P.J.C at Redlands Part 2: School Business and Influencers
- AEA
- Jan 26, 2020
- 10 min read
Updated: May 20, 2020
As this web-site records retrospectively, reconstruction of SCEGGS Redlands following the financial collapse of SCEGGS Council Sydney in the period from 1973 to about 1977 was accomplished by a small group of parents who, as John Lang OAM expressed it, “were moonlighting when going to their day-jobs, the demands of trying to secure Redlands from sale for its real estate value being so intense”.
The school continued to operate, at first under licence and then by purchase. Damaging losses of enrolments caused consternation. Sale of assets was required by agreement with creditors of the failed SCEGGS Council. For some time teachers were terminated each afternoon and re-hired the following morning, to ensure contingent liabilities were managed prudently. The men and women involved for those years were at personal risk on many levels. Nothing was as it might seem; tension and doubt threatened everything.
The outcome was that SCEGGS Redlands (to become SCECGS Redlands once co-education was introduced) survived against sometimes obvious, often manipulated odds. It maintained its traditional mission of providing a Grammar School education for those who chose to enrol. Their parents perceived both proven value and future opportunities. Consequently in accordance with the underlying principles of a centuries old Grammar School education ideal they wanted to focus their child on entering university after school.
What, though, did this mean? Originally a model of education associated with the mediaeval cathedrals and monasteries, it became the pathway to university from about the 12th century. In more recent times, Grammar School continued to mean pre-university, but from 1944 in the UK took on a definition of selective schooling accessible to all social ‘classes’.
In Australia the idea was attached to church/independent/private schooling once the colony was established and started to formulate some accepted policy on schooling. The 1870s States’ Education Acts whereby secular compulsory education for all children was proposed took effect slowly, variously. Withdrawal of public funding by various Acts of Parliaments was more sharply defined, to be altered in the 1960s. The Commonwealth started to provide funding for science teaching. Other changes followed, with government funding per capita in independent schools still lawful in the 1970s and later. Senator Carrick https://biography.senate.gov.au/carrick-john-leslie as Federal Minister for Education was thoroughly briefed on the struggle to ‘save’ Redlands.
Therefore as Redlands struggled on into the 1980s, State and Federal per capita funding assisted the annual accounts. Political contact was essential to ensure governments understood the fragility of the situation in which Redlands found itself, and the large, constant input from the Directors, in particular from John Lang on business management and development; John Roberts on banking and finance; Bruce Adams on real estate and property. As the record shows: it was a formidable combination, continuing to ensure the school was able to meet its financial and equally its education obligations.
Into this stabilising situation was appointed the new Headmaster. Details are provided elsewhere on this web-site. He realised rapidly that he had to participate in both the education and business dimensions. The urgency of realising the unity of the two was obvious: there was no Business Manager, no Finance Officer – just one skilful, determined book-keeper dealing with all daily finance transactions.
Essential to assist her from the start was the Headmaster’s sighting and signing all the week’s cheques , each Friday evening. The lessons that accompanied this disciplined approach were invaluable. For the decades that followed, he was aware of the school in it daily operations, weekly finances, monthly accounting, cash-flow periods, savings, expenditure, correct tendencies towards thrift, and the Annual Accounts. The Board of Directors reviewed the monthly accounts at Board meeting; the Secretary and Treasurer identifying patterns and progress. Every dollar proved to be important: nothing was ‘free’.
Once the post of Business Manager was established in 1984, the Headmaster continued to review the week’s accounts, sign the cheques and question possible errors, until the 1990s when technology made such detailed checking easier. The checking, however, did not cease until the mid-1990s.
In this way the intermeshing of education and finance, education and business, education and accounting became part of the ‘training of the Head of School”. To his professional advantage, equally with advantage in operational understanding of the entire school enterprise, the lessons from designing the first annual budget (1981/82) to ensuring that funds were directed to advantage and most need of the whole school, including staff, whilst the surplus might be authorised by the Board to ‘push out the perimeters”. To the benefit of the ‘future school ‘ that was planned.
International business experience of senior Directors influenced positively daily thinking about Redlands as part to the world at large. After it became apparent that the school would survive, the question became: how will the future school thrive? Part of the answer was to ensure that Redlands’ benchmarks were not solely in New South Wales, not solely in Australia. Part of the answer was: do not fumble children’s future options. Stay ‘grounded’. The world is not always right; the world is not always altruistic. Measure all. Apply the very best. Keep the Grammar School ethic in front of all teachers, often.
Part of the energy of Directors from 1977 until 1980 and then in the recovery years, was their confidence in being non-compliant. Purchase of the school was the clearest indication; the three ‘Trustees’ insisted on finding answers.
From 1981 onwards the subtly expressed ‘mission’ was to survey widely for difference, assess difference, apply the tenets of difference. No ‘playing with fire’. Just accurate application of the world’s best examples in both business – where does value lie? – and education – how does business support best pedagogy and epistemology?
Sensibly the years were cautious, thoughtful, exciting. The theme: no fear; just ‘open the door’. Go forward.
Education theory, philosophy, psychology, the resultant pedagogy practised elsewhere were all essential to finding improvement. Growth was essential, governance structure required, innovation expected for shaping school ‘life’. A school is not the best it can be just by being No. 1 or No. 21 in the ‘rank order’ of schools at the Higher School Certificate. Rather must it measure all, consider all ‘metrics’, and never laze in the presumption that the ‘job has been done’. It is never ‘done’. Individuals must be offered the chance to perceive the world at its finest.
In the years after 1981 therefore, ‘influencers’ were sought out. Given that the ‘basics’ of literacy, numeracy, science and technology values in concert with the arts were being absorbed, the Chairman asked the Headmaster to ‘go, look, listen, learn’ to bring back to Redlands thinking and ideas, proofs and perceptions others in the education ‘world’ thought valuable, contemporary, towards the probable future.
SCECGS Redlands should never stop learning.
From 1982, and in particular from 1987 when it became apparent that momentum, with returning financial strength meant ‘advanced options’ could be considered, targeted travel to see some of the best the education world could offer became a standard part of the Headmaster’s and Mrs. Elizabeth Cornish’s role. Included were study periods at Harvard Principals’ Centre, visits to industrial training centres, courses and conferences. Time to think, time to review, time to keep perspective. Leading schools in Harlem, the Projects, shanty-towns described by those who did so, emphasised the privilege invested by leadership at Redlands.
Equally valuably travel and study opportunities were provided for many senior Staff, notably those involved in innovation.
Among the influencers who unknowingly changed the ‘landscape’ of a SCECGS Redlands’ education should be recognised the following:
Archbishop Tenison’s School, Croydon UK. https://www.archten.croydon.sch.uk.
Considered to be the first co-educational school in the United Kingdom. Founded 1714, in continuous operation since.
Peak School, Hong Kong. https://ps.edu.hk
Visited December 1982 to discuss Hong Kong curriculum, daily schedules, and co-education.
Marin Academy, Marin, California. https://www.ma.org.
Visited as early examination of ‘alternative’ non-uniform co- education management.
Christ’s College, Christchurch New Zealand.
https://christscollege.com. School association and service as inner-city, metropolitan school of long standing.
Christ’s Hospital, Horsham, Sussex UK.
Visited to refresh collegial friendships and to discuss Governorships and philanthropy.
Geelong Grammar School, Victoria, Australia.
https://www.ggs.vic.edu.au.
A strong influence from the time of James Darling’s autobiography Richly Rewarding (1978) and visits to ‘Timbertop’ from Geelong. Philosophy of ‘experiential education’ affirmed. Mooting High Country Campus drew on arguments brought by Darling and others.
Mills College, San Francisco California.
Visited to see Julia Morgan’s Library, built after 1906 earthquake, in concrete a material in the use of which she was expert. Integration of school library into school pedagogy also discussed.
Seijoh High School, Toyoake, Nagoya, Japan. https://www.seijoh.ed.jp
First international exchange programme. In 1983 Japan was still little regarded in Australia – former enemy and apparent danger to Australian trade. Japanese taught in Redlands’ curriculum, part of school policy. Many exchanges followed. Successful.
Cushing Academy, Massachusetts USA.
Recommended by the Chairman John Lang for close attention owing to philanthropy, working contacts with industry, canteen systems, physical education architecture, curriculum policies, fee structure.
St Peter’s College, Adelaide, Australia.
https://www.stpeters.sa.edu.au
SCECGS Redlands’ history of acquisition. Myth of St Peter’s having received a bequest intended for other Catholic purposes. Visited as part of HMC gathering: superb buildings and and grounds. Lessons to be learnt for care in managing legal affairs of any school, and avoiding myth.
Winchester College, Winchester UK. Founded 1382. Boys only.
Visited in early 1980s, owing particularly to its rich history and 600 year continuous history. Headmaster and Deputy Headmaster explained that classroom only operates in the morning, with afternoons being properly devoted to boys’ own studies and activities outside the buildings. Curriculum discussed. Challenged the Redlands’ acceptance of being ‘lock step’ with the State. An important, productive visit and insight into different pedagogy.
Thewphaingarm School, Bangkok, Thailand.
The approach of the Thai school was instantly accepted by Redlands and its Directors, a measure of the breadth of view developing regarding the meaning¨ of education. A warm, friendly exchange programme strongly supported by Redlands’ families. Internationalism the key, not globalisation.
Gustav Heinemann Oberschule, Berlin, Germany.
Visits to Gustav Heinemann Oberschule in West Berlin established by the International Relations Director, Mr. Richard Rowling. GHO proved to be a strongly academic, socially aware, sociable and well-known school. Exchange visits were notably developmental. German ‘culture’ well accepted by Redlands’ students. A valuable link to different pedagogy, flexible use of facilities, and Language Other than English reputations within Redlands itself.
Jakarta International School (JIS), Indonesia.
Commenced review of the International Baccalaureate Diploma at JIS, after extensive work done by Mr. Christopher Brangwin, Deputy Headmaster. Architecture also considered, outdoor recreation areas in particular. Different climate but open ‘COLA’ interesting. IB Diploma strongly recommended by then Principal and Staff.
United World College, Singapore.
https://www.uwcsea.edu.sg
UWCSEA influenced the way the International Baccalaureate was introduced to SCECGS Redlands. An elegant school, strongly focused on academic study, emphasising however the CAS responsibilities of the IB Diploma student. Some harsh realities brought to their attention through the community service chosen.
Juilliard School, Lincoln Centre, NY.
https://www.juilliard.edu
Memorable welcome to the Music and Dance school at Juilliard. Considerable time spent discussing music programme, including the ‘visiting student’ programme available at weekends. Dance programme demanding. Influence Music and Dance policy at Redlands. Very impressive influence on thinking, and sense of freedom in pedagogy.
Wells Cathedral School, Wells UK.
https://wells.cathedral.school
Visited Wells Cathedral School to discuss choral music in schools, including facilities required. Spectacular facilities at Wells. Some clear influence on tested planning for achieving highest level of choral experience among day school musicians.
The Steiner School, Stuttgart, Germany,. The Waldorf Schools.
www.waldorfschule-uhlandshoehe.de/uhlandshoehe-waldorf-school
There are more than one thousand Steiner/Waldorf schools globally. Steiner influenced architecture, pedagogy, technology applications theory, school tone. Important differences from Grammar School concept and practice. Ameliorate the sharper edges. Let the ‘wood working hands’ play their part in learning.
Royal Academy of Dance; Prix de Lausanne.
Dance seen, better understood, from a number of demanding perspectives. All artistic dance requires metaphysical insight informing physical fitness, talent. Moving through time, space and communicative visual forms. Among the most exacting, pastoral, demanding but affirming teaching, coaching models can be seen in operation at the RAD (UK and Australia), and in Switzerland. Classroom application, suitably resourced, the difficult ideal.
Global Connections USA.
Established by Peter and Isobel Pelham, Maryland USA to encourage global contact between schools, Heads of schools and Directors. The late Peter Pelham, veteran of the Korean War, planned to link between schools and cultures. Organisation still operational. Recommended originally by then Headmaster Melbourne Grammar School.
Deerfield Academy, Deerfield Massachusetts.
https://deerfield.edu
Deerfield, and associated conference, emphasised the association between the teacher and his or her teaching. Published works of teachers illustrated character, and the teacher’s ‘take’ on the world. The teacher brings his or her perception to the content of the lesson, classroom, seminar, tutorial: world view informs pedagogy. Vital collegiality can result from respect for the personal as much as for the professional.
Maru a Pula school, Botswana.
Well established school, working to the IB curriculum in the main but with contextual differences owing to student population and their backgrounds. A revelation for all observers: active social empathy and responsibility. School assisting nation.
Tiger Kloof School, Botswana.
A reconstructed village school, the personal mission of one family, supported and endorsed by Desmond Tutu. Visited to consider guide for defined social awareness in co-curriculum (international awareness) at Redlands. Admirable charitable establishment: modern Christ’s Hospital?
Letsibogo Girls’ School, Soweto, South Africa.
http://letsibogo.synthasite.com
Visit with senior colleagues to meet Mrs Ellen Kondowe, founder and Head of School. Post-apartheid establishment famously in Soweto. Previously area of gang violence; school a protection for girls. Confronting history; exemplary courage and charity. Letsibogo-Australia exchange established. Brought to front-of-mind at Redlands. Dedicated, elegant instruction. Teacher: student ratio: 1:21.
King Edward Vll boys’ school, Johannesburg, SA.
Ecole Victoria, Villers Bretonneau, France
Branksome Hall, Toronto, Canada.
Visited, or contacted, to further the cause of international awareness, cultural sensitivity in the working context of SCECGS Redlands.
In summary.
In the period 1977 to 2003, SCECGS Redlands worked for, worked with and co-educationally guided toward adulthood some 2000 young women and young men. Had the parents and their ‘Trustees” not stood up in 1975 and kept standing, SCEGGS Redlands would have been sold.
This would have meant finding other schools through which to study. Fortunately the strenuous determined successful work of parents of the time kept Redlands ‘open for business’, caring for children, looking down the pathway to a rewarding future for each. Argument won.
From 1981 therefore, the task was to keep all aspects of the school stable, maintain daily teaching knowing there was no time to dally, and work carefully towards an enriched schooling model and education content when the times, and finance, permitted.
From 1977, ‘under new management’ and ownership Redlands was guided to become different in approach, continue excellent in classroom outcomes, stand firm in defending independence, benchmark internationally whilst remaining relevant locally, and in pursuit of these ideal examples setting the tone of the entire school seek information and examples world wide.
This commentary and website records with appreciation for all the ‘influencers’, their work, dedication, professional skill and resolute characters. Without the confidence they offered, that education and teaching and learning and schooling can all be so much better, SCECGS Redlands would not have been able to reconstruct in education, recover in business so strongly, so rapidly.
Peter J Cornish April 2020.
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