Grammar Gazette- Issue 2, 2010

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You know that I have always professed a strong interest in the education of our girls. I believe that female education in this colony, indeed in every country in the world, has been seriously neglected. We know that so far as any real knowledge is concerned the great mass of women have been left in complete darkness... Sir Charles Lilley 1873

Sir Charles Lilley’s vision to provide girls with the same educational opportunities as their brothers was far ahead of its time. The opening of Brisbane Girls Grammar School in March 1875 laid the foundations for its development as a leading academic secondary school for girls. This was six years before women were admitted to universities in Sydney and Melbourne and before similar schools appeared elsewhere in the country. The School opened as a branch of Brisbane Grammar School under the direction of Lady Principal, Mrs Janet O’Connor, in premises on George Street, Brisbane. Within six months the School outgrew these premises and moved to Wickham Terrace. THE EARLY YEARS

By July 1882, the School was well established and the decision was made to separate from Brisbane Grammar School and to operate independently under the Grammar Schools Act. Plans were also made to move the School to its present site on Gregory Terrace and in 1884, the Main Building, designed by prominent architect Richard Gailey, was opened to students. This generously proportioned and gracious building remains an architectural highlight on Gregory Terrace.

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IN 1874 THE SECRETARY TO THE TRUSTEES OF BRISBANE GRAMMAR SCHOO WROTE TO THECOLONIALSECRETARY, BRISBANETOREQUESTAPPROVALOFPROPOSEDREGULATION FOR THE NEW GIRLS’ SCHOOL.

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Sir, I have been directed by The Trustees of the Brisbane Grammar School, to inform you that the Trustees intend to establish a Girls’ School as a branch of the Brisbane Grammar School and I have the honour to request that you will be good enough to submit for the approval of the Administrator of the Government in Council, the accompanying regulations proposed by the Trustees, for the management of the intended School.

I have the honour to be, Sir, Your most obedient Servant Thomas Harlin Honorary Secretary to the Trustees.

7. In the case of two members of the same family attending the school, a reduction of ten shillings and sixpence each; and in the case of three members or more, a reduction of one pound one shilling each shall be made from the fees specified in Rule 6. 8. All fees shall be paid in advance. 9. All the girls attending the school shall be required to learn either Latin, French or German. 10. Gymnastics shall be taught, and no girl shall absent herself from gymnastic practice without the permission of the Lady Principal. 11. There shall be two examinations and one distribution of prizes in each school year. The examination shall be conducted by such examiners as the trustees may appoint. 12. The ordinary work of the school shall be selected from the following list of subjects:- The English, Latin, French, and German languages, political and physical geography, history, arithmetic, mental arithmetic, and mathematics, the elements of natural and physical science, the elements of political and social economy, drawing, and vocal music. 13. Instrumental music shall be an extra subject. 14. The power of expulsion shall be vested in the Lady Principal, but shall not be used without previous consultation with the Head Master and the Trustees. 15. The preceding regulations shall be read with the regulations of the March 18, 1872.

1. There shall be a branch of the Grammar School for girls, not under 12 years of age, in which the school hours shall be fixed by the Trustees from time to time, so that they be not less than five hours in every working day with the exception of Wednesday which shall be of a half holiday. 2. The whole holidays shall be – a) Every Saturday throughout the year. b) Foundation Day – the last day of February, Good Friday, Easter Monday, the Queen’s Birthday, the Prince of Wales’ Birthday, and Separation Day. 4. The school quarters shall each contain eleven weeks, and shall commence at the times following:- 1. The first on the fifth Monday in the year. 2. The second eleven weeks after the commencement of the first. 3. The third thirteen weeks after the commencement of the second. 4. The fourth eleven weeks after the commencement of the third. Provided that whenever by the operation of this regulation, the fourth quarter of any year shall commence before the second day of October, such quarter shall contain twelve weeks instead of eleven. 5. The minimum age of pupils shall be twelve years and no girls shall be received as a pupil who cannot read and write legibly and correctly from dictation; and who cannot work examples in simple addition and subtraction. 6. The school fees for each school quarter shall be four pounds four shillings. 3. The vacations shall be:- a) Six weeks at midsummer. b) Two weeks at midwinter.

Adopted at a meeting of the Trustees of the Brisbane Grammar School, held in Mr. Justice Lilley’s Chambers, Supreme Court House, on Thursday December 24, 1874.

Thomas Harlin Honorary Secretary to the Trustees

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Bertha Marie Burdorff (1861–1925) attended Brisbane Girls Grammar School from 1875 to 1878. She was the first Queensland woman to be awarded the Fairfax Prize from the University of Sydney. This prize was given to the student who obtained the highest aggregate marks in New South Wales Senior and Junior Public Examinations. These examinations were open to candidates from all states and were sat by Grammar girls until the opening of The University of Queensland in 1909. From 1878 until 1909 students from Brisbane Girls Grammar won the Senior Fairfax Prize thirteen times and the Junior Fairfax Prize six times. Bertha was appointed an assistant mistress at Girls Grammar in 1880 and in 1883 travelled to Europe to study at the Leipsic Conservatorium of Music. On her return to Brisbane she established a secondary school for girls, while actively supporting her old school where she was president of the Old Girls Association in 1900. THE EARLY YEARS PERSPECTIVES FROM THE PAST

BERTHA BERDORFF WROTE THIS RECOLLECTION IN 1925

PICTURE BRISBANE IN 1875, LITTLE MORE THAN A VILLAGE, WITHOUT TRAMS, ELECTRIC LIGHT, MOTOR- CARS, MOVING-PICTURES; WITH NO TECHNICAL COLLEGE AND NO UNIVERSITY, AND THE YOUNG PEOPLE OF TODAY MAY REALISE WHAT PROGRESS HAS BEEN MADE IN THE INTERVAL AND WHAT THEY OWE TO THE PIONEERS OF THIS CITY AND STATE.

It says much for the Government and Grammar School trustees of that time, that, when the young colony of Queensland was but sixteen years old, and higher education for women still a subject of controversy, the inestimable boon of a liberal and non-sectarian education was offered to our girls. The Brisbane Girls’ Grammar School was opened on March 15, 1875. It was held in a two-storied building in George Street, with Mrs O’Connor as Lady Principal. On the staff were Miss Cargill, Mrs Elcock, and later on, Mrs Leontine Cooper; Madame Mallalieu (now Mrs Willmore), as Music Mistress, and Mr R T Jefferies as Singing Master. In 1876 there were sixty-five pupils in attendance, and D. Franz was Head of the School. In that year, the first State scholarships, only three in number, and competitive, were awarded to the School, and were won by M Burdorff, G Illidge, and M Waugh. By 1877 the School had been removed to Wickham Terrace, with

Wickham Terrace 1877

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...Mrs O’Connor was an outstanding personality, of medium height, clear skin and complexion. Her hair was grey and she always wore a little lace cap. She had blue eyes and a very direct expression and she certainly knew how to keep order without ever raising her voice. She could look grave and stern but never cross. Mrs O’Connor had a husband, Daniel O’Connor and five children – Daniel, Thomas, Alice, Kate and Janet...

Mrs Janet O’Connor, the first Lady Principal of Brisbane Grammar School

all candidates from New South Wales, B Burdorff winning the Fairfax Prize, A Haggard proxime accessit.

Miss Cargill as Headmistress, and at the end of that year the Sydney Senior and Junior examinations were taken for the first time. Miss Franz was the first to pass the Senior, and all but one of the Juniors were successful. The standard set from the first was high, and the pupils of 1876 and the succeeding years had the great advantage of visiting masters from the Boys’ School. Mr Roe had become Headmaster in 1876, and fresh from Oxford, his high ideals and enthusiasm were an inspiration to all who came under his influence. His pupils owe him a debt which can never be repaid. The secondMaster, Mr WCrompton, of Winchester and Pembroke, a brilliant lecturer, was our Master for history, and we were indebted to him for a course on constitutional history, in addition to our set books for the senior. He had a remarkable memory, and his lessons derived additional interest from the quotations from Shakespeare and Macaulay’s “Lays of Ancient Rome” with which he embellished his discourses. Other Masters to whom a tribute is due were Mr. O’Brien for mathematics, Mr Hermann Schmidt for German, and Mr T McLeod for drawing. In June, 1878 Miss Cargill resigned, and until Miss Mackinlay, her successor, arrived from England, our senior class of five attended at the Boys’ School in Roma Street for various subjects. In 1878 two pupils sat for the Sydney Senior Examination, and, to the credit of the young School, they headed the list against

In 1879 all four Fairfax prizes were won by the Brisbane Grammar Schools, D Love and H Carson winning the Senior and Junior respectively for the Girls’ School, and Wilton Love, and GW Power for the Boys, M Burdorff winning the medal for German. Thus began the long list of successes recorded on the School Honour Board won from Sydney University, until our own university was established in 1909. In those days sports for girls were not even thought of; and gymnastics, swimming, organised games and interschool competitions belong to a later period. In this respect the modern pupils have a distinct advantage, as all educational authorities are agreed on the wisdom of combining physical and mental training. In looking backward feelings of regret for those teachers and pupils who are no more, are mingled with joy and pride in the achievements of the School. It is for the pupils of today, many of whom will no doubt live to celebrate the centenary of the School, to maintain its honour and worthy traditions. They have freedom to choose any calling they are fitted for, such freedom as was unknown fifty years ago, when the professions, except teaching, were still closed to women. If they use their freedom wisely by unselfish devotion to duty as daughters, wives, and mothers, there will be no need to fear for the future of the race.

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SOPHIA BEANLAND SIR CHARLES LILLEY HAD BEEN LOOKING FOR A LADY OF HIGH ATTAINMENT AND REFINEMENT, WELL-GROUNDED IN LATIN, WITH A KNOWLEDGE OF EUCLID, ALGEBRA, FRENCH OR GERMAN, WITH EXPERIENCE IN TUITION AND NOT YOUNGER THAN 27 TO FULFIL THE POSITION OF LADY PRINCIPAL. SOPHIA BEANLAND WAS RECRUITED FROM BRADFORD GIRLS GRAMMAR SCHOOL IN YORKSHIRE. LADY PRINCIPAL 1882 – 1888

In one of those serendipitous moments in history, Bradford Girls Grammar School, (also known as BGGS) celebrates its 135th anniversary in 2010. During her time as Lady Principal, Miss Beanland witnessed or championed significant changes. In 1882, the girls’ school successfully separated from Brisbane Grammar School to form a self supporting institution with its own endowment. This was followed by the commissioning of a new, specially designed purpose built school for girls. To Miss Beanland fell the task of relocating the School in 1884 from its out-dated, rented premises to a new, spacious building on Gregory Terrace. Miss Beanland was convinced that girls should receive a holistic rather than a narrow education. She encouraged the study of both academic and domestic subjects. In addition, students were expected to partake in physical exercises. In the ensuing years, a number of subjects were added to this extensive curriculum. In relation to health and fitness, Miss Beanland negotiated with the Headmaster of the Boys’ School for her students to use their gymnasium. Determined to gain a similar facility, she launched an appeal which saw a girls’ gymnasium built in 1888. A Lawn Tennis Club for both current and “old” girls was also established. Demonstrating her commitment to learning through reading, Miss Beanland developed the School’s first Reference Library for staff, and eventually a student library, both of which were located in the Main Building. In memory of her work in this area, the current library bears her name.

But the task of leading and revolutionising a school which became the vanguard of education for young ladies took its toll. On medical advice, Miss Beanland tended her resignation in early 1888 and returned to England where she died in May 1925. Her estate was bequeathed to the School. It would appear she never lost her enthusiasm for the School, and in 1914 offered a medal to be awarded annually for excellence of design and workmanship in home needlework. The resulting Esther Beanland Medal, in memory of her mother, is now given on Speech Day. During this same ceremony, Sophia Beanland Prizes are awarded for languages. In recognition of her selfless commitment to the education of young women, Beanland House was introduced in 1994.

Elizabeth Hatton HERITAGE PROJECTS

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135 YEARS

AGO PERSPECTIVES FROM THE PAST

Students outside Main Building 1890

AN INTERESTING ACCOUNT OF THE FOUNDATION AND EARLY HISTORY OF THE SCHOOL WRITTEN BY ELIZABETH A ELCOCK, THE FIRST ASSISTANT MISTRESS TO MRS JANET O’CONNOR

About forty pupils came on the first day, their ages varying from 12 to 20 years. It was somewhat difficult to classify the girls, because those who had attended private schools were more advanced in History and French, while those from the Normal School were better at Arithmetic and English Grammar. One lady came to town with two daughters to put to school, expecting the opening to be at the end of January, but she had to wait till March 15th, and left them boarding with friends. The number of girls continued to increase. Miss Cargill was appointed Assistance Mistress and afterwards Mrs Cooper. After the holidays in July, the School was removed to a house on Wickham Terrace, belonging to the Hon John Douglas. It had a large ball room and wide verandahs, and was more suitable in every way. The girls assembled on the wide back vernadah while the roll was called. The first printed list of the sixty-six scholars and the honours they gained was published in June, 1876. At the end of 1876 Mrs O’Connor left and opened a school of her own with the aid of her daughters. Miss Cargill took charge of the School for about a year and three-quarters till a lady from England-arrived — Miss Mackinley, L.L.A., who came with high recommendations from one of the best girls’ schools in England.

But in about two years she also left to be married, as Miss Cargill had done, and Miss Beanland, who came from Bradford Grammar School, England, was appointed in 1882. The numbers by that time had increased to more than one hundred, and continued to grow, so that it was necessary to find larger quarters, and once the completion of the present building, bade farewell to the old house on Wickham Terrace.

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It is sometimes said that women in their ventures into life do not display the qualities which men possess: self restraint, good fellowship when pursuing a common aim, ability to take defeat in good part, esprit de corps, qualities which men first gain as boys, from their games. If this be so, there is all the more reason why girls should be given, equally with boys, the chance to receive such beneficial effects and no longer be debarred from the education of the playground . (Milisent Wilkinson, Headmistress, 1908 Annual Report)

Miss Milisent Wilkinson, appointed Headmistress in 1900.

HELEN SPENCE (LOVE) WAS ENROLLED FROM 1903 – 1908

“A thing of beauty is a joy to forever”. As a punishment you must find out who wrote that and then write an essay on him. That is how I know Keats! Wilkie made a rule never to visit the parents of the pupils. She had a soft spot in reply to a letter from my mother asking if I could have two days off and go to the Gatton College Ball and stay the night there. She sent for me to go to the dreaded office and I went in fear and trembling, and she said “You may go, dear”. I was interested to know that my mother was one of the first girls at Girls Grammar – she was Lucy Davidson – one of the ten children of the Surveyor-General of Queensland – William Montgomerie Davenport Davidson. She afterwards married Wilton Love. He was at the Boys’ Grammar, won the Gold Lilley medal of the Upper School and the Silver Lilley medal of the lower School.

In my day pupils never wore uniforms, just their ordinary frocks. Large shady mushroom hats, with a pretty ruching around the crown. Before we left school for home we had to put on our gloves – otherwise we were “kept in”. We all feared and admired Miss Wilkinson. She always wore a long black, or navy, taffeta dress – which rustled as she came along the corridors to the classroom and so gave us warning and chaos became calm! The maid used to take her lunch tray across the Assembly Hall – we could see that on the tray every day was a little bottle of champagne and if there was a winter salad on it, in chopped beetroot was a large “M” (Milisent). I remember in Form III pupils used to take it in turns to put a vase of flowers on mistresses’ tables. One day the girl forgot – and it was “Wilkies” French lesson day. The flowers were as dead as doornails – Wilkie put the vase in front of her and said

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LADY LILLEY GOLD MEDAL

FOR DUX OF THE SCHOOL

SARAH JEAYS, THE FUTURE LADY LILLEY, LIVED HER LIFE IN HIGHLY CHARGED POLITICALLY AWARE FAMILIES. HER FATHER, JOSHUA JEAYS WAS, AN ACTIVE PARTITIONER FOR SEPARATION FROM THE COLONY OF NEW SOUTH WALES, HE SERVED AS AN ALDERMAN IN BRISBANE’S COUNCIL AND AS THE CITY’S MAYOR IN 1864. IN 1858, SARAH JEAYS MARRIED CHARLES LILLEY WHOSE CHEQUERED CAREER WAS ACTED OUT UPON THE PUBLIC STAGE.

The Gold Medal was named in honour of Lady Lilley and Margaret Kerr is recorded as being the inaugural recipient in 1883. The specificity of conditions meant that in some years the Lady Lilley Medal was not awarded as either the requisite subjects were not studied or the level of a first class pass, set at 75 per cent was not achieved. In her Speech Day address (1968), the then Headmistress Louise McDonald made the following statement. ...for some time we have been concerned that one of the most coveted prizes, the Lady Lilley Gold Medal has been outside the reach of our best scholars...considerable research amongst old school documents revealed the fact that the conditions under which the medal was awarded had been altered many times and that the original intention was that this medal should be for the Dux of the School. This has now been restored and the medal will now be awarded to the girl in sixth form who gains the highest percentage in six subjects which lead to a matriculation...

He had been a radical soldier in England before coming to Brisbane where he began his career as a journalist/editor for the Moreton Bay Courier , before completing his legal studies and being appointed a Queen’s Councillor in 1865. As an elected politician to the state’s Legislative Assembly he became the Attorney-General and finally Premier from1868 to 1869. Ten years later he became the Chief Justice and in 1881 was knighted. By comparison, little is known about Sarah Lilley although it is obvious she was not an idle woman. She gave birth to thirteen children; eight sons and five daughters. As an outspoken advocate that girls should receive an education equal to that enjoyed by their brothers, Lilley waged a public campaign to establish Brisbane Girls Grammar School (albeit as a branch of Brisbane Grammar School) which he successfully realised when the School opened on March 15, 1875. In a move reminiscent of his gesture at Brisbane Grammar School where he was also a trustee, Charles Lilley donated a gold medal to be awarded annually, for academic excellence at the girls’ school. The conditions were quite specific. ... a gold medal is offered for competition to Form V girls who have been at the school not less than three years and is to be awarded to the girl who gains the highest aggregate of class and examination marks provided that she has not previously won the medal and has obtained at least one first class pass at the school examinations in each of the following subjects: English, Latin or German, French, Mathematics and Natural Science...

Since 1968, the Lady Lilley Gold Medal has been awarded annually and has become the most celebrated of prizes given at Speech Day.

Elizabeth Hatton HERITAGE PROJECTS

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QUETTA

AN EVENT WHICH TOOK PLACE, AT SEA, 120 YEARS AGO WAS TO HAVE A DIRECT EFFECT ON BRISBANE GIRLS GRAMMAR SCHOOL AND ITS COMMUNITY, AND WOULD LEAVE A LEGACY WHICH HAS CONTINUED THROUGH THE LIFE OF THE SCHOOL TO THE PRESENT DAY.

clothing of the time did not survive. The School greatly mourned the loss of members of its community and in their memory, raised funds to strike a commemorative medal. The Board approved the Wight Medal for Music, which was first awarded in 1891, and has since been awarded every year to the student who performs best in a piece for piano.

On 28 February 1890, the SS Quetta, en route to England was sailing off the Great Barrier Reef in far North Queensland, when the ship struck an uncharted reef. On board were many passengers and crew, including two sisters, both past students of Girls Grammar, Annie and Isobel Wight. There was great loss of life and the Wight sisters along with many of the women on board who could not swim and wore the very restrictive and voluminous

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THE MACKAY ERA

ANNIE MARGARET MACKAY HOLDS THE UNIQUE POSITION OF BEING THE FIRST FORMER STUDENT TO BECOME HEADMISTRESS OF BRISBANE GIRLS GRAMMAR SCHOOL. HER ENDURING REPUTATION RESTS ON THE FACT THAT SHE EXEMPLIFIED THOSE TRAITS WHICH ARE STILL VALUED WITHIN THE SCHOOL COMMUNITY: COMPASSION, COURTESY, IMAGINATION AND COMMITMENT TO THE WELFARE AND EDUCATION OF YOUNG WOMEN.

Annie Mackay entered the School on a scholarship from the Brisbane Central State School in 1881. As a secondary student, she was a shining example of what young ladies could achieve in subjects similar to those studied by boys. In her final year (1885), she received first class honours in all her subjects; namely Latin, French, English, History, Geography, Science, and Mathematics for which she won the prestigious Sir Thomas McIlwriath Prize. As this level of intellectual achievement was without precedent, it was logical Miss Mackay would be the unchallenged recipient of the Lady Lilley Gold Medal (awarded to the dux of the School). In addition, she was awarded the medal for History of Europe within the context of the University of Sydney senior examinations. Miss Mackay returned to the School in January 1890 as an assistant mistress and worked her way through various positions of responsibility until August 1915 when she was appointed acting Headmistress; a position she fully assumed at the beginning of 1916 at a salary of £450 with residence. As a lifelong devotee of History, Miss Mackay found herself in the unusual position of living and guiding the School through World War I. In her first Annual Report, Miss Mackay displayed her compassionate leadership, coupled with her belief in the efficacy of community service, when she commented upon the sad losses of our brother-school, while commending her students for their contribution towards the war effort: the girls have worked heart and soul for Red Cross, for the Belgians and for wounded soldiers... they have sent donations of sweets, handkerchiefs and pillow cases, washers and eye-bandages and they have been knitting even down to the youngest child. In

1916, MIss Mackay continued her sombre observations: I have watched many who in normal times would have been bright, merry, irresponsible girls, grow into womanhood before their time, while some have had to take up the burden of home duties for mothers who have broken down under the strain of anxiety and loss. It would appear from the literature that students, troubled by the effects of war, or the necessity of having to forego their education to enter the workforce, were counselled and comforted by Miss Mackay’s quiet dignity. As the leader of the School, Miss Mackay keenly supported the School’s involvement within the more immediate community. For example, she insisted that the association with the Children’s Hospital, begun in 1907, be continued. Therefore, every Monday morning, students brought one penny to help pay for a cot or toy. This commitment to the Children’s Hospital continues today, albeit in a more sophisticated form.

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Swimming in competition against Ipswich Girls’ Grammar School, St Margaret’s Anglican Girls School, Brisbane High School for Girls and Southport High School. In 1917, MIss Mackay initiated a Sports Day the proceeds of which went to the Patriotic Fund. This day emerged into an annual event, although the fund raising aspect of this day has long since ceased. In 1918, she actively supported a Combined Secondary Schools Sports competition. Brisbane Girls Grammar School won this inaugural competition and was subsequently awarded the Stephens Trophy; a trophy still presented to the school that wins the Interschool Athletics. Miss Mackay also believed that the best all-round sporting student should be acknowledged. In 1917 an anonymous donor paved the way for the first Sports Brooch to be awarded. Designed by Dorothea Stephens, a student, the first brooch was given to Essie Wilson. As it remains the highest sporting award in the School, the Sports Brooch continues to be presented on Speech Day. MIss Mackay always encouraged her students to be active, involved and responsible students. As an assistant mistress, she personally catalogued the entire Library of about 600 books then handed the keys to the students in Form VIa expecting them to manage the Library in the interests of other students. In 1918, she introduced a Sports’ Committee consisting of four staff and six students whose collective task was to co-ordinate all school sports. This was a fairly novel concept; that is, giving responsibility to students but under the nurturing eye of experienced staff members. The most important change she made occurred in 1920 when she initiated the School Officers Group consisting of Prefects, Form Captains, Sports Captains, Librarians and the Editor of the Magazine. From within this group came the School’s first Head Girl; Doris Howlett who later became the recipient of the Lady Lilley Gold Medal.

MIss Mackay was also entrusted to carry out Miss Beanland’s (Lady Principal 1882 – 1888) wish for a silver medal, which she had cast in memory of her mother, to be presented to the student who showed the most proficiency in needlework. The first recipient, in 1915, was Mona Collings. The Esther Beanland Memorial Medal is still presented today but, in keeping with contemporary times, is known as the Esther Beanland Medal for Textile Design. Although school records do not indicate that MIss Mackay played sport as a student, it is evident that she fully supported a very large and successful sporting programme. Many of the trophies donated at that time continue to be presented at Interhouse or QGSSSA competitions. For example In 1915, Mrs Burrell, mother of Joan, who was a swimmer in the School’s winning Brockway Cup relay, donated a trophy which continues to be given to the school which wins the relays at the QGSSSA competition. Within the embryonic Interschool competition, Brisbane Girls Grammar School held the esteemed Secondary Schools Cup from 1916–1921 for their overall success in Tennis, Basketball (Netball) and “MACKAY INITIATED A SPORTS DAY THE PROCEEDS OF WHICH WENT TO THE PATRIOTIC FUND. THIS DAY EMERGED INTO ANANNUAL EVENT, ALTHOUGH THE FUND RAISING ASPECT OF THIS DAY HAS LONG SINCE CEASED.”

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In 1875, no thought had been given to the introduction of a school uniform. It would appear, however, that a sports uniform started to take shape in the early part of the twentieth century. The reasons for this evolution appear unclear. Possibly it was in response to the fact that an easily recognised uniform enhanced a school’s identity and esprit de corps on the sporting field. Given the dress etiquette of the time, it was obvious that first and foremost, a sports uniform would need to protect a lady’s modesty while simultaneously facilitating a great deal of movement. A white blouse, tie and bandana, together with voluminous Bombay pants and long hose appear to have been amongst the first versions of the sports uniform.

In terms of the daily dress, it was apparent early in Miss Mackay’s leadership that small additions and ad hoc changes were occurring so that more and more students were appearing in similar dress. The School has in its collection a very tiny badge from 1916 and photographic evidence shows that blazers were becoming more common. A hat, consisting of a white panama, royal blue under brim and a royal blue band with a badge embroidered at the front was also making an appearance. The stimulus for this change may have stemmed from seeing women in uniform during the war.

continued until 1903. She became president of the Association in 1906, and in what could be regarded as a rather strange situation, remained in that position on an ad hoc basis during 1914–1917 while simultaneously functioning as Headmistress. The aim at all times was to keep up the connection between past pupils and the School and to promote good fellowship among past pupils. As the person responsible for framing and ensuring that the academic programme was delivered, Miss Mackay appeared to have an innate understanding of a growing interest in science by her students. While it proved a little difficult to keep female science teachers, as they either accepted other positions or left to be married, Miss Mackay seemed to find innovative ways to ensure students received the best possible understanding of this subject. When Physiology and Biology were introduced, the practical teaching rested with the Director of the Museum who visited the School giving lectures with appropriate models. The physical environment also proved to be challenge and appeared to frustrate her. In 1915, the first section of W Block was opened with three classrooms and a large, airy art room. The presence of this building indicated the trustees commitment to humanities and drawing, but it did not solve the issue of subjects, which the School continued to offer and which required specialised facilities. In particular, Miss Mackay wanted a science laboratory. At her request, Mr Thwaites, the science master at Brisbane Grammar School, undertook a review of the Girls’ facilities and recommended the building of one large laboratory for Botany and Physiology and one smaller laboratory for a class of some ten senior students in both Chemistry and Physics. Owing to a shortage of funds, the trustees decided that a room

WE ARE THE PREPARATORY FORM AND ALTHOUGH THE ELDEST GIRL IS ELEVEN YEARS OLD WE ARE GENERALLY CALLED “THE BABIES”

In terms of the development in the School’s uniform, Marjorie Puregger (nee Bulcock) a former student at the time of Miss Mackay remembers that: existing interschool rivalry with other girls’ schools was the catalyst as some of these schools had already adopted distinctive uniforms... the Fifth Form students took the initiative and sketched the ideal uniform. Miss Mackay displayed a rather open, modern approach indicating she would not force the wearing of uniforms since many parents might object to the expense... the initial outing for the student agreed uniform of a crisp white blouse and royal blue tie was the occasion of the Brockway Cup at the Ithaca Pool in 1922. Miss Mackay and the parents subsequently endorsed the students’ choice... and hence the essence of today’s uniform was born. The needs of current students were not her only concern; Miss Mackay also supported the Old Girls Association and in 1899 became the Association’s first secretary, a position she

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1916 School Prospectus

zeal has not diminished in the same proportion as the bands have faded. Funnily enough, talk of hats still dominates uniform discussion today! As well as including artistic and literary content, the magazine chronicled the events of the year, boarders’ notes and a promotion for the Old Girls Association. Another innovative publication was the introduction of the School’s first Prospectus as opposed to the usually published regulations which accompanied the Annual Report. This illustrated booklet gives a brief overview of the School and what it had to offer prospective students. The fee statement mentions student ages, hot lunches and costs for additional tuition in subjects thought suitable for young ladies. During her term of office, MIss Mackay witnessed an increase in enrolments. In 1915 the average enrolment figure stood at 198. During World War I, and the great Influenza epidemic of 1919, it would have been logical to assume that the School’s population would have declined. In fact, the reverse occurred. In Miss Mackay’s last full year as headmistress, the School reached 318, which for 1923 meant the site was over-crowded and in desperate need of expanded facilities. Miss Mackay’s continuing success could not last. Unfortunately, she had always been dogged by ill-health. At the beginning of 1924 she indicated to the Board of Trustees that she wanted to retire mid-year; a request to which the trustees, unwillingly agreed.

adjacent to the School’s laundry would have to suffice. Chemistry classes commenced, but a laboratory fee was imposed on students. Undeterred, Miss Mackay took the unprecedented step when presenting her report in 1923, of speaking in the public domain about matters normally reserved for private discussion at board meetings. She expressed what she believed were two imperatives — a good science laboratory and a swimming bath. She continued to say...the former is urgently needed, for it is impossible to do really good work with the miserable accommodation and equipment we have at present... neither were to be established during her time. Her comments, however, are indicative of her determination to bring to the forefront what she believed were essential developments to facilitate the effective teaching and learning of young women. Publications also came under the eye of Miss Mackay. The School’s first magazine had appeared in 1913 but did not re- appear for the next two years. She reintroduced the magazine in 1916 as an annual publication and insisted that much of the content be written by the students. Some of it makes for interesting reading. For example, Form II notes begin: we are the Preparatory form and although the eldest girl is eleven years old we are generally called “the Babies”. Such youthful indignation! Form VI notes include: we are proud of being the first VIa to wear the long-talked-of prefects’ hat bands and we sincerely hope that our

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At a farewell concert held in her honour, Mr J L Woolcock Chair of the Board of Trustees stated that: he could speak personally as to the sterling character of Miss Mackay’s work, and the unswerving loyalty and self-sacrificing way in which she had conducted the affairs of the school. He felt sure that the memory of Miss Mackay would be a perpetual benediction for those who had been honoured by her precept and example. The School has, indeed, remembered Miss Mackay but in more tangible terms. Our Honour Boards are housed in the spiritual heart of the School, namely the Annie Mackay Room and the Annie Mackay Bursary is given today to First in Year 11 at Speech Day. Mackay House, introduced in 1998, was named in her honour. After Miss Mackay’s death in 1932, the following tribute was paid by the president of the Old Girls Association: Loving the quietness of direct truth as she did, she was naturally impatient of all shallowness and vagueness and behind that insistence or directness, lay the force of great courage. In memoriam, the Form VI students of 1924 donated a brass plaque which simply sums up Miss Mackay’s character: courage, truth and the beauty of simplicity. Miss Mackay was indeed an outstanding leader, presiding over many innovations, unafraid to speak her mind, encouraging students to always achieve their personal best while simultaneously cultivating the ethos and culture established by her predecessors and which future generations recognise and understand as the Grammar spirit.

Elizabeth Hatton HERITAGE PROJECTS

1878 – 1881 MARY MACKINLAY

PRINCIPALS BRISBANE GIRLS OF

GRAMMAR SCHOOL

1875 – 1876 JANET O’CONNOR

1877 – 1878 SARAH CARGILL

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1896 – 1899 ELIZA FEWINGS

1888 – 1895 CHARLOTTE PELLS

1882 – 1888 SOPHIA BEANLAND

1900 – 1912 MILISENT WILKINSON

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KATHLEEN MITFORD LILLEY, B.A., M.A. (1888 – 1975) WAS APPOINTED TO THE POSITION OF HEADMISTRESS OF THE BRISBANE GIRLS GRAMMAR SCHOOL IN 1925. SHE WAS A GRAND-DAUGHTER OF SIR CHARLES LILLEY WHO HAD BEEN ONE OF THE COLONIAL LEADERS RESPONSIBLE FOR THE ESTABLISHMENT OF GRAMMAR SCHOOLS, AND WAS HERSELF AN OLD GIRL OF THE SCHOOL. UNLIKE HER PREDECESSORS, KATHLEEN LILLEY REMAINED HEADMISTRESS FOR AN EXTENSIVE PERIOD OF TIME, UNTIL 1952; A PERIOD BEGINNING IN THE AFTERMATH OF WORLD WAR I, THROUGH THE DEPRESSION AND WORLD WAR II INTO THE BEGINNINGS OF THE SOCIAL REVOLUTION OF THE FIFTIES. THE LILLEY YEARS

such constraints as the financial conservatism of the Board of Trustees, limited financial means, the policy of ‘making do’ and meagre entitlements for employees. These characteristics, of course, must be regarded as reasonably typical in that era not only within the sphere of educational operations but in contemporary employment practices. Kathleen was a tall, handsome and imposing woman with ‘piercing blue eyes and a flawless complexion’, who always wore tailored, almost severe, clothing and whose hair was immaculately groomed. She never married and, in her initial dealings with others, was rather reserved and aloof, characteristics possibly born of shyness. She had a strong sense of family and was, according to a young colleague, ‘very good to her mother’; she was devoted also to her unmarried and brilliant brother Charles who was an outstanding Brisbane surgeon. Kathleen had a circle

When Kathleen Mitford Lilley became Headmistress in January 1925, she was thirty-six years old and formerly held the position of Headmistress of St Faiths, Yeppoon. The terms of her appointment had been fixed by the Trustees Meeting on 29 August, 1924 and were as follows: Appointment to date from 1st Jan. 1925 Salary, £450 until 1st July 1925 – thereafter if appointee still in our service, £500 per annum in each case with residence. One month’s notice on either side to terminate engagement. No travelling expenses to be paid. Head Mistress to be in charge of the Boarding House. These few sentences are not simply an explicit factual statement of the conditions of employment; they also foreshadow important issues which were to set boundaries for Kathleen Lilley and her working life at Brisbane Girls Grammar School. Implicit, were

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of long-standing friends and correspondents, a number of whom were past students, and is remembered as being a gracious and generous hostess. She was not ‘stuffy’, enjoyed a drink, arranged bridge parties and was interested in racing. The girls’ nickname for her was ‘Blos’ — for Tigerlily — perhaps an ironic reflection on the erratic ‘Lilley’ temper which she shared with her brother, Charles. She was quite capable of the most fearsome public tantrums especially in assemblies, during which her normally well-modulated voice was raised to a shrieking crescendo, of ‘ranting and roaring’. What was not always so apparent to her pupils, but revealed by one of her staff, was that she had quite a sense of humour — even about her own spectacular temper — something which assisted her to maintain a balance through the extraordinary demands of her professional life. The original terms of appointment meant that Miss Lilley lived in the Boarding House for most of her appointment in an upstairs sitting room and bedroom overlooking the Terrace. This situation virtually meant she was on duty twenty-four hours a day. Moreover in the early years of her appointment she first taught twenty-four, and later twenty lessons a week in English and French within a thirty-five lessons per week programme, and fitted in administrative matters around these responsibilities. It was not until the forties that she acquired a part-time secretary, solely for her own use. Virtually no money was spent on professional development for the Head. Contemporary male colleagues were better paid (at that time the Headmaster of Brisbane Grammar School received a salary of £800) and were better housed. Of course, her situation was in no way novel, but reflected the heavy demands, even hardships, which many professional women faced in their day-to-day lives. ‘Making-do’ was, perforce, the credo which guided most activities; Kathleen Lilley would have realised right from the beginning of her appointment how straitened her means were. In July of her first year, new canvas was required for the verandahs and new linoleum for the dormitories. The Trustees Minutes contain the following: At present money not available but fresh money will be coming in ... Finance Committee will prepare a rough budget for ensuing half year and if money is likely to be available this should be one of the first matters for attention. Indeed the money was forthcoming in August, but this air of financial uncertainty and of limited means permeates all the years that Kathleen Lilley ran the School. When roofs or floors needed replacing they were often patched or mended; guttering, plumbing and painting were attended to when items fell into disrepair rather than being dealt with as part of regular maintenance. Despite recorded over-crowding in the late 1920s and post World War II, the only major construction during the Lilley administration was a new laboratory built in

1933 which was opened by the Governor of Queensland, Sir Leslie Wilson in August.

Across the Lilley era the various Boards of Trustees held to balanced budgets and displayed a frugal attitude to staffing and salaries. This fiscal conservatism was largely a consequence of operating within the constraints of the Grammar School legislation and regulations. While many advantages flowed from being a Grammar school: tradition, academic reputation, a lower fee-structure which theoretically encouraged able children from all social classes, non-sectarianism, government subsidies and endowments, and assistance (from time-to-time) from the Department of Public Works with buildings and maintenance, there were also considerable disadvantages. Endowments and subsidies were always meted out sparingly, permitting only the absolute necessities of educational existence. Another budgetary and planning vulnerability which existed when Kathleen Lilley took charge was the actual method for the granting of scholarships upon which the School depended for a major source of revenue. These scholarships were awarded for two and a half years, with the major entry being in July with an annual ‘exodus’ in December. Naturally, this created great difficulties in both accommodation and staffing for the second half of every year. While this time-frame was fortunately abandoned in favour of a two year system with the onset of the Depression, dependence on the scholarship system meant that ‘... the Grammar schools found their enrolments fluctuated according to the economic prosperity of the state and to the variations made by the state in the matter of scholarships’ (Goodman, 1968, p. 284). It must also be acknowledged that the Board and the Headmistress were extremely reluctant to raise fees as there was genuine support for the original purpose of the founders of the Grammar schools that any able child should have the advantages of a broad, liberal education. Miss Lilley valued a social mix in her school and she strove against the introduction of any activity (such as the beginning of a tuckshop) which would reveal or emphasise financial differences amongst the pupils. The Board

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also felt bound to provide boarding places for country girls even though the House, containing about 20-30 girls, regularly ran at a loss which was off-set by the day school. As a consequence of the straitened financial means, Kathleen Lilley and her teaching staff, despite being well-educated, articulate professional women, some of whom were the backbone of the Assistant Mistresses’ Association (the union), experienced difficult and sometimes exploitative working conditions which were often clearly inferior to those of their male colleagues. An important role of any Head in an independent school has always been labour management — the selection, supervision, promotion and dismissal of staff. Kathleen Lilley appears to have been a fair employer who demanded high standards of performance from her staff, but was concerned with their general welfare. The Board Minutes show that Kathleen Lilley (prior to sick-leave provisions being included in the Award) interceded on behalf of long-standing staff members who were ill on a number of occasions to secure some salary entitlement for them. Women who had been on the teaching staff recalled a number of specific instances of extreme kindness and tolerance to staff who were ill or who had other personal difficulties. Typical of her period, Lilley exercised a mix of benign paternalism and fearsome autocracy in labour relations, and was quite capable of reducing ‘erring’ staff to tears. On occasions she even shouted at staff in front of students, and quite failed to respect their sensibilities when her temper was roused. Outside criticism of staff (or girls) however was never tolerated whether from parents or from the annual Department of Public Instruction (DPI) inspection; this loyalty to her staff was reciprocated and many of her academic colleagues remained in her employ for years. Teaching conditions were far from ideal across Lilley’s era and she too shared in these vicissitudes. There was no holiday or sick pay, long service entitlement or superannuation provisions until after 1945. Nevertheless, she led her school through those difficult times with determination, humour and a clear vision of just what was important in the education of young women. While material comforts were almost non-existent, the luxuries of well-stocked minds and rich imaginations were indulged.

School Sports 1940

Both as a teacher and the curriculum leader of the School, Lilley had strong views on what constituted an ‘educated’ person. This was certainly not to be a ‘walking encyclopaedia’, but one who could appreciate literature, history and classics. While she ‘accepted’ science and mathematics, she once observed in one of her glorious and memorable one-liners, ‘You don’t need brains to do mathematics, all you need is a diligent pencil!’ All students had to study History, and Languages had an esteemed place in the curriculum. These, in Kathleen Lilley’s view, together with literature, enriched civilized life and engendered a love of learning. As a teacher of English and French, Lilley never limited her students to studying simply what was necessary for passing exams but laid before her girls the great wealth of English literature — all except Byron that is, as she did not approve of his morals! Despite the presence of the external examinations, the Inspectors made repeated comments that pupils were being trained to think rather than to simply indulge in rote learning, as typified by a 1943 observation preserved in the Board of Trustees Confidential

1916 – 1924 ANNIE MACKAY

1913 – 1914 M ATKINSON WILLIAMS

PRINCIPALS BRISBANE GIRLS OF

GRAMMAR SCHOOL

1914 – 1915 JANE WALKER

1925 – 1952 KATHLEEN LILLEY

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apply the principle’, and maintain that such expectations made a lasting impression on them. The balance of evidence would suggest that if students remained at the School into V and VI Form, they received the necessary broad and balanced foundation to be deemed ‘educated’ in the Lilley parlance. They also received very specific skills which gave them access to the world of work or to tertiary educational institutions. There were few curricular innovations or changes in the Lilley era. This was not so much a consequence of conservatism but stemmed mainly from a wish to avoid the dissipation of scarce financial resources. Commercial subjects continued to be offered, despite Miss Lilley’s low opinion of their ‘academic’ worth. Botany disappeared in 1929, and Biology was replaced by Zoology in 1940. Reflecting the growing cachet of science as a career, and developments in tertiary education, Physics was introduced in 1940 initially at a ‘Junior’ standard (the minimum requirement for entry into some university faculties) but to be taken by Senior students. An extra levy of 5/- per quarter had to be paid for this subject. The first students (3) to receive passes at Senior level appear in the 1945 Senior examination results, but the School struggled to find Science teachers to cater for the rising interest in this field. While Miss Lilley was no great lover of Science she appreciated that the developments in technology during the War pointed to different curricular imperatives for schools in the future. Physical Education was a very important element within the formal curriculum of the School. All girls had to attend classes as part of their school programme, as Miss Lilley (a talented gymnastics prize winner when she was a school-girl) considered sport not only important in developing co-ordination and good health but a potent force in building character and providing a ‘rounded’ education. In keeping with this philosophy, Brisbane Girls Grammar was the first female school in the state to appoint a full-time sports mistress in the 1940s. Girls were encouraged to participate in inter-form and inter-school competitions and the School, despite certain limitations in relation to facilities such as the absence of a swimming pool or generous playing fields, nevertheless acquitted itself well. Although Miss Lilley liked her girls to win sportsmanship was even more important though than winning itself.

Record Book: ‘During the inspection the pupils were attentive, obedient and responsive; it was very pleasing also to find that many of them held to their own view-points sturdily during oral discussions connected with their subjects of study’. Opinions on this matter differ greatly amongst former students; some found the environment intimidating and were reluctant to express an opinion, others were adamant that they had been encouraged and challenged to think for themselves. A number of Old Girls have repeated what they claim was Lilley’s favourite aphorism, ‘Define, define, define! Isolate the issue, evaluate the objective,

1977 – 2001 JUDITH HANCOCK

1971 – 1976 NANCY SHAW

1952 – 1970 LOUISE CROOKS (MACDONALD)

2002 AMANDA BELL

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