1992 School Magazine

learning, to develop self-esteem, and to demonstrate a 101- Grance for, and understanding of others, including those less fortunate than themselves. We believe that communication is the key to achieving these goals. 11 incorporates the visual image and both the written and spoken word. OUT commitment to this dream is clearly evidenced in the foim of this wonderful coinmuni- cations centre. in my somewhat I'eluctani and ambivalent agreement to the suggestion made by members of the par- Grit organisations that this Centre be named after me, I gratefulIy acknowledge, and am honoui'ed by, this gesture of recoonition of my having fulfilled responsibilities with which I was entrusted when I was appointed as Principal: that is, to continue to sti'engthen the fine traditions estab- lished by my predecessors. Although this Centre will carry my name, and I am deeply honoured by this gesiui. e, I sin- CGrely hope that you all acknowledge that it is the wisdom, vision and commitment of so many which is being recog- nised, for without all our combined efforts, there would be no Communications Centre. The reward for all of us lies in seeing Girls' Gi'am mai' students go forth with confidence to contribute 10 the development of this state and nation The National Policy for' the Education of Girls reminds us that . . Gender is not a determinant of the capacity to learn, that girls and boys should be valued equally in all aspects of schooling, that schooling for boys and gills should reflect the entitlement of all women, in their own Tight, to personal ^espect. to economic security and participation in, and innLi- ence over, decisions whicli affect theii' lives, and Inat schools should edLicaie girls and boys to a sat- isfylrin, I'esponslble and PIOductive living, includ- inn woi'k inside and outside the 110me. in conclusion, our I'esioi'at ion of 111e past, coupled willI our development foi' the future, and oui. continuing commit- merit to both, will ensure that future generations will be given the opportunity to appi'eciate, to participate in, and to develop fullhei' those ideals whicli are in evidence here today .*, *. \,,, . I " in, ,,;, 51'.- I;I;._!,,;,,.,^! I ill~- ;--.\, !All-,* ';,!'a4 ~' **,., , ty. .. I I a

Likewise Miss Lilley was a person with high ideals. Her orandfather, Sir Charles Lilley, had been the visionary behind the establishment of the School, as a branch of Brisbane Grammar, in 1975. Her father, Edwyn Lilley, was also a trustee of the School, and it was natural that she and heI' two younger sisters would attend Girls' Grammar in 1925, Miss Lilley was appointed Headmistress of the School and during her 25 years in this position engendered a lifelong love of learning in the many girls who attended the School. Her own academic example was to influence and to inspire so many young Queensland women. I am sure she would have appreciated that at the end of the twentieth century, the Girls' Grammar School is at the foiefront of educational developments, and a leader in all academic, cultural and spoiting arenas. When Miss Lilley retired from this school she donated many of her pel'sonal volumes for use in the Beanland Library, and it is both fit- ting and appropriate that this is now housed in the Lilley Wing of our new Communications Centre Both Miss Beanland and Miss Lilley believed that young women are entitled to the same educational opportunities as boys, and that "education is the gateway to equality". This philosophy was in direct contrast to the then coin- monly held view, which advocated that the education of girls was solely to enhance their domestic and female role and image, by coupling the development of the intellect with what were perceived as essentially feminine skills and qualities. These at times conflicting philosophies have never been resolved, and foi. in the basis of much of the debate SLITrounding the education of girls today I was also brought up to believe strongly in the premise of educational quality for gills; fii'SIIy by my mother and fathei', who wei'e both teachers, and latei' by the many men and women who played a part in my foimal and wider edu- cation. This philosophy, reinforced by so many, strongly influenced my life, and my commitment to the ideal that young women are capable of doing and achieving anything they desire, so long as they I'ecognise that it does not come easily and that theI'e 111ust be coininitment to hai'd work and to the striving for' excellence h was therefoi. e not suiprising that since Iny appointment 10 Gills' Grammar, my own falliily became jinmei'sed in tile outcomes of this pilllosophy, 1101 always painlessly I might add. At 1111s point I would like to thank my husband David, for suppoi'ting me 111 lily role as wife, niother and cal'eer woman, and I congi'atulate niy children Jane, Steplianie and David on coping with the many stresses that ill limes 111^ position has created. They nave grown to itspeci and to value the11' own education, and their pres- ence liere today provides me willI the encouragement and support needed to continue my woi. k in the School. 1987 was another landmai. k in the history of the School Members of the Board of Trustees met with staff, parents and friends of the School. to considei' what they wanted the School 10 be in the year 2000. A master plan, which allowed the vision of the future 10 proceed. was estab- lished. in essence, we concluded that our vision was to establish a teaching and learning environment in which opportunities would exist for girls to develop the 11' Intel- Iects to the fullest, 10 lake I'esponsibility for their own

I ;^

4

*

I;^

41'

t

^\

,

*

(L-Rj: Mr Hancock, Mrs Hancock, SIephanie. David, antlJane

12