1988 School Magazine

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