1988 School Magazine

ffiffiHTGRHAL Thanks to the hard work of Nztrs Kiolle, N4rs Kimber and N4rs fl-{adgnaft, the Alagazine ccmmittee and all our contributons, the m agazine is in existence again for 1988. As usual, it records the activities of the many groL,rps within the school. ln whatever you have or have not chosen to participate in this year, you have exercised the right to make your" own decision. The ability to make these choices intelligenrtly is part of the learning experience. The importance of this school is not only to teach but also to develop what is within challenging, dg*anding, encouraging the emerging aduli education in the broadest sense of the word. In short, we are taught to think for ourselves, something which will remain long after the facts and figures have disappeal*d. Ferhaps we can b" proudest noionly if we have the best academic record or the fastest sprini time, but also if we can S?y, "l agree with no man's opinion. I have some of my own." ([van Turgenev) Alison Seccull Ed itc r

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Edfitqln: Alison Seccultr Art Edftor: Carof ine Flms cosmnmfittee; Rachel Ames, Fehcity Barry, iMangaret Carroll, Katey Daley, ,['e-"nny f;-tastie, Slnrcnre [--{ewltt, .Julie Kaeshaegeil, Liz r\4oneland, Tiani Nixon, sally ogilvie, Alice Thornsett, Fior-ra Thompson, r\,1 ichaela \l/i N Is"

STAFF Back Row (left to right): T. Cook, L. Fepper-Budge, R. George, R. Vogler, C. Cosgrove, G. Eromiley, T. Roberts, F. Elrnes, l. Denrington, M. Evans, M. Emery, P. Vize, FI. Statham. Fourth Row: P. Murphy, !-. Fairlie, C. Greig, S. Burrows, S. Ffadgraft, M. Papas, C. Whitlock, F. Miles, G. !-udlow, i. Gilbert, A. Farley, i. Eudgen, M. Campbell, B. Roden, f. Rowel!. Third Row: V. Flarper, W. Carnpbel!, G. Dunn, S. Fafton, K. Cooke, S. Kenman, E-. Seckold, C. Kiolle, C. Moore, C. Woodford, i. O'Neill, B. Myers, i. R.iggs, D. Bekessy, t. Charles-Edwards. Second Row: A.-Morris, R. Thornas, F. Bradley, A, MacAski!1, R. O'Shea, V. Sharma, [. Stuart, t. Sanderson, K. Crowley, L. Bourke, D. Pincott,l. Siddle, K. Kimber, K. Henry, R. Kings, S. Stepfirens, D. Carneton, W. Matslr, A. Riordan. Front Row: R. Colwill, !, O'sulllvan, M. O'Neil!, P. Flarvey-Short, F. Willianrs, J. Fietzner, A. Dale (Snr Master), J. Flancock (Frincipaf), E. Hatton (Snr Mistress), f. Walsh, M. Lynch, !-. Thornquist, Y. Greet, D. Francis.

Trustees: Dr M. Crassie, M.A., M.Ed., St.And., Ph.D., F.A.C.E. (Chairman) Mrs J.M. Cook, 8.A., L.S.D.A., A.A.S.A., A.T.C.L., M.A.C.E. Mrs y. Bain, B.Admin., A.F.A.|.M.

B.P. Searle Esq. (Deputy Chairman) R.A. Bernays Esq.,.F.C.A. (Hon. Treasurer) Miss M. Mittelheuser, B.Com', B.A.

Prof. M.l. Bullock, B.Sc.App., Ph.D., A.T.C.L., L.T.C.L., M.A.P.A., M.E.R.S. STAFF: Principal: Mrs Judith A. Hancock, B.Sc., F.A.C.E.

Senior Mistress: Miss Elizabeth Hatton, 8.A., Dip.Phys.Ed.

Senios' Masten: Mr Alan Dale, B.A.(Hons.), B.Ed., M.A.C.E.

[-evel Supervisors: Year '['!: Mr John Walsh, B.Sc.(Hons.), Cert.Ed., Crad.Dip.Lib.Sc. Yeans 9 & 10: Miss Helen Forster,8.A., B.Ed.St., M.A.C.E. Year 8: Miss Jan O'sullivan,8.A., Dip.Ed.

Departnrerntal h{eads : English: Mrs Robyn Colwill,8.A., Dip.T.

Science: Miss Yolande Creet, B.Sc., B. Ed.St., M.A.C. E. fu{atherxnatics: Mr Don Francis, B.Sc.(Hons.), Dip.Ed. [-[rstory: Miss Felicity Williams, 8.A., B.Ed.St., A.S.D.A., M.A.C.E. $-arnguages: Mrs Lorraine Thornquist, 8.A., Dip.Ed.

h[eatrth & Fhysica[ Eduucation: Mrs Pauline Harvey-Short, B.H.M.S., Dip.T.(P.E.) Direcfron of R.esollrces & Speciafl Fnolects: Ms Maria O'Neill,8.A., Cert.T. Cornpulting: Mr Lyn Bourke, B.Ed.

,Assistamt Mistnesses & Mastens:

Mr Cary Bromiley, B.Sc., Dip.Ed. *Mrs Delwyn Camerotr, B.Ed., Dip.T. (Creative Arts) Mrs. W.B. Campbell, B.A.(Hons.), B.Ed.St., Dip.Ed., Crad.Dip. Multicult. fd. *Mrs Lynette Chakravorty, 8.A., Dip.T., Grad.Dip.Lib.Sc. Miss Trisha Cook, B.Mus.(Sch.Mus.)(Hons,) Mrs Karen Crowley, B.App.Sc.,*Eip.Ed. xMiss M. Eatoff, B.Mus., A.Mus.A. Mr Max Emery, B.Ed., Dip.T., Crad.Dip.Ed.St. (Local & Applied H istory) Mrs Ann Farley, B.Ed., Grad.Dip.Res.T., Dip.T. Mrs Svyetlana Hadgraft, B.A.(Hons.) Mrs Kathy Henry, B.Sc., Dip.Ed. Mrs S. Kenman, B.Ed., Dip.T. Mrs Roberta Kings, 8.A., B. Ed.St. *Mrs Gwen Ludlow, M.Sc., Dip.Ed. Mr Paul Miles., 8.A., Dip.Ed. Mrs P. Murphy, B.A.(Hons.), Dip.T. Miss Mary McAdam, B.Sc., Dip.Ed., Dip.Out.Ed. Mrs Joan McPheat, B.Sc., B.Econ., Cert.T *Mrs Regina O'Shea, 8.A., Dip.Ed. Mrs Lyn Pepper-Budge, 8.A., B.Ed.St., M.A.C.E.Crad.Dip.Res.T., A.I.E., A.C.R.C.R. Mrs Jill Sanderson, B.Sc. Mrs Vim Sharma, B.Sc.(Hons.), Dip.Ed. Mrs Helen Statham, 8.A., B.D. Mr lan Stuart, B.Sc., M.App.Sc., Dip.Ed.r Mrs Robin Thomas, 8.A., Cert.T., L.T.C.lb., M.A.C.E. Mrs Cecile Whitlock, B.A.(Hons.), M.Lit.Sc., Dip.Ed.

f.lrs Patricia Bradley, 8.A., Dip'Ed' fviiss Suzanne Burrows,8.A., Dip'T', A'S'D'A', L'T'C'L' lvlrs M. CamPbell, B.A', DiP'T' *Mrs L. Castle ,8.A., DiP.Ed. *Mrs V. Catchpoole, 8.A., B.Ed.St., Cert'T' Mrs Jenny Charles-EdwardS, M.Sc., Dip.At.Phys., Grad.Dip.T.

lvlrs Kristine Cooke, B-A., DiP'Ed' Miss Janelle Derrington, Dip.T.(P.E-) Mr Phillip Elrnes, B.Sc', DiP.Ed. Mrs Lin Fairlie, M.Sc. Mrs Jill Gilbert, B.A.(Hons.), Dip.Ed.

Miss Victoria Harper, Dip.T. (Visual Arts), B.Ed' Miss Amanda Jamieson, 8.A., Dip.Psych., Dip.Ed.

Mrs Kay Kimber, B-A., Cert.T. Mrs Clare Kiolle, 8.A., Cert.T. Mrs WendY Marsh, 8.A., DiP.Ed. *Mrs Chris Moore, 8.A., Dip.Ed. Miss Bronwyn Myers, Dip.C.A.(Music), Crad. Dip.T.Sec.Music, A.Mus.A., L.Mus.A., Cert.Mus. (Kodaly lntezet) Mrs Jocelyn O'Neill, 8.A., B.App.Sc., Cert.T. , Miss Shirley Patton, B.Sc., B.Ed.St., Dip.Ed. Mr Don Pincott, B.Ed.St., Dip.Sec.T.(Art), B.A. Miss Belinda Rodeh, B.H.M.S., Crad.Dip.Sec.T. Mrs Lynette Seckold, 8.A., T.S.T.C. Mrs Jan Siddle, B.Sc. Miss Sally Stephens, B.Sc., Crad.Dip.T., Grad.Dip.Comm.Comp. Miss Tamara Tennant, Dip.T., Crad.Dip.Art.Ed. Mrs Prue Vize, B.Ag.Sc., DiP.Ed. Mrs Christine Woodford, B.Sc., Dip.Ed. (Maternity leave till September 'BB)

Memorial Outdoor Education Centre Staff:

Mrs Sue Lanham, B.Sc., Dip.T., Crad.Dip.Out.Ed.

Mr Tim Lanham, Dip.T.(P.E.).

Specialist Staff:

Mrs Margot Lynch, 8.A., M.A.Ps.S.-student Counsellor. Mrs C. Cosgrove, B.Ed., Crad.Dip.Curr.Admin., Grad.Dip.Ed.Admin., Cert.T., Cerr.Lib., A.L.A.A. Mrs Diana Bekessy - Library Aide Mr Joh n Rowell, 8.A., Cert.lndustrial Electron ics, Tech.(R&TV) - Media Co-ordinator

Miss Barbara Hebden, 8.A., L.Mus., Dip"Mus., L.T.C.L. (Principal's Research Assistant) Mrs Jennifer Riggs, A.L.A.A., C.D.T.R.T.-Librarian

Mrs Sandra Richardson - Library Aide Mr Robert Ceorge - Cert.Radio & TV.

Mrs Meryl Papas, A.l.Chor.(Hons.), A.R.A.D. Solo Seal, A.R.A.D.Adv.T., A.S.A.T.D.(Hons.) - Performing Arts

Sister Cail Wheelwright - School Matron Mrs Sharyn Simpson - Laboratory Assistant Mrs Audrey Morris - English Teacher Aide

Mrs Helen Lanham - Laboratory Assistant Miss Ann Riordan - P.E. Teacher Aide

Fart-Time lnstrumesrtal Staff

Miss Anne MacAskill - Flute Mr John Varney - Double Bass

Miss Patricia Blake - Bassoon Mrs Barbara Lockwood - Clarinet Miss Annie Laver - Oboe Mr Ron Butler - Cuitar Mrs Elizabeth Brazier - Vocal Mr Malcolm Liddell - Brass Mr Phillip Smith - Percussion Visiting Staff Mrs F. Duff - French Mrs M. Du ncan - Japanese Mr H. Wakabayashi - Japanese Mrs A. Thurmann - German

Mrs Judith Retchford - Piano/Theory Miss Carolyn Roenfeldt - French Horn Mr Bernie Hoesman - Conductor of Senior Concert Band Miss Lynne Gibson - Saxophone

Office Staff:

Business Manager and Secretary to Trustees: Mr J. Pietzner, A.M. Secretary to the Principal - Mrs J. Budgen Enrolment Secreta ry - Ms J. Smith Senior Clerk - Miss C. Humble Mrs L. Beatty Mrs M. Hukins

*Mrs D. Cann Mrs B. Adam Mrs B. Tait

Mrs C. George *Mrs J" Wilkins *Mrs B. Cameron

Boarding l-louse Staff - Mrs C. Dunn

Ancillary Staff : Mr D. Vine (Works Manager) Mrs M. Truswell Mr C. Creig (Carpenter)

Resident Mistresses *Miss S. Howard *Mrs K. Moffatt * M iss B. Best *Ms S. McFeeters Mrs C. Brown

*Mrs E. Reinke *Miss H. Cook Mrs C. Janke *M rs E. Bu llock *Mrs M. Doherty

Mrs M. Lowson (Gardener)

Mr R. Vogler (Carpenter)

Mrs S. Hung *Mr S. Mcleod *Mr D. Wright *Mr B. Dunn *Mr J. Pietzner

Mr B. Peden Mr J. Moran

Mr K. Weiland (Head Cook) Mrs L. Chaplin (Cook)

Mrs R. Beatty

* Part-time

PR$NCIPAL'S ANNUAfr- REPORT: '$987 Usually the school's annual report is principally concerned with matters of the school itself. However, from time to time, we are reminded that events which occur beyond the school affect its life in ways that may concern us all. 1987 was such a year, when decisions taken at Commonwealth and State levels touched our lives and caused us great concern as educators and parents. So this year's annual report will address both the school's own progress and achievements as well as those external factors which do so much to shape them. The 112th year of the school commenced on the 29th January with an enrolment oI 829 girls, which included ninety-six boarders. The school's historic purpose of providing our students with educational opportunities of the same standard as that available to their brothers also imposes, I believe, the responsibility to keep that provision continually under review, to ensure that we are responsive to change, as the needs of society and of our students change. One major feature of Australian education over the last few decades has been an increased emphasis on the need for education in Science for all students. As f uture managers of an ever-changing technological society, our young people must be fitted with knowledge and skills to enable them to make decisions. lt is important that each individual can enter into a career which will provide personal satisfaction, whilst contributing to the development of the nation. The plans for our original school building included space for one Science laboratory. That this was located in a corner of the second floor with one door, and was carefully shielded from classrooms by a music room and servants'rooms may prompt speculation more sociological than scientif ic. Nonetheless, Senior Medals in Botany and Physiology were being won by our students over a century ago, so we may properly say that Brisbane Cirls'Grammar School has always had provision for Science teaching. This has been maintained to the extent that the school was one of the first to benefit from the gift of school laboratories by industry in the 1950s. Later assistance from the Commonwealth Government enabled expansion to meet the growing demand for scientific education at all levels in our increasing secondary school age population. Over the past 100 years laboratories have been developed for the teaching of Junior Science, Biology, Chemistry and Physics, although until recently the Science area was somewhat pressed for space, in common with the rest of the school. The opening of the Cehrmann Building enabled further expansion, which was most welcome, and over the past eighteen months two extra laboraties have been developed, one Biology laboratory and another suited to the teaching of Senior Physics. lt is interesting to note that one of the new laboratories and the new staff area for Science were once combined as "the School Laboratory". We now have nine well-equipped laboratories within the school, all Iocated within a Science Block - a far cry from the sole laboratory with which we started! 4

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These progressive changes have made it possible for classes to be conducted in surroundings which are not only pleasant and conducive to learning, but also are adequately equipped in specialist areas, and inclusion o{ computing technology in Science next year will give students access to the latest techniques. During the Christmas vacation period a number of other major works were also commenced. These included the development of improved sporting facilities. The

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origrnal running track, developed from donations by the Cld Girls'Association has been widened and lerigthened, and permanent seating installed for s [] ectato rs. In conjunction with Brisbane Crammar School, a joint lease was negotiated with the Land Administration Cornrnission for Kalinga Avenue, which has enabled the school to provide much better parking facilities for staff, as weitr as for the parents who voluntarily serve in the Clothlng Pool, Book Shop and Tuckshop.

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A new Language staffroom was completed, changes were made to the Library, and a fully-equipped Print Room was developed, which released space in the main Administration Building for boarders' recreation. In late February work was completed on the Outdoor Education Centre at Imbiland in July Dr A.S. Cehrmann, the Immediate Past Chairman of the Board of Trustees, officially opened the centre. This development is a permanent memorial to John and Janelle Stamford, Gillian Skaines and Helen Cahan, who lost their Iives in a school bus accident at Christmas Creek in April 1979. It is permanently staffed by two Outdoor Education specialists, Sue and Tim Lanham, and provides a wonderfulasset for the school. Year Eight students were the first to stay officially at the centre, although a group of Year Ten boarders were given the privilege of being the very first students to visit and use the facilities. Outdoor Education is seen as an integral part of the school curriculum in Years Eight to Ten and provides challenges for our students to develop greater self- conf idence, initiative and leadership skills. The Outdoor Education Program was placed on a f irm foundation f irst by the work of John Stamford and later by the initiatives of Mary McAdam. Not only has Miss McAdam taken the responsibility for the development of the Year Eight to Ten program, but also she has been responsible for developing the Outdoor Education component in the Health and Physical Education program, thus contributing much to the total development of students in the school. There have been many who have supported the development of the program and more recently the development of the centre itself, and I would be remiss if I did not thank the Parents and Friends'Association lnc. for their generous donation of over $100,000 for the construction of the main building at lmbil, as wellas the State Covernment who generously provided a 25% capital subsidy. Facilities at the site now include a house, an amenities block and a general purpose building. E J

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Earlythis year an Imbil Committee was established undei the chairmanship of Mr Peter Wilson. This enthusiastir: ancl committed group of fathers has taken responsibilit;r for improving the environment at the centre by planting trees, clearing selected areas and laying pathways. The school greatly appreciates this support and not only thanks the men involved, but also their families foi enabling them to give so much time to the school. I generous donation of a vehicle for use on the site was also gratefully received from Mr Grant-Taylor, a parent of the school. Donations such as this, combined with positive support {or the concept of Outdoor Education, will enable us to provide a centre which will be at the foref ront of such developments in the education of girls. The lmbilcommunity has greeted the development in a very positive and constructive manner and we are particularly fortunate to have such helpful neighbours, Mr & Mrs Barnes, who have so generously supported the project over the past few years. Support from the various voluntary groups within the school has not ended wilh the support given to the Outdoor Education Centre. The Mothers'Croup, under the presidency of Mrs Glerida Costello, continued their active support of the school. Their monthly meetings attracted a large number of mothers who then volunteered to help on school day, with the Year Ien Dancing Classes, and on the Year Eight Enrolment Day. The donation of blinds to the new classrooms in the Gehrrnann Euilding was made possible through thein fundraising efforts and has been much appreciated by staff and students. The Fathers' Group, likewise, actively continued to support the school and completed the landscaping at the front of the main Administration building. They also planted a very Iarge number of trees in the running track area and along the boundary with the railway line. As well as this a number of working bees resulted in the front footpath area being greatly improved. The Parents and Friends' Association lnc., which administers the Tuckshop, the Clothing Shop and Bookroom, provided funds for a variety of resources for the school, including a safety vehicle and boat for lmbil, audio-visual equipment for the Media department and Hymn Books for use in Assembly. The voluntary support f rom all of these groups, as well as from the Music Committee and various sporting clubs within the school, not only allows parents active involvement in their daughters' education, but also helps to reduce the inevitable yearly increase of fees. The Annual Service of Praise and Thanksgiving was held in March at St John's Cathedral and this year we welcomed the Reverend Geraldine Wheeler, an old girl, as our guest preacher. Many old girls are actively involved in the school. The four women members of the seven member Board of Trustees are all past pupils, and there are sixteen f ormer pupils on the teaching staff. Many more past pupils are involved in team coaching, music teaching and various other activities which occur throughout the year. 6

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On the Reunion Day rnembers of the Old Cirls' Association were also pleased to see the original school Honour Board beautif ully restored and the new Flonour Board erected to record the nannes of recipients of the Lilley Cold Medal. Their generous donation of over $8000 allowed this work to be done. Katherine and Margaret N.4ittelheuser again supported the Artist-in-Residence program. During the f irst month of second semester we were privileged to have a sculptor, Jan King, working in the school. N4s King cut, welded and ground mild steel and steel rods to form the sculpture "Bieaker" which is now located in the garden area at the entrance to the Cehrmann Theatre. Students were able to observe the development of the sculpture and Ms King addressed groups of girls f rom all year levels to explain tFe techniques involved. With the use of slides she was able to provide a thorough insight into her approach to the design process.

Rev. Genaldime Wheeler"

Ai the several reunions held this year, over 300 old girls have come back to the school, with the last reunion being organised by the Old Girls'Association. On this occaiion the Board of Trustees recognised the immense ,::ntribution of the Association to the development of ribrary resources. A plaque was unveiled to commemorate this contribution and, at the same time, tire Chairman of the Board named the Language/Library Building after Miss Kathleen Lilley, an old girl of the school ind Headmistress from 1925 to 1952. Miss Lilley took an active interest in the development of the school library, and indeed donated many of her own books. The occasion also provided the opportunity for the l-ibrary itself to be named after Miss Sophia Beanland, l-{eadmistress from 1BB2 to 1889, who initiated the development of the first library in her first year in the school.

Gima Cenvo amd Catherime lMilli[

The ernployment of visiting teachers for electives in the English program has enabled students to work in smaller groups and exposed them to intensive study of a specif ic area of interest which they elBct to explore. Such areas include the analysis and scripting of documentary films; studies of Shakespearean and modern drama; and an exploration of representative classic and modern novels. Cirls in the Communication course in the lntegrated Studies Program devised, scripted, filmed and edited a production in which they also performed. Considerable energy and effort resulted in an exciting and original production which provided the girls with first-hand experience in film production techniques. Many students achieved academic distinction when they were awarded prizes in a wide range of literary competitions. lndeed many of these prize winners have had the satisfaction of seeing their work in print. Cn June 8, a party of twenty-four girls, parents and teachers f lew to London to begin a five and a half week literary tour of Britain, which they dubbed the Brit. Lit. Trip. The focus o{ the travel was to explore the background to the English Iiterature studied in this school, and accordingly visits were made to the homes of Jane Austen, William Wordsworth, Shakespeare, the Brontes, Charles Dickens and others, and to places of Iiterary interest such as the Lakes District, Dickens' London, Regency Bath and Hardy country. Already teachers are noticing rewards in the classroom in increased awareness and interest in the literary masterpieces of the English language. Speech and Drama is an important subject in the curriculum and this year provided the opportunity for many students to be involved in a variety of activities. A record number of girls participated in the lnterhouse Drama Competition with over half the students in the school involved. A group of students won their round of the first Youth Theatre Sports' Competition which was held at La Boite Theatre. This competition willcontinue in 1988 and will form part of the entertainment for Expo 88. Preparations and meetings are already under way for the Youth Performance at Expo. Ten schools from the Brisbane arear including Brisbane Cirls' Crammar School, and one f rom Bundaberg, will be involved in a {ull scale musical production on the River Stage during 1 9BB.

School Day in April allowed students and staff to show members of the wider community of Brisbane a variety of activities which were organised by various groups within the school. On the evening prior to School Day the Music Department produced "An Evening of Early Music" which featured dancers, singers, musicians and players in works from Mediaeval, Renaissance and Baroque periods. This was just one of the many musical f unctions enjoyed during the year. The production of the Vivaldi 'Cloria', together with the school's involvement in the Band Spectacular and the Combined Music Schools' Festival, both organised by Brisbane Grammar School, allowed students the opportunity to expand their musical knowledge and be involved in challenging musical experiences. The initiative of Miss Barbara Hebden resulted in four concerts being presented in the Celebrity Chamber Music Recital Series in the Gehrmann Theatre. The first concert in January welcomed Catherine Milliken and Cina Cervo, old girls of the school who are both presently studying and working in Europe. The final concert in the series featured another old girl of the school, Peta BIyth, a singer with the Australian Opera. Other guests included Jones & Co. and the Brisbane String Trio. Proceeds f rom the series will go towards an endowment f und which has been set up as a foundation to provide a firm financial resource for the future development of the school. o o

r:,.: ., , ,.i, entered two plays in the Warana Drama ,'-", , ,-,: "Not Just Flenry Lawson's Mum" in the ',,,, - ,on and "Card Tricks" in the Senior Section' : ^, : - L,f the Speech and Drama Department also ,-. . . at the Princess Theatre in the opening :' , 7 of the Drama in Education Conference in i,,r'l r',:. Such experiences help our.s-tudents to gain in i.:r',j,''',,=,,". ancl to improve. their self-image, an"d thus tt ,-, ,,'uV an important part in the school curriculum' Ir,:- .,,.,-',Jy of languages is considered as an important ec,: -.,.icnai experience for all students and four l;;:,;".,.:iE^€s are presently offered at the school. Through ,r.. - i"ot.nsion activities, students achieve a high level oi 1r' tliciency in French, German, Japanese or Latin' il, .. ,; Ja:rese students are enriched by visits to and f rom o,, r r."r school, the Hirayama Cakuen Tsushima Cirls' ii ,-,-L School and this year we were pleased to welcome ,'l-, I-: students f rom that school as part of the I;ii,:r,rational Exchange Program, as well as over eighty sLr-;,:erits who visited us for a shorter period of time. ln Ma-cir, ,\zir lnoue f rom Saitama Prefecture visited the srl'rool for two weeks as a Japanese Resource teacher. He w;s followd in April by Mr Sato who came to Brisbane Cirrs'Crammar School from our sister school for three rnonths to obrserve classes. ln May, Year Eight students p;-i'cipated in the Annual Year Eight evening at the Ba,cor Professional Development Centre where girls fi-om the Japanese Dancing Croup provided part of the entertainment. Next month, ten of our Year Eleven students will travel to Japan to be hosted by families from our sister school in Nagoya. The girls willspend six weeks in Japan - some of the time at school, and the remainder of the time on holidays with their Japanese host sisters. Such visits are now organised annually and greatly help to improve student language skills. The German Department was again actively involved in the Oktoberfest and the Cerman Dance Croup added a new dimension to School Day and Assembly. The inclusion of native speakers as part of the Resource staff of the school has proved highly successful and increased the students' confidence and proficiency in iistening and speaking skills, as well as bringing a vital touch of cultural authenticity into the classroom. Students f rom this school continue to perform at a high standard in LanguaBe competitions, particularly speaking competitions where we have long lists of prize and merit winners. ln the more senior competitions ihere have been commendable achievements. Narelle Keen won the Queensland section of Concours Ia Perouse and went on to the national finals. Nicole Robinson won a Queensland Society for Cerman Student Exchange Scholarship to Cermany f or six weeks. Two Year Ten French students, Amanda Hingston and Margot Cowen, will be spending two months with families in France through the Southern Cross Cultural Fxchange Program. The exchange students, Arja Halme from Finland and Miho Fujita f rom Japan, also added new dimensions to class work. Arja was sponsored by the American Field Scholarship program and Miho by the Rotary Club.

With the inreasing influence of the media in our daily lives greater emphasis is being placed on student analysis and critical evaluation of the form and techniques of print and television journalism. This year students in Year Fleven English undertool< a Word Processing f amiliarisa- tion course and acquired new skills. This experience also meant that seven of the English staff, some of whom had Iittle previous computer experience, have now met and conquered the challenge of nrodern technology.

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Cirls in the school are actively encouraged to participate in Health and Physical Education classes, with the result that the majority play in at least one representative team, whether at House, lnterschool or Club level. At the lnterschool level results varied and I am particularly concerned that our students are not always able to compete on an equal footing with students who have been selected by some schools because of their particular ability in a specif ic sport and awarded sporting scholarships. Our aim has always been to encourage maximum participation and to develop a healthy attitude to competitive sport. We must therefore look at our involvement in lnterschool f ixtures to determine if there is not some better way of developing sporting prowess in our students. Students' involvement in service and co-curricular activities continues to play an important part in the school curriculum. The Athene Club had a most successf ul year with well-attended meetings alternating between Brisbane Grammar School and the Cirli

Gramrnar School. The club allows senior students to share opinions and points of view on current economic, social and cultural issues and is also very important by providing social contact between the two schools. The Zenith Club has also had a successful year with full membership under the presidency of Leanne Buckle. Special efforts were successfully made to include a large number of new members from students in Year Eight. The club has discussed many topics of interest and many of the girls have shown marked improvement in their .^- --.ability to express themselves fluently. During the lnternational Year of Peace, 1986, a peace group was {ormed within the school. lt has subsequently become known as the Amani Group (the Swahili word for peace) and is supported by an enthusiastic group of students in Years Eleven and Twelve. Their activities this year have included a "Peace Day" held in October, and a very successful Christmas Cift stall at the school on behalf of U.N.l.C.E.F., The Wilderness Society, Creenpeace and others. A special thanks should go to all members of the group who have worked so hard to establish Amani as a new and exciting initiative within the school community. 1987 has been a productive year for lnteract. Interact members, through their spirit of service to others, benefited immeasurably from their personal involvement in a range of fundraising, sponsorship and other activities, designed to help those in need. ln recognition of their achievements in -1987, the school was placed second in the lnteract District Awards, whilst Meera Sinnathamby was elected a District Representative. A very enthusiastic R.S.P.C.A" group was formed during the year under the Ieadership of Elizabeth Murray. A substantial amount of money was donated to the Association as the result of the fundraising efforts of the committee. The Kirsten jack Leukaemia Committee, under the capable and committed direction of Megan Flint, raised $3000 for research into childhood leukaemia. This money was presented to Dr Tiernan and Dr Smith from the Royal Brisbane Hospital at a special Assembly, and it was again pleasing to welcome Mr Jack on that occasion. The Student Representative Council provides a vital communication link within the school and they have had a very successful year under the presidency of Diana Papas. Representatives were involved in a range of activities, and constructively articulated and addressed issues reflecting the ideas and concerns of students within the school. Extension Education Activities continue each Thursday afternoon f or Year Eleven and Twelve students. Approximately eighty-five girls in each unit have given assistance in one of twenty-two venues over twenty-f ive Thursdays. These venues have included hospitals, nursing homes, schools and pre-schools with special needs, and therapy and training centres f or the handicapped. The girls have been made aware of some of the needs in the community and have been guided in ways to render positive help. The girls and staff of the school continue to sponsor seven children in third world countries through the Save The Children scheme. t0

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New copiers in the pnimt

In November 1986 a new Board of Trustees was appointed to govern the school for the next four years. At its first meeting the Board elected Dr M.C. Crassie as Chairman, and he quickly established his priorities by stating that the main aim of the Board during his term o{ office would be "to provide conditions under which staff of quality will wish to teach in the school and will wish to continue their professional development for their own, as well as their students' benefit". This thrust cornes at a time when education throughout Australia is being widely criticized by all sectors of the community. Covernment, hroth at state and national levels, are making major changes to existing educational structures in the misguided and short-sighted belief that such changes will benefit the quality of education. Many of us have been actively involved in the debate on the implementation of Education 2000 in the State Department of Education and more recently in the moves by the Minister for Education to abolish the Statutory Bodies presently taking responsibility f or Secondary education, Teacher education and Advanced education. Likewise some of us have been concerned with moves at the national level to abolish the various commissions that intitiate programs for Schools, Universities and Colleges of Advanced Education, and with the development of the new portfolio of Employment, Education and Training. The result of such moves will be to politicise education and to increase the power of the bureaucracy, taking away much of the freedom for educators in the various educational sectors to co-operate with each other and to develop programs that will meet the needs of students for the future. What the proposed models fail to address is the crucial and central factor in the education of our young people - the quality of our teachers and the terms and conditions under which they are employed. In the report Pnolect 2'l: Teachers fon tire 21st Century recently released by the Queensland Board of Teacher Education, reaff irmation was made of the Board's vision for teaching to be strengthened as a profession. The report considered the roles and competencies that will be required by teachers o{ the future and highlighted

Groups of our students have had after-school seminars conducted by B.C.A.E. students, many of whom have had considerable experience in tertiary institutions and in industry before taking up teacher education. Other students from this program are gaining experience by working with the Science teachers when they have the opportunity to com€-into the school. Staff at B.G.G.S. have also participated in the Excellence in Teaching Program which is an eighteen hour program designed to develop skills in classroom management, and enhance relationships between teachers and students. The program offered teachers the opportunity to ref lect on their own practice and to discuss with their colleagues many aspects of the teaching experience. Teachers from a wide range of subject areas attended two after-school sessions in the Effective Reading ln Content Areas (ERICA) program. This program is designed to develop teachers' skills and strategies in improving reading and understanding of students in all subiects. lt developed an awareness that reading and comprehension are not simple skills, but complex processes. ldentifying these processes and then developing strategies which will assist students to master them are the main focus of the course. The approach developed has been particularly useful in the Junior school. Most professional development programs this year were school-based, i.e. teachers attended in their own school with their colleagues. The many reports on teacher learning of the past few years recommend the school itself as the most productive site for seminars. ln fourth term a series of Management Seminars was held at which senior staff took the opportunity to share experiences with one another and to develop plans for future staff development and improved pastoral care proSrams. Such activities, together with the access staff have to parents through Parent./Teacher evenings and interviews, have engendered an educational environment where the skills of the staff can be appreciated and the curriculum can be developed to meet societal expectations. We must not become complacent that this situation exists in all schools and I believe that governments must take the responsibility to see that all schools have attractive learning environments and are staffed by competent and committed teachers who are secure in the knowledge that they can become an integral part of the school community that they serve. Through Budget cuts in this State the quality of education is being threatened and adequate resources are being denied to the students in a vast number of State schools. Such measures do not help to promote teaching as an attractive career for young people. Many initiatives have been taken at both state and national levels to increase the participation of young people in schooling with the result that more and more are staying on longer at school. This increased length of schooling, however, does not mean that we are producing more competent and better educated young people, for without the right kind of teachers within our schools, this might not be possible.

i!'r I "rcreasingly complex role which they are expecied tc r,laY in the communitY' l:j-i,3 i'eport states that emphasis must be placed on oi-rmoting the recognition of teaching as a profession alr,:i ihatsuch recognition must come from the calibre of tl-iose who teach as well as from the community's perception of the status of teaching and of teachers. ln 1972 the lnterim Committee of the Commonwealth Scirools Commission stated that "Every child has the rig,-t to assistance in developing a variety of socially dJsii-able attributes which might both afford personal satisfaction and contribute to an improved quality of community and cultural life. To be able to relate to otirers, to enioy the arts both as a participant and patron, to acquire physical grace and to exercise developed mental powers in all aspects of living might be valued as a means to a more generous and fulf illing life. The cash returns to these attributes and the access they give to po\i/er would then become incidental, rather than a deternrining reason to valuing them". (Schoofis im E-r.nstnalia, rV{aY'1973). Unfortunately I believe there has been a subtle change over the past few years where the values placed on eoucation are increasingly equated with material success. Emphasis is increasingly being placed on the economic outcomes of education, with the result that the young people who should be attracted to the teaching profession are being attracted to areas that are more lucrative. The result is a serious shortage of committed, warm and caring teachers who are at the same time well-qualified, adaptive and innovative. We are fortunate in this school to be able to choose the staff who will work with the girls. This year many initiatives have been taken to allow our teachers the opportunity to continue their professional development. Senior staff held discussions with Brisbane Crammar School, Kelvin Crove High School and the Brisbane College of Advanced Education with the prospect of developing a program of co-operative staff development, as funds for professional development from both the Commonwealth and State Covernments have been dramatically reduced. Moves to restructure education at State level will now place increasing responsibility for curriculum development at individual school level, and so co-operation between various educational institutions will become even more essential than in the past. The co-operative project aims to establish networks amongst teachers in the four institutions to enable common interests in curriculum development to be pursued. One such network now being established is in the area of Social Science education in the Junior Secondary school. lt is hoped that by exchanging ideas and resources, the schools will enhance their programs and College staff will gain expertise in school-based cu rricul um development. Another feature of the project is the co-operative sharing of valuable resources amongst schools. During this term, pre-service education students enrolled at the B.C.A.E. have engaged in a tutoring program in senior Sciences at B.C.C.S. 11

This year has not been easy for nnany of you, but I believe that it has taught some to accept that there are times when individuai nights can be exercised only in so far as the rights of others can be respected. Those of you who have {illed positions of responsibrility have, on the whole, accepted these positions with dignity and have developed an understanding of the challemge that was offered to you. Unfortunately for others it has been dif f icult to recognise that popularity with peers is far less important than upholding high principles. The spirit o{ the school comes from the attitude and examples set by senior students and I would like todayto particularly thank Narelle and all those who have supported her during the past year. lwould also Iike to thank all those who have given me such tremendous support and hence the school. My very best wishes for the f uture to all of you. To those returning I look f orward to anrother challenging and successful year. .ludith A. l-lancock Frincipal ' November 2A,1987

T'he Cornrnonwealth Schools Commissionr Specific Fur- pose Frogram for Secondary Education states: "... the nation should pursue a systematic policy to realise the entitlement of all Ausiralians to a full secondary education. This should be part of a national effort to place a higher value on education, to increase the level of knowledge and skills and to widen the distribution of successf uloutcomes." To do this there will need to be a national effort to focus energies and provide resources necessary to improve the quality of education in all schools. Of the five fields of action recommended by the Commission, the development of teachers and the promotion of professional enrichment courses are seen as integral to reform and improved outcomes for students. ln other words, the teacher's role is vital and integral to change and such change can only be positive when teaching is perceived as a challenging vocation by our brightest and best students. What can we do in schools to promote teaching as a career for capable and committed students? What can teachers do as professional educators to lift the image of teaching in the community? What can governments do to ensure that the conditions under which teachers work are such that young people will be encouraged to consider it a worthwhile profession? Unless these questions and many more are addressed the increasing retention rates that are being encouraged for post-compulsory sectors of education will not be maintained, because the learning environment in which the students will f ind themselves will not be seen as an attractive and challenging alternative to the world of work. As stated in the Commonwealth Schools Commission document In the Natiosla! [rnterest schools ".. . can, ... provide a good, demanding, general education, developing each individual intellectually to the greatest extent possible. lt then follows that people well- educated in this way will have the f Iexibility, initiative and adaptability to contribute productively and positively to the nation, culturally, socially and economically, no matter what new circumstances arise. ln the Commission's judgment, such a vision f or secondary education in Australia is in the national interest." But educational ideals and visions such as these will only be achieved if it is recognised that the quality of education in the f uture is directly related to the quality of our future educationists. I know that a number of you are seriously considering entering service professions such as teaching, and through the decision that you have made you will be able to contribute much to the future of our younger generations. Unless, however, we can convince more young people, and particularly those who are achieving at the highest academic levels, to enter the profession then our nation is at risk. For those leaving this year, remember that the end of schooling is not the end of your education, for this is a lifetime process. lt is instead the beginning of your adult life when you must seriously consider how you are going to Lrse the opportunities that you have already had, so that your life will be fulfilled through the contribution you can make to society. 12

education concept, involving the continuing vocational, educational and individual development acquired by participating in all levels of community work. The acceptance of the concept of total education has beenr u rged by changes in the economy, in society and in technology. As Coughlan stated, education is "an investment im the quality of life . . . a good in itself, and its impact on the personal development is relaied to the whole of life, not merely paid employment". Therefore a broacj education of a sound standard is necessary as a basis for recurrent education at all levels, and for the cross training necessitated by redundancy and obsolescence. In Tofler's Throw Away Society, all too frequently the f irst commodities discarded in the quest for greater productivity and efficiency are human reso u rceS. All education has a common objective to develop the formation of character through knowledge hence, as Diogenes stated, "education becomes a controlling grace to the young, consolation to the old, wealth to the poor and ornament to the rich," while Arisiotle contended, education is "an ornament in prosperity and a ref uge in diversity". u A useful analogy to the contept of total education is the progress of a stream, which develops into a river and ultimately enters the ocean. The course of every stream, like the education of each child is unique both being heavily dependent on the environment in which each begins, so that the course of each progresses headlong, or more deliberately, according to the conditions encountered. Through compulsory education the course of a child's development is channelled by external influences, and certain landmarks are passed Iike Iiteracy, technical skills and vocational training. R.ates of progress and courses adopted vary widely. While some waters sweep a clear course into the mainstream, others meander through backwaters. Similarly while some high achievers sweep through their curricula, other students take time to explore the peripheries, with their alternative fascinations. Still others encounter difficulties, through disabilities or incidental misfortunes, and are helped by the educational equivalent of levees, locks and dykes. Ultimately, however, the course rounds a bend and f inds new directions and acquires a new identity. For us this bend was entry into secondary education at B.C.G.S..lust as a river services a city which services a state, our school nurtures both city and country girls. As the river encounters the pressures of an urban environment so education absorbs changes in emphasis, and with the increasing complexity of curriculum demands, aptitudes, abilities and opportunities must be assessed realistically. The high achiever may well master the skills needed for her deiired high T.E. Score. Like the river, undismayed by heavy river traffic, this student can accept and accommodate technological innovation and refined research methodology. However, the middle group of girls may be slightly slower, but develop Iong-term skills in the arts, leadership, or in caring for others. They are Iike the outer reaches of the river where the activities are Iess spectacular, but nevertheless essential. Some girls 13

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GLJEST SPEAKER Thank you for according me the honour and privilege of being guest speaker at the school's 112th Speech Day. For over forty years I have been continuously associated with B.G.G.S. as student, old girl, parent and member of the Board. As a delegate for the Old Girls'Association, I have served on the executive of the Queensland Council and the National Council of Women of Australia. A long-standing connection between the National Council and the school has seen other OId Girls serve as president and also on the executive committee. This school's philosophy of providing a broad liberal education for girls engenders the desire to work for more equal opportunities for women and to seek to improve the environment in which women and their {amilies live and work. The National Council of Women is an umbrella organization with which are aff iliated associate members and seventy-eight organizations covering a diverse range o{ interests and commitments. Together with other State and Territory Councils, N.C.W. of Queensland is affiliated with the N.C.W. of Australia, and thus to the lnternational Council of Women. At all levels, the Councils utilize the expertise of members to improve conditions in virtually allconceivable aspects of the Iives of women. The relevance of this work to Crammar girls and the school community is that it provides a Iogical extension of this school's broad education to a life Iong total

encounter difficulties and unrcertainties in attempting to cope with a changing world. At B.C.G.S., access to expert counselling helps them avoid the perils of stagnating in the mud flats. As the river progresses to the sea past cornmercial wharves, and terminals for raw materials so the Senior Cirls approaching adult life are increasingly aware of Iooking beyond the narrow concept of "education for earning a living" to "education for living" - the Barry Jones model for "total education". As well as education for the outer Iife, covering commercial and professional concerns, you should Iook also to the "inner Iife", personal growth, the development of individual aptitudes and talents which in later Iife may well bring greater satisfaction than your career or profession. More time is spent in leisure than ever before: hence the increased importance of a broad education. You see around you role models of women who have acquired "total education". The river in a metropolis feels the effects of commercial pressure in the jostling for river front sites for office and apartment blocks. Similarly there is strong competition for academic results to qualify for tertiary ehtrance. you are fortunate in having families willing to give you the opportunity of a liberal education at B.G.G.S. The tradition of the school, moreover, is to help students to pursue any stream of further education available, using the appropriate academic and practical means. As you navigate the river of education, the main objective is to develop your own potential so that you can cope with the peaks and troughs which you will encounter in the sea of life. Similarly, working at different levels in National Councils, acquiiing knowledge about the needs of women in developing countries and striving to implement the motto, "do unto others as ye would they do unto you," will help you develop as an individual. As Merriman wrote "Every river has its individuality, its great silent interest... its influence over those who pass their lives within sight of its waters." Similarly, each of you has influenced, and been influenced by, others. Continue to develop your individual talents and do not be af raid to acquire new skills and disciplines. Education is continuous and vital, and its rewards are great. I shall not run on Iike Tennyson's "Brook" but conclude with the wish that those of you who are leaving will find many peaks of happiness and satisfaction, and few troughs of disappointment. To the rest, I wish smooth sailing or rapid jet propulsion, according to your particular approach as you continue your education. To the Principal, staff and girls, lextend hearty congratulations on the excellent results which have been achieved in 1987, and offer best wishes for a successful year in 1988. Mrs Y. Bain (This speech was abridged due to demands of space: Editor).

VAI.EDICTORV DINNER ADDRESS BV h/nRS AfNNA tsOOY n-.n-.B" (nee jO[",[GFI]N] HEAD GiRLo 1979 Members of the Board of Trustees, Mrs Hancock, parents, teachers and especially girls: Thank you for having me here tonight and inviting me to address you on what is, for the girls, a very special occasion. lt is special in an obvious way - it marks the beginning of the end of a most influential part of your lives. It is a time to share with old friends - friends whose paths may rapidly diverge from your own and with whom contact will become more diff icult without some effort on your part. It is a time to share with your parents, who have devoted a great deal of time and money over the last few years in order to see you grow to become the women you are ton ight. But what lwish to concentrate on is the significance of tonight as marking the beginning of the rest of your lives - an old cliche, I know, but nevertheless true. Your parents and teachers will recognise this aspect more easily than you can yourselves. They, like me, can probably recall some similar sort of experience, which, with hindsight, they can see as being the point at which they leapt into a bigger, and far less organised, world. We all probably take several such steps in life, but I would be surprised if tonight didn't turn out to bre one of such steps for you.

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