia in 2016. An emerging multi-disciplinary artist, designer and photographer, her motivated and collaborative approach aims to encourage others to observe, challenge and rediscover their relationship with the natural world.

A focus of Rosina’s residency was involving students in different forms of participation and using digital strategies that focus on image making, drawing and visual, and abstract mapping to create works of art.

In the Junior School Art Room, students from Year 1 to 6 created a vibrant, colourful abstract map of our school.

The classroom quickly transformed into a dynamic learning environment, where students were given the opportunity to experience the processes, strategies and skills involved in working in an artistic team.

The School map was used as a base for this large artwork.

Students block painted colours to depict the aerial view of our school’s buildings. Younger students experienced the close observation skills involved in drawing from plant life from the School gardens using ink, paint-based textas, and crayons. These drawings were then projected onto the large map, with additional students involved in mixing and using colour to cohesively camouflage their plant imagery within the map.

We plan to display the final result on the School grounds as a celebration of our vibrant, friendly, diverse and flourishing community.

In the Middle School, art students explored mapping through digital processes. Using the Adobe Fresco Program and Apple iPads and pencils, students recreated an aerial view of the School taken from drone images and google maps.

With Rosina’s guidance, this artwork was enhanced and completed by some enthusiastic members of staff.

The Year 3 students also created cyanotypes using fresh cuttings from the School gardens and photographic imagery captured by Rosina. These photographs of pressed flowers and handwriting were taken from the notebooks of one of our founding sisters, Miss Mamie Brown. This work visually captures our school from past to present through its plant life.

Our Year 10’s knowledge of using the female form in art was built upon over Rosina’s residency. She discussed and answered questions about her photographic series titled ‘Night Euphoric’ and ‘Synergy’. This helped guide the student’s ceramic work using the female form this term.

By showcasing her study and career journey to Year 11 and 12 students, Rosina also imparted the importance of actively seeking involvement in the arts community by undertaking commissioned work and involvement in group and solo exhibitions.

Our annual Artist in Residence Program has been a part of the School’s Visual Art curriculum since 1989, providing students with an insight into the contemporary practice of an artist.

Rosina Possingham’s dynamic, collaborative and productive approach to art making is engaging and successful in creating strong visual artworks with interesting concepts.

Rosina’s community-based approach to developing ideas and bringing them to fruition has broadened students’ understanding of the opportunities to work as contemporary artists.

Brooke Porter Head of Art

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Wilderness Times | Winter 2021

FOUNDERS’ DAY

CELEBRATING THOSE WHO FORGED In 1884, qualified teacher Miss Margaret Brown began a governess class in her family home on Mann Terrace, North Adelaide teaching four pupils – one boy and three girls – including her five-yearold sister Mamie.

It wasn’t long before Miss Margaret’s reputation grew and her class could no longer fit around the dining table.

An understanding landlord built a classroom in the back garden of a new family home on Northcote Terrace and Miss Margaret’s sister, Kate, also a teacher, began working alongside her.

Miss Margaret’s progressive ideas were attractive to local parents and accounted for increasing numbers of enrolments. In 1885, she invested in kindergarten equipment imported from Germany by an Adelaide stationer and developed what is thought to be the first kindergarten in South Australia. Her school became known as The Medindie School and Kindergarten.

Within a few years, the School had outgrown its backyard classroom. In late 1892, Miss Margaret arranged to lease a large house set in spacious grounds one block south, later taking out a long-term mortgage and buying the house, stables and land at a cost of £2,500.

The house had been built during the 1850s but by 1892, the delightfully spacious grounds had been neglected and when a friend of the Browns visited for the first time she disparagingly remarked of the garden “heavens, what a wilderness!”.

This, along with other properties bought over the School’s lifetime, further expanded its footprint and is the site of the current school.

Although known as Medindie School and Kindergarten, the Brown family used to say they lived at The Wilderness, Northcote Terrace. By 1918 it officially became ‘The Wilderness School’. The rest, as they say, is history.

On Thursday 20 May this year – Miss Margaret’s birthday – we celebrated Founders’ Day, which is a special and significant day in our school calendar.

Founders’ Day gives us an opportunity each year to pause and reflect upon the Browns’ legacy. These founding women believed in the education of students, inspiring them to be the best they could be, and this is the mission our school continues to uphold today.

Our Year 12 Student Representative Council (SRC) were very keen to compare a current student’s school experience with that of an older old scholar from the Misses Brown years and to share it with

our girls. This idea developed into the production of a short film produced by Year 12 students Chelsea Kennedy and Emily Porter that examined the contrast between the two respective eras.

SRC Executive Ella Beinssen, Trinity Hong, and Ishani Sood interviewed old scholar, Mary McLeod (Mellish) who attended Wilderness when she was four years old from 1938 until 1950. She was a Prefect of Amaryllis House and was an accomplished sportswoman. In fact, after leaving school, Mary became the Wilderness School Sports Mistress from 1954 to 1956.

Mary’s recollections of her school days were juxtaposed throughout the film with those of current Year 12 student, Sabrina Petrucco. Although more than 70 years separates their experiences, both Mary and Sabrina hold many of the same values and memories dear; the tuckshop, sport, and above all, friendship.

It was an honour to host around 20 of our older old scholars at the Founders’ Day Assembly, including one Wilderness gentleman. These special guests participated in our time-honoured Roll Call in which their name and year group is read out and joined us in singing the School song. We were also treated to a stunning performance of ‘Here’s Where I

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FAREWELL TO MICHEAL BOWDEN Your footprints lead the way into our future, one which we hope will be brighter, more kind, and more equal because of you.

THE WAY Stand’ by the Wilderness Choir. The formalities concluded with a historical uniform showcase, with Middle and Senior School girls modelling various uniforms from across the decades and a Founders’ Day piece of cake for each student. Our old scholar guests were then invited to join us in Browns’ House Drawing Room for morning tea and a tour of the School.

My first Founders’ Day at Wilderness could not have been more special, and it was poignant to observe the splendid motto ‘Always True’ still resounding across the generations.

I would like to reiterate the words of SRC Secretary, Ishani Sood, who addressed our Founders’ Day guests: “You are those we look to from the past – those that have gone before and forged the way… You are also the ones we look to for the future. You have faced things throughout your life that we will never face and fought battles we will never need to fight, with dignity, courage, and resilience. In many ways, you are our example and inspiration. Your footprints lead the way into our future, one which we hope will be brighter, more kind, and more equal because of you.”

Rebecca Foster Head of Advancement

DIRECTOR OF INFORMATION, COMMUNICATION AND TECHNOLOGY (ICT) Over the last five years, Micheal has held the role of Director of ICT. During this time, he has upgraded the ICT infrastructure including the WiFi network, the servers, ensured the disaster recovery systems were robust and reliable and implemented a new evacuation system.

In 2021, he moved the girls in Years 7 and 10 to PC laptops to ensure that they could use the software required in multimedia and digital technology that was not available on Apple laptops.

There has also been an upgrade of the technology available in the classroom with the implementation of Webex Boards, which allow student collaboration and effective use of technology. These changes were all considered and ensured that staff and students have the flexibility to use technology in the delivery of educational programs.

A key focus for Micheal on his arrival at Wilderness was to make the ICT Department and the staff accessible to girls by opening the space in The Hive. He achieved this quickly and efficiently for the benefit of all.

The importance of technology for innovative and creative education has never been more important than it is for our girls today. This was evident in the last 18 months as staff and students negotiated the challenges of COVID-19, with online education becoming a necessity for all girls in Term 2, 2020. Wilderness was able to transition to online learning using the Webex platform in 24 hours, which meant that no girl was disadvantaged in their education. This agility was primarily due to the foresight and leadership of Micheal and his team in The Hive.

Throughout his tenure, Micheal has always been willing to go out of his way to help at school functions assisting with all the audio visual and technology needs at major events.

This included Valedictory Dinner, Speech Night, the Boarders’ Fashion Parade and Music Department events.

His support was greatly appreciated and enjoyed by the School community.

We wish Micheal all the best in his new venture as he moves away from the education field into the business sector, working for the City of Marion Council. There is no doubt that Micheal leaves the ICT infrastructure in a strong position and he is thanked for his leadership and foresight over the last five years.

Ben Manifold Head of Senior School

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Wilderness Times | Winter 2021

PRIME MINISTER’S SPELLING BEE NATIONAL FINALISTS In March, several Year 6 students participated in the Prime Minister’s Spelling Bee. The timed, online competition assessed the competitors’ accuracy in spelling 30 words from their allocated reading level, focusing on vocabulary through the use of both familiar and unfamiliar words.

CONGRATULATIONS Our girls continue to amaze us both inside and outside of the Hawkers Road school gates.

Congratulations to Willow Rann, Year 9, who competed in the SA/ NT Zone Final of Rostrum Voice of Youth at Parliament House held on Saturday 26 June. Willow, who spoke beautifully, was required to give a 6-minute prepared speech and a 3-minute short notice speech for which she had a preparation time of 15 minutes.

Chloe Hurn, also in Year 9, was recently named Youth Ambassador for the Friends of the Australian Ballet. Chloe also won a $500 scholarship at the 2021 SA Classical and Contemporary Scholarship Awards, organised by DanceAus Connect on Sunday 16 May. Earlier this year, Summer Buhlmann, Year 11, received an award for the 2020 Cochlear Aurora Science Contest. This is an initiative for the STEM Department at Flinders University to celebrate women in science.

Summer was awarded Best STEM (including Medicine) for her photo called Beneath the Leaf. A photograph of a butterfly egg that she captured on a green leaf through a greatly magnified lens.

Summer received an award, $150 and a signed original letter from the Premier of South Australia, Hon Stephen Marshall MP.

We were immensely proud that two of our Year 6 students, Sarah Mah and Alexandra Pringle, progressed to the competition’s National Finals, after Alexandra placed 1st and Sarah placed 3rd in the State final.

Both girls were invited to compete in the National Final held on Thursday 27 May. They once again achieved exceptional results, with Alexandra placing 11th and Sarah 20th in the nation.

The girls were very excited to have their success acknowledged in an article in both Kid’s News and The Advertiser in May, sharing some insightful comments about the competition and the strategies they each use when spelling.

Congratulations, Alexandra and Sarah, on this truly outstanding achievement.

C-O-M-P-E-T-I-T-I-O-N. This is what most people think spelling bees are all about: standing up on a stage and spelling difficult words.

But the Prime Minister’s Spelling Bee, was different, maybe because of COVID-19. Everything was online.

You competed in the classroom, more relaxed and comfortable than under a burning spotlight. With earphones, you listened to thirty random words read aloud, and typed in the spelling.

You also had a chance to read what you had written down to see if it looked wrong. If it did, you could redo it before pressing submit.

After the first round, I began to realise that success in a spelling bee is partly luck in the words you get, and whether you’ve seen them before, plus keeping calm and thinking clearly when there’s an unfamiliar word (harder than it sounds). So, I think I was lucky to reach the finals!

I enjoyed the competition, but I really think it is a learning experience, and the most important thing is to read a lot and enjoy words all year round. I didn’t win the competition, but I don’t mind that, because it’s the learning that counts, not the winning.

Alexandra Pringle, Year 6

The warm light from above shines down onto your computer screen as you click ‘Start’. Suddenly, a timer begins, counting down to the final seconds, and words appear in the middle of the screen. As you type the spoken words and finally press ‘Submit’, your results come pouring out, along with the relief.

No, this is not a usual school day... this is the Prime Minister’s Spelling Bee! It is not quite what you would expect, no flashing lights or giant cameras filming you. Instead, you are in a classroom with earphones to listen to the words you are given.

The competition goes through three rounds, the School Round, State/ Territory Finals and the National Finals. Luckily (and with a bit of help and support), I made it to all three.

My strategy was to pronounce the word out loud and divide it up to see if there is a phrase I already know within it.

The competition was very fun and enjoyable, but it is not about winning. The things you learn within the experience and the enjoyment you take in along the way are what matters the most.

Sarah Mah, Year 6

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ANNUAL GIVING DAY

TOGETHER WE DID IT! With the generosity of our donors and the help of our matchers, more than $275,000 was raised for the Wilderness School Foundation Scholarship Fund as a result of our Giving Day, What a difference a day makes, on Thursday 24 June.

To say we are humbled by our community’s amazing support is an understatement. The tangible demonstration of passion, resolve, and the Wilderness spirit rallying to make a real difference to a girl’s future is incredibly moving.

This wonderful generosity will allow us to offer a life-changing opportunity that enables a bright, capable and hard-working girl to fulfil her educational and other future goals.

We look forward to sharing more details about the scholarship with our community further down the track.

From all of us at Wilderness, thank you for every single dollar given, every phone call made, and every hour volunteered. We are profoundly grateful to you.

Rebecca Foster Head of Advancement

You mad e ce. n e r e f f i d e all th

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Wilderness Times | Winter 2021

STORIES FROM THE ARCHIVES

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BOARDING AT WILDERNESS The chronicle of Boarding at Wilderness School has undergone a long and convolved evolution as the School has progressed and advanced over its 137-year history.

Only three months after moving from the former Northcote Terrace site to its present location in 1893, Wilderness took in its first boarder, Amy Bailey, from Two Wells. She was later joined by a second boarder, Gertrude Hailey, and then various others. By 1906, the Browns had 15 boarders, some of whom would go home for the weekends.

Boarders were treated more like family than paying pupils. Mr Brown would accompany the country boarders to and from the Adelaide Railway Station and Mrs Brown looked after their meals, clothes, books and health.

The Browns’ house had a simple and homely atmosphere with cheerful family life at its centre.

In the early days, boarders slept in a room above the Drawing Room and on the enclosed verandah.

Miss Mamie occupied a top bunk at the end of the dormitory in the downstairs sleep-out and would wake the girls at 6:00am saying “hairbrushes girls”. For ten minutes the boarders had to brush their hair before dressing, having breakfast and going outside to practice sport before they commenced their lessons.

Boarders spent Saturday afternoons going on outings to places such as Grange Beach, the Botanic Gardens, Waterfall Gully or concerts and plays.

They had one free weekend a month and might organise a social and invite some of their day-girl friends.

Generally, the meal on a Saturday was not memorable unless a boarder had a birthday, which meant she was allowed to choose a ‘party’ item – the choice was either banana custard or jelly!

However, on Sunday evening a treat was always provided. Miss Margaret regularly took the tram into the city on Friday afternoons and purchased rich madeira and coffee cake for the boarders’ Sunday dinner.

Each Sunday the boarders would walk to either St Andrew’s Church in Walkerville or Brougham Place Congregational Church in North Adelaide under the supervision of one of the Misses Brown. Nightly prayers

were said after the evening meal and a hymn was sung, accompanied by the piano. Sunday afternoon, being a time for an enforced rest, was devoted to learning a psalm.

There was no regulation for the style of the frock worn to church, but it had to be ‘seemly’. One boarder’s mother ordered a new Sunday frock for her daughter but when the dressmaker delivered it, it was decided the neckline was far too low, so Miss Mamie produced a ‘high front’ for the girl to put under the neck of her dress.

Apparently, she was much miffed!

Every week, Miss Annie would administer the boarders with a dose of Epsom salts or castor oil floating in orange juice and would ensure that each girl ate her entire meal. The girls became remarkably skilled at disposing of unwanted food not to their liking onto the next girl’s plate, into an envelope or pocket, or under the bowl of sugar on the table.

When times were frugal, the girls were only allowed either butter or jam on their slice of bread but not both.

Boarders have told us in their later years that they buttered one side of the bread and, when unobserved, flipped over the slice to put jam on the other side!

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1. No 47 Matriculation Boarders’ Residence.

2. Boarders ready for church, 1936.

3. Boarders’ Fee Schedule, 1948.

4. Boarders’ requirements, 1945.

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By 1928, 28 boarders were living with the Brown family. Ablution blocks were unknown in those days and only one bathroom upstairs and one downstairs meant boarders’ bathing was strictly limited. The bathrooms did not have hot water and comprised washstands with basins and jugs. Bathing facilities were basically a wash with a cloth. If boarders wished to wash their hair, they used a basin outside the back door and threw the contents of the jug over themselves to rinse off. The Misses Brown handed the School over to a Council of Governors in 1948 and the number of students was reduced in order to convert a small upstairs dormitory into an ablution block with showers, lavatories and basins.

After the Browns handed over the School, Miss Mamie continued as Headmistress for several years before retiring. As late as 1956, she was still completely responsible for the boarders. She distributed pocket money and managed kitchen staff, laundry, and school cleaning. This indomitable 78-year-old was matron and housekeeper rolled into one.

Council appointed a succession of house matrons of varying ages and calibre. Still, the Browns were accustomed to managing the girls and the matrons found it hard to submit to their intrusion.

In 1960, 29 Northcote Terrace was purchased and arrangements for boarders changed with the opening of ‘Mary Home House’ in 1961. Senior boarders and the boarders’ kitchen and dining room were transferred there, relieving Miss Mamie of her kitchen duties. The new matron appointed to Mary Home House remained in charge for 10 years.

By 1963 there were 34 boarders, divided between Mary Home House and School House. In 1966, the house adjacent to Mary Home House was purchased and the two houses were

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linked. A wing was added to create a courtyard between them. This enabled boarding numbers to rise to 66, all of them housed within the one complex.

In 1970, 47 Northcote Terrace was purchased (now the Art Centre), allowing matriculation boarders and a house mistress to relocate. The old two-storey Tudor-style house contained two study rooms, a kitchen, a music room and the resident house mistress’ bedroom. Upstairs were dormitories and two bathrooms. The girls were encouraged to be independent and responsible and on weekends they cooked their own meals. Few activities were compulsory.

In 1989, another house south of Mary Home House was purchased, and 47 Northcote Terrace became the Art Centre, with all boarders now located in one area. In 2008, the Boarding House kitchen and laundry were removed, and the Wilderness Café and boarders’ dining room were added.

Rebecca Foster Head of Advancement Marg Keane Archivist

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Wilderness Times | Winter 2021

WILDERNESS OLD SCHOLARS OUR MISSION REMAINS:

To provide a ‘go to’ community hub for Wilderness women and girls through the provision of services and events that add value to their personal and professional lives.

FROM THE WOSA PRESIDENT It is my pleasure to present the President’s Report for the year ending 31 January 2021.

Throughout the past year, there has been no person or organisation that the COVID-19 pandemic has not impacted.

Humanity has shown remarkable resilience as we have learnt to adapt to the changes required to live and thrive in a world that looks very different than a year ago.

of the Wilderness Old Scholars’ Association. Jane has served the School as Principal for 15 years and prior to that as a teacher. She has worked tirelessly to uphold the School’s values established by the Browns and advocates for women, especially Wilderness women, in education and business environments. Jane is a dedicated supporter of WOSA and we warmly welcome her as an old scholar to our community.

For the Wilderness Old Scholars’ Association, 2020 encompassed a six-month period from April to October when most events were cancelled. Our community was very understanding, and some reunions have been rescheduled for 2021.

Golfing enthusiasts among us were pleased to be able to participate in the Annual Golf Day held at the Royal Adelaide Golf Club in November, hosted

by Seymour. Thanks to Vicki Thwaites (Bruce) (1975) for her event organisation of what is always a fun day.

Fast forward to October, and we welcomed Year 12 graduates as our newest old scholars at a breakfast held in the School gym. A new format was introduced with a panel of our young old scholars Isabelle Greco (2017), Lily-May McBain (2017)Lydia Li (2019) sharing their post school journey to date. It was an engaging forum and we are very grateful to the girls for being involved.

I am pleased to report that although the Quiz Night, our major fundraiser, was cancelled in 2020, the Association was still able to donate $10,000 to the School. These funds contributed to the purchase of robotics equipment used in the Design, Technology and Engineering curriculum for Year 9 students.

Wilderness is committed to providing a STEM pathway for girls and we look forward to seeing future old scholars building careers in this industry.

In addition to the 2020 graduates, we also welcomed Principal, Ms Jane Danvers, as an Honorary Life Member

The Committee took time during the year to try and better understand the

connection old scholars have to each other, the Association and Wilderness School. Now more than ever we believe that our community represents a powerful network that can provide enormous value to each other. We are also committed to developing a series of industry-focused events, with forums in STEM, as well as the wine and medical industries during 2021. With a new focus on the sharing of knowledge, experiences and connections at a professional and business level, we aim to add value and deliver greater levels of engagement to our community.

I would like to thank the WOSA Committee, our Old Scholars’ Liaison Officer, Emma Bishop, and the School for their ongoing support, vision and dedication. It takes the collaboration of all, with a shared purpose, to achieve our objectives. We look forward with confidence to an exciting year ahead!

Adapted from the report given at the WOSA AGM on 8 June, 2021.

Jacki Smith (1978) President Wilderness Old Scholars’ Association (WOSA) LinkedIn: Jacki Smith Email: president@osa.wilderness.com.au

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2021EVENTS AND CELEBRATIONS UPCOMING DATES The events below may be impacted

by COVID-19 and are subject to state and fedral restrictions on gatherings. Stay up to date at wilderness.com.au/events

WOSA Business Forum Wilderness Old Scholars in Wine

Class of 1971 – 50 Year Reunion Saturday 30 October, 2021 10:30am tour of Wilderness followed by lunch at 12:00pm Contact: Charlotte Ehrlich Email: ehrlichc@bigpond.net.au

WOSA Business Forum Wilderness Old Scholars in Medicine

Thursday 23 September, 2021 6:00pm – 8:00pm Riot Wine Co.

Thursday 4 November, 2021 6:00pm – 8:00pm Wilderness School, The Chrysalis

Class of 1981– 40 Year Reunion

Class of 2001 – 20 Year Reunion

Saturday 16 October, 2021 4:00pm tour of Wilderness followed by dinner at 5:30pm Contact: Booie Hayward Email: booie@xentech.com.au

Saturday 6 November, 2021 10:30am tour of Wilderness followed by lunch 12:00pm Contact: Heidi Saunders (Crawford) Email: heidi.crawford@cmv.com.au

Class of 1961 – 60 Year Reunion

Class of 1980 – 41 Year Reunion

Thursday 28 October, 2021 10:45am tour of Wilderness followed by lunch at 12:15pm Contact: Pen Rowe (Frayne) Email: penrowe@msn.com

Class of 1970 – 51 Year Reunion Saturday 30 October, 2021 10:30am tour of Wilderness followed by lunch 12:00pm Contact: Jane Lee Email: janelee@internode.on.net

Saturday 13 November, 2021 10:30am tour of Wilderness followed by lunch 12:00pm Contact: Susie Clarnette (Potter) Email: richard.susie@clarnette.com.au

WOSA 1968 and Prior Old Scholars’ Lunch Wednesday 17 November, 2021 11:30am-1:30pm Hender Hall, Wilderness School

INTERSTATE REUNIONS We have the intention of hosting several interstate reunions subject to reduced boarder restrictions. We will be in contact with further information.

ARE YOUR DETAILS UP TO DATE? To receive information relating to events and reunions, please ensure your details are up to date with us by contacting: Emma Bishop Old Scholars’ Liaison Officer ebishop@wilderness.com.au (08) 8343 1029

WOSA Golf Day Monday 15 November, 2021 Royal Adelaide Golf Club Contact: Vick Thwaites Email: vickt@tpg.com.au

Don’t forget to follow us on facebook facebook/wildernessoldscholars

WOSA QUIZ NIGHT MAKES A COMEBACK In 2021, the Wilderness Quiz Night hosted by the Wilderness Old Scholars’ Association (WOSA) returned after being cancelled in 2020 due to COVID-19.

As the major WOSA fundraiser, the Quiz Night supports various school initiatives and funds the Old Scholars’ Scholarship.

This year a completely digital event was offered in lieu of a pen and paper system.

The score was ever-changing as buzzer speed as well as the correct answers determined the outcome. I am certainly going into button pushing training to increase my speed for next year!

Thanks to everyone who attended and supported the live and silent auctions.

With your support, we raised an amazing $24,000. We look forward to seeing you all again next year.

All tables did very well in answering questions correctly, although next year we might have to introduce some harder categories! Congratulations to the winning team, ‘Clem Fandango’.

Jacki Smith (1978) President Wilderness Old Scholars’ Association

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Wilderness Times | Winter 2021

WILDERNESS WOMEN

LEADING THE WAY practical, hands-on path. In fact, it has taken me until my current role to be ‘on site’ as part of my job!

What advice would you give aspiring Wilderness girls?

There are very few people who know where they are going and how they will get there, so don’t worry if you haven’t figured that out. Instead, spend time working out what motivates you. Say yes to opportunities that challenge you.

Volunteer. I promise you’ll get back more than what you put in.

Elsinore Meyer (Mann) Class of 1999 President and Chair of the Australian Water Association’s (AWA) SA Branch Committee and Senior Engineer leading The Water Team, Tonkin

What ignited your passion for your career choice? Can you describe your journey?

I chose to study engineering as I enjoyed science and maths at school and had an interest in making things – it didn’t matter that it was clothes rather than cars! I also had a love for the natural environment.

I selected to focus on water and environmental subjects with the idea that I might apply my skills in the management of creeks and waterways.

In my final year, I focused on hydraulics and modelling and it turns out my career took a more analytical, rather

What have been some key defining moments in your career and life?

If I think of moments that have stuck with me, it is time spent understanding how others experience life and how circumstances impact people’s view of the world.

Being part of the inaugural Wilderness Nepal trip was one of those occasions. The assault on the senses when we arrived and walked out of the airport, the magical scenery and challenging terrain, the strength and good humour of our Sherpas, the smiles of the children we met along the way, and many other memories have stuck with me.

Being selected to participate in the Duke of Edinburgh International Gold Event in Hong Kong was another unique experience. We had representatives from 70 different countries. I am still in touch with many of them thanks to social media, which provides an international flavour and wide ranging perspectives in my Facebook feed.

After I finished university, I took the opportunity to spend three months as a volunteer in Costa Rica. We helped build a community hall, a toilet for the local school and restored waking trails in the Parque Nacional Volcan Tenorio.

Along with this work, it was the moments spent with the families that hosted us, sharing their food, learning recipes and exploring the forests that I remember most.

I have also been fortunate that my career has taken me around the world, as far as Qatar and China, as well as six years living and working in the US and time in the UK and New Zealand too.

Favourite professional memory/day?

It’s hard to pick a single event. There have been multiple milestone achievements along the way. I have successfully delivered a number of challenging projects and built memorable relationships with particular clients who have valued my input, which I’m proud of.

My involvement with the Australian Water Association has also allowed me to take on the role of President in South Australia. Despite the challenges presented by COVID-19 and the associated restrictions, this has been a really rewarding experience, which I hope to build upon as I continue my leadership journey.

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Wilderness School is proud to be able to celebrate the success of all our past and present students and their many outstanding achievements. Leading the Way offers our community insight into our amazing old scholars’ lives, beyond the gates of Wilderness. These amazing women volunteered their time on our panel at the recent STEM Industry Forum.

I enjoyed my time at university, particularly my final year group honours project, but my passion for engineering really started once I began working in consulting.

Natalie Redmond Class of 2008 Sciences Engineer, Mott MacDonald

What ignited your passion for your career choice? Can you describe your journey?

I decided to study Mechanical Engineering at university because I felt it best combined my maths and art/ design interests.

I think I held a narrow understanding of what engineering was when I made this choice. Engineering is so much more diverse than designing and building machinery or products. Every aspect of our day-to-day life is touched by engineering; the houses we live in, our water and electricity supply, the tools and appliances we use, our environment, the roads we travel on, and our buildings and cities.

As engineering is so broad, university focuses heavily on the fundamental principles of maths and physics.

I’ve been very fortunate to work across a variety of diverse projects in numerous industries. Project work on schools, hospitals, roads and rail, stadiums and wind farms have been amongst some of those I have been involved in. I find fulfillment working on projects like these where I can clearly see I am contributing to positive outcomes for the community.

Engineering is humanitarian; we are solving problems to achieve positive outcomes for people which is extremely fulfilling.

I am grateful for the technical component of my job as I am always learning and facing challenging problems in my work. As society is ever changing and growing more complex, solutions are also constantly changing.

This technical component provides you with an opportunity to broaden your skill set and deepen your knowledge.

Both elements assist in any ability to specialise in a chosen area.

What advice would you give aspiring Wilderness girls?

If you are considering your university and career pathway, and an ability to contribute to positive outcomes in society is important to you, an engineering pathway will deliver this.

Reconsider biases around traditionally ‘feminine’ or ‘masculine’ careers and don’t let the outdated expectations of others hold you back from realising your potential.

What have been some key defining moments in your career and life?

I am proud of achieving success in my career while also continuing to compete nationally and internationally in cycling. The balance and commitment to both have personally defined my last 10 years. At times, I have taken unpaid leave to travel overseas to compete and work flexibly with reduced hours if required.

Competing internationally has enriched my life far more than solely focusing on working would have. My path doesn’t appeal to everyone, but I think everyone should protect their interests and hobbies outside of work. Your work can often take up as much space as you will give it, so keep protecting the things that are important to you.

Please provide one motivational/ inspirational quote that might appeal to our current students.

“To solve problems that haven’t been solved before, we need to find solutions that haven’t been found before.”

“Get used to being outside your comfort zone and trying things that may not work or succeed. Don’t get stuck in ‘analysis paralysis’; find any way you can to move forward.”

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Wilderness Times | Winter 2021

“Better to ask a stupid question than make a stupid mistake.”

Kathy Nicolson (Granger) Class of 1994 Operations Manager at the Australian Institute of Machine Learning, University of Adelaide

What ignited your passion for your career choice? Can you describe your journey?

I did not wake up one day and decide that I wanted to be Operations Manager for a Machine Learning Research Institute. Frankly, I had no idea my job even existed. My career has evolved constantly based on my interests and opportunities. I took on a science degree because I was interested in veterinary science, only to discover I didn’t like pathology but microbiology was fascinating.

I completed a PhD in microbiology because it was easier than getting a job.

I then took a postdoc (first academic job after your PhD) as I wanted to work overseas and it is the recommended academic career move.

The first time I really had to stop and think about what to do next was when I realised that I didn’t want an academic science career but I wanted to be surrounded by scientific thinking and ideas.

Over the past 20 years I’ve moved through roles in organisations where I have been responsible for organising scientific conferences, business development, and science communication and research management.

I was able to combine these skills to move into management roles.

connected to research and surrounded by amazing passionate scientists.

I’ve always just followed my interests, grabbed opportunities and allowed my job to evolve.

Favourite professional memory/day?

What advice would you give aspiring Wilderness girls?

Follow your interests. Be curious and learn how to learn, then find a job that allows you to grow. When a job gets too easy or comfortable, it is time to find the next challenge within your current role or elsewhere.

What have been some key defining moments in your career and life?

My personal life has influenced almost every stage in my career.

A desire to live and work overseas found me working as a postdoctoral researcher in New York City. When I decided to leave academia, I wanted to stay in New York, so that limited the type of work I could apply for because I needed visa sponsorship. Volunteer work helped me get a role organising scientific conferences at the New York Academy of Sciences.

A desire to move back to Australia meant I needed to find somewhere that would value my unique science, business and international experience.

I returned to Australia to take up a role as Development Manager at science communication not-for-profit, RiAus. When my son was born, I wanted a more traditional nine-to-five job. This forced me to reflect on what I wanted from my career. I decided to join the University of Adelaide in a research management role, which allowed me to be intimately

It is hard to identify one thing, but broadly speaking, it is the experience of building a community to enable success.

I spent six years with a research group called the CNBP and supported over 300 members based at five universities across Australia. My favourite memories include: • Supporting, mentoring and watching PhD students and early career researchers transform into accomplished professionals. Some remain in academia and others have moved on to amazing STEM careers.

• A mothers’ group that I established converted into a beautiful comentoring community of accomplished, successful women.

• Establishing financial support and a culture that enabled parents to bring children and carers to our annual conferences. 13 children over five years, including my own nine-monthold daughter, attended the CNBP annual residential conference over three days.

Please provide one motivational/ inspirational quote that might appeal to our current students.

“Better to ask a stupid question than make a stupid mistake.”

This was told to me by my first line manager in hospitality and is a philosophy that I encourage my team to live by.

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Sarah Damin Class of 2017 Mechanical and Aerospace Engineering and Computer Science Undergraduate, University of Adelaide and Undergraduate Engineer, Saab

What ignited your passion for your career choice? Can you describe your journey?

I am currently in my fourth year of a double degree in Mechanical Engineering, majoring in Aerospace and Computer Science at the University of Adelaide. I am also President of the Mechanical Engineering Student Society and a Student Ambassador for Engineers Australia.

I was good at maths and science throughout primary and high school and always knew that I would pursue a career in STEM. My interest in astrophysics and space didn’t begin until Year 9 when my friends and I made a video about time dilation and wormholes for the Oliphant Science Awards. From there, I decided that I wanted to be an astronaut in the future. Many of my male cousins and my brother studied Mechanical Engineering at the University of Adelaide, so it was a bit of a family tradition, which I’ve now followed.

In my first year, I decided to pick up a double degree with Computer Science to broaden my knowledge and increase my employability. Throughout my studies, I’ve been able to see the range of fields in which mechanical engineers can work and my goal of becoming

an astronaut has morphed into just wanting to work in the space sector.

I’ve also completed two internships during my degree, one in Germany working at a medical plastic production factory and one at Saab completing software development for a Microsoft HoloLens XR headset.

Both opportunities have allowed me to understand where I would like my career to head once I graduate and have furthered my passion for STEM.

What advice would you give aspiring Wilderness girls?

Put in the hours and the effort to do well, but don’t sacrifice your personal time and needs. To be successful, it is important to understand the content and not leave everything to the last minute when studying. I am notorious for overcommitting and saying yes to every opportunity that comes my way and while it can be rewarding, I now see the importance of taking time for myself and relaxing. It’s also okay to ask for help when you need it! It can be daunting to admit that you don’t know everything or can’t do something independently, but it always works out better to ask for help early.

What have been some key defining moments in your career and life?

My internship in Germany was a very important moment as it showed me first-hand the work of a mechanical engineer and stretched me as I traveled and lived by myself in a country where I didn’t speak the language. A large amount of the work I did was hands on, using tools and machines for metal work or helping to wire machines.

I thoroughly enjoyed the experience and was pleased it confirmed mechanical engineering was the right choice for me. Living in a foreign country was challenging and confronting to begin with, but it only got better as I made friends and became accustomed to the local way of living.

Favourite professional memory/day?

In 2019, I attended the Aerospace Futures Conference in Sydney, which was run over four days and provided some amazing opportunities to hear from and network with incredible industry speakers and other students. The conference was run by the Australian Youth Aerospace Association, which meant it was catered towards student interests and needs perfectly. I couldn’t recommend going to this conference enough as a tertiary STEM student.

Please provide one motivational/ inspirational quote that might appeal to our current students.

“Every great influence on the world began as someone insignificant.”

One of my friends said this to me in Year 12, when I was struggling with choosing a career path that would lead me to make an impact on the world.

As someone who always thinks of the big picture and how I can make a meaningful contribution to everything I do, this has stuck with me ever since.

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Wilderness Times | Winter 2021

10 YEAR GRADUATING REUNION

CLASS OF 2011

OLD SCHOLARS INDUSTRY FORUM THE FIRST OF MANY Determined to offer our old scholars the opportunity for valuable and relevant community connection, the Wilderness Old Scholars’ Association (WOSA) has committed to developing a series of industry related forums.

These are designed for old scholars with similar professional experiences to meet and gain greater visibility, connect, and potentially collaborate.

The inaugural event was a Science, Technology, Engineering and Maths (STEM) Industry Forum held early on Wednesday 28 April. Thirty old scholars working or studying in STEM attended the forum, which took the form of a Q&A panel. The topic for discussion was A Digital Future: Embracing Change and Opportunity in STEM Industries.

The Class of 2011 was very excited to enjoy a tour of the new and improved Wilderness campus, followed by a long lunch to catch up on everything the last 10 years has held. Some parts of the School were unrecognisable.

We were able to bring together Wilderness girls from across the country, with many travelling from rural South Australia and interstate to reminisce about our years at school over a delicious vino or two at Ferg’s Wine Bar. A decade apart brought together a very diverse group of women, each with incredible successes and achievements in different domains of life. From further study to starting a family or travelling, everyone has taken different and exciting paths since walking out the Hawkers Road gates. Although many could not attend in person as they were overseas, interstate, or (in this bizarre new world) locked in hotel quarantine, it was nice to receive videos and messages from old classmates.

Even though 10 years is not that long, both the School and each Wildy woman have made significant changes and we are all looking forward to seeing what the next decade will hold.

On behalf of the 2011 graduating class, thank you Wilderness for helping to put together the reunion. We are all very much looking forward to the 20 Year gathering already!

Madeleine Bain

Thank you to the panel (below) for volunteering their time to share experience and expertise related to STEM industries. The discussion was topical, insightful and elicited many questions from the audience.

• Kathy Nicholson (1994) – Australian Institute for Machine Learning (Chair) • Elsie Mann (1999) – Tonkin • Natalie Redmond (2008) – Mott MacDonald •S arah Damin (2017) – Fourth-year Mechanical & Aeronautical Engineering student, Adelaide University It was wonderful to see connections being made between tertiary students and those in the industry, and young professionals able to connect with those whose careers are well established. Several Wilderness students, who are focussed on a STEM pathway, also found inspiration at the forum.

We look forward to future industry events with forums for both the wine and medical industries planned for later this year.

Jacki Smith (1978) President, Wilderness Old Scholars’ Association

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Sharing cherished memories and morning tea with June Hania (Crase) and Barbara Stacy (Sadlier) from the Class of 1941

COFFEE CATCH UP At 98 years, June would have to be one of our oldest old scholars and I recently had the pleasure of visiting her and chatting over a cup of tea. June is very cognisant and I was impressed with her ability to recall memories of her school days, which were more than 80 years ago!

Hailing from a farming family near Loxton, June lived with her grandmother on Herbert Street during term time and walked to school. She recalls with fondness the Misses Brown and amusingly described Miss Winnie as ‘skittish’ as she liked to do creative things with her hair and have a bit of fun.

After leaving Wilderness, June trained as a nurse and went to work in Woomera. I enjoyed the rather romantic tale of how she met her Dutch husband, Cornelis, who was a patient in her care while she was posted there. After marrying, June moved to Toowoomba and the couple built a life in Queensland but later returned to Adelaide, where Cornelis got a job at the Botanic Gardens. Both he and June shared a lifelong love of nature and gardening.

June is still in contact with her old Wilderness friend, Barbara Stacy (Sadlier) (1941) who sometimes comes to visit her. The girls grew up together in the Riverland before coming to Wilderness.

June’s nephew James arrived during my visit, and it was lovely to talk about his connection to the School.

June’s late sister, old scholar Hilary Rackham (Crase) was James’ mother and his two daughters Amelia (2004) and Lucy (2011) are also both old scholars.

It was a delight to meet with June and I look forward to the next time there is an opportunity to connect.

After our catch up, I arranged a visit with her close friend, Barbara Stacy. Both she and June were in the same year at school and have remained lifelong friends. Barbara graciously hosted me in her home and she and her daughter Jane, who was visiting

from New South Wales, laid on quite a spread! Over several cups of tea and generous slices of cake, we pored through the School Magazines as Barbara reminisced about old photos and names.

According to Barbara, she wasn’t very good at sport while at school, although she enjoyed tennis. She actually went on to meet her husband Michael on the tennis court at a friend’s home (apparently, her legs caught his attention!). She also shared memories of Miss Margaret, who taught her English and was her favourite teacher.

After leaving Wilderness in her mid-teens, Barbara went on to Business College and then worked in administrative roles during World War II. After the war ended, her job was no longer available as a returning serviceman filled the substantive position, so she attended university and obtained a degree in social work. This led to a career in allied health including nursing and domiciliary care, which she loved.

For most of her life, Barbara has been a keen golfer, bridge player, and prolific community volunteer but has recently slowed down a little.

Nevertheless, she is still full of vim and vigour, clearly shown by her enthusiasm and interest in hearing about her old school.

After visiting June and Barbara, I was reminded of the oft-quoted refrain, “forever a Wildy girl”. Both of these wonderful women are a testament to the truth of this adage.

Rebecca Foster Head of Advancement

Pictured: Barbara Stacy (nee Sadlier) (1941) and Rebecca Foster, Head of Advancement

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Wilderness Times | Winter 2021

WILDERNESS

INTERGENERATIONAL FAMILIES

From left: Back: Susan Bruce (1969) Jennifer Bruce (1967) Front: Chips the dog Virginia Bruce (1975) Amanda Bruce (1971)

Bruce Family Carob House

My Poppa, Kenneth Wallace Bruce, was a Wildy boy and was very young when he attended Wilderness in the equivalent of ELC today.

Later in life, he raised his family in Medindie and also sent his girls to Wilderness School. He married the beautiful Heather Hay and they had five children together. Daughters Jennifer, Susan, Amanda and Virginia (Jenny, Susie, Mandy and Gini) and a son, Ken. My mother, Jenny, and my aunt, Gini, also had daughters who attended Wilderness, that being my sister Katherine and I together with my cousin Alice, making up three generations of Wilderness Old Scholars.

Tales of Wilderness friendship and kinship have been nurtured and recalled over many decades. My mother and aunts often tell stories about walking to school together and cutting through the back streets across other people’s tennis courts to get home.

Mum vividly remembers when the Headmistress, Miss Majorie Priddle, rang the family home. Mum thought she must be in big trouble, however, it was quite the opposite. The call was to inform the family that Jenny had been chosen as Sports Captain and Mum recalls it as her proudest school moment!

Mandy was very popular at school or rather, she made sure everyone would remember her birthday. She would sneak into each classroom and write her birthday on all of the blackboards every year! She must have got in so much trouble, but the fun outweighed the risk. She also loved embarrassing her big sisters with her on-stage musical antics.

Bruce women are renowned for their immense sense of humour!

Alice remembers pulling together spare change to take to school on her first day and buying a Choc Wedge she shared with her buddy. They remain

good friends to this day. A tuck shop lunch really was a special treat.

Susie still spends every summer visiting from interstate and catching up with school friends, saying friendships were truly the best thing Wilderness gave her. Gini says that to this day, her life mantra continues to be ‘Semper Verus’.

I loved my time at Wilderness. I happily pulled up my socks, put on my hat or my beret and walked up the hill to school, knowing I was walking in the footsteps of my big sister, my mother, my aunts, and my grandfather as I entered the gates.

My earliest memory is walking into the Reception room in the Lower Junior School and feeling right at home. I remember eating my Vegemite sandwich beneath the Wisteria, showing the teacher that I had eaten enough, then being let loose in the playground. Years later, when visiting

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Kenneth Wallace Bruce (1922) married

Heather Bruce (Hay)

Jennifer Sawers

Susan Holmes

Amanda Carrick

Virginia Bungey

(Bruce) (1967)

(Bruce) (1969)

(Bruce) (1971)

(Bruce) (1975)

Katherine Miles

Annabel Denton

Alice Bungey

(Sawers) (1990)

(Sawers) (1999)

(2006)

for my 20 Year Reunion tour, I was pleased to see the Wisteria is still there and that today’s girls can experience the same simple pleasures.

Being a reasonably small school, everyone seemed to know one another.

Wonderful friendships developed, not only from within our year levels, but also the years above or below, and with boarders and ‘day bugs’ from both near and far. To this day, I enjoy catching up with old school friends and have the pleasure of still playing hockey with some of them.

Wilderness offered us great experiences and adventures. My sister, Kate, recalls how much fun she had on the Ski Trip and, on another occasion, how incredible it was to visit Uluru. Kate was also integral in getting Nutella approved as a tuck shop item. From those of us who loved it, thanks Kate!

When I think of all these beautiful

women in my family and my grandfather, I think of each of them as unique, strong willed, resilient, passionate people with a fierce sense of humour and finesse for life.

Wilderness cultivated and refined these qualities with the support and guidance of our teachers.

Ken Bruce

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The School was a wonderful environment. I’m sure that the girls who currently wear the brown and blue, like us, will graduate with their heads held high, proud of their achievements, facing life’s challenges with courage and treasuring lifelong Wilderness memories.

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Annabel Denton (Sawers) Class of 1999

1. Ken Bruce and his wife Heather Bruce (Hay).

2. Cousins; Annabel Denton (Sawers) rear, Alice Bungey front, located at Gate 30 Hawkers Road.

3. Kate and Annabel off to school.

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Wilderness Times | Winter 2021

ANNOUNCEMENTS We congratulate the following old scholars on their special milestones.

Wilderness Babies

If you are an old scholar, we would love to hear from you so that we can share your milestones and celebrate your success.

1. M illy Albers (Toovey) (2007) and Remco Albers welcomed George William Albers on Thursday 15 April, 2021.

Please email your news and accompanying photo to oldscholars@wilderness.com.au 1

2. K aitlin Traeger (James) (2010) and Sam Traeger welcomed Malakai George Traeger on Wednesday 3 February, 2021.

3. K ate Carter (2007) and Rene Papilion welcomed Oscar Robert Hayward Papilion on Wednesday 23 September, 2020.

4. A ngie Seymour (Perkins) (2005) and Scott Seymour welcomed Annabelle Elizabeth Seymour on Thursday 13 May, 2021.

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5. G eorgina Wysiecki (Maddern) (2001) and Shaun Wysiecki welcomed Oscar Henry Wysiecki on Monday 10 May, 2021.

6. G abrielle Hedger (Roney-Gaylard) (2004) and Pete Hedger welcomed Violet Jessica Hedger on Friday 28 May, 2021.

7. K etrah Parsonage (Eaton) (2004) and Rob Parsonage welcomed Ethan Kerby Parsonage on Saturday 10 April, 2021.

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8. M egan Pearce (Walendy) (2007) and Dylan Pearce welcomed Mason Werner Pearce on Thursday 11 February, 2021.

Correction Notice: Correction to the announcement of Meadow Elsie James birth in Issue #92.

9. A lannah James (Williams) (2009) and Anthony James welcomed her to the world on 30 March 2021.

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Wilderness Weddings 10. Tara Russell (1987) married Shaun Higbid on Thursday 1 April, 2021 at an intimate affair at their home in Canberra.

11. Rachel Mellor (Jones) (2003) married William Mellor on Saturday 19 December, 2020 at the University of Adelaide.

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Wilderness Engagements 12. Kate Carter (2007) is engaged to Rene Papilion. Rene proposed in Noosa.

13. Booie Hayward (1990) is engaged to Angus Geddes. Angus proposed on the Gold Coast.

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14. Millie Michael (2006) is engaged to Tim Starling. Tim proposed in Queenstown, New Zealand.

Congratulations Olivia Webb (2020) has been awarded the Adelaide Zonta Club’s Young Woman in Public Affairs Award.

Dr Rosemary Helen Brooks OAM (Byerley) (1961) was awarded a medal in the General Division for service to tertiary education in the Queen’s Birthday Honours.

In Memoriam

Helen Lockett (Tiver) (1968)

We extend sincere condolences to the family and friends of the following old scholars:

Barbara Meth (Waxman) (1949)

Judy Dyson – former Vice Principal and Head of Senior School, 1995 – 2012.

Jeannette Viney (Sheidow) (1945)

Elizabeth Hambly – taught at Wilderness from 1974 – 1998.

Elizabeth was an Honorary Old Scholar.

Robyn Hams – former Boarding House Supervisor, fondly remembered by staff and girls.

Kristine Livesey (Mehrtens) (1957)

Virginia Martiensen (Bagot) (1959) Rosemary Nield (Piper) (1950) Wendy Scottney-Turbill (Rogers) (1948) Melinda Smith (Monk) (1972)

If you know of an old scholar, friend or past staff member who has passed away, please let us know by emailing: Emma Bishop Old Scholars’ Liaison Officer ebishop@wilderness.com.au

30 Hawkers Road, Medindie SA 5081 Phone + 61 8 8344 6688 www.wilderness.com.au CRICOS Provider Code: 00375B