Scotch College

Breaking the mould

‘Each boy is an individual, with his own strengths and weaknesses, his unique set of interests and abilities, coming from a family background and circumstance that is also unique.’

Each school year at Scotch begins with a Senior School Assembly which includes an address from that year’s School Captain. His words are keenly accepted by the gathered students and they give encouragement to each boy to make the most of the opportunities he is about to experience in the beckoning year.

A few years ago the Captain captured everyone’s attention by describing what he called the ‘outsider’s view of a typical Scotch boy’. He spoke amusingly of stereotypical elements: school colours in at least two sports and music; an expectation of success without having to work to earn it; an affluent future because of ‘links’ formed at school and other aspects reeking of privilege rather than reward for genuine effort. It was as if a mould existed to create a Scotch product.

The reality was then emphasised – that the notion of a single mould for a Scotch boy was absurd. Each boy is an individual, with his own strengths and weaknesses, his unique set of interests and abilities, coming from a family background and circumstance that is also unique. The School Captain then indicated that Scotch celebrates student individuality by providing an extraordinarily wide range of courses, sports, cultural and co-curricular programs within which each boy should be able to find excellent opportunities for his own development, that success requires genuine effort, and that a wonderfully diverse student group was the natural and desired outcome.

It was an impressively mature contribution, inspiring boys at the start of a school year, particularly so as it came from a fellow student.

Recent weeks at Scotch have seen numerous indications of present Scotch boys making the most of their opportunities. The Senior Musical, Pippin, involving girls from PLC, was a stunning production where performers displayed advanced talents in acting, singing and dancing. In addition to several impressive individual contributions, a very large supporting cast and an accomplished orchestra maintained a wonderful quality throughout the show. The technical capacity of the Geoffrey McComas Theatre was used to the full, requiring a huge input from the back-stage and set construction personnel. Large audiences heaped praise upon the production, admiring how Scotch’s Drama Department had developed the students’ innate, and in some cases latent talents in a way that was great fun for performers and observers alike.

Several concerts have also displayed the heights that can be achieved by our musicians and singers when they are given talented teaching and opportunities to perform. The Chamber Music Concert was particularly impressive, with eight groups performing sophisticated pieces that demanded high technical competence and mature musical awareness.

   

We have also rejoiced in the selection of Scotch students in the Australian Chess team, in the success of boys in foreign language competitions, in academic achievements in the various Olympiad competitions and elsewhere.

These high achievers show what can be done. But, of course, not every boy can perform at these elevated levels. We rejoice that the essence of Scotch, with a non-selective intake policy, produces a student body with a wide range of abilities. This presents a wonderful educational challenge, as we strive to make real the stated aim of Scotch : ‘To encourage each student to achieve the highest standard of which he is capable in all his activities.’ (My italics.)

We have 1840 individual students, each with his own talents and interests. For the school to achieve its aim we must know each boy well and provide him with programs, activities, experiences and teaching that encourages his best possible development. This over-riding challenge inspires everything we attempt at Scotch. It underpins our academic courses and pastoral care, our wonderful sports programs, our music and drama, our boarding, our spiritual endeavours, our outreach to indigenous Australians, our Kapumfi project, our services and outdoor activities, and so much more.

Scotch’s breadth of program reflects what current research is identifying as effective in the education of boys. It is demanding of teachers, parents and resources, and will continue to be so in years to come as Scotch prepares our boys to be useful contributors in their future lives.

My own observation of Scotch boys confirms absolutely that the School never attempts to force boys into any mould. The huge variety of individual characters are encouraged to flourish through our extensive range of opportunities. The defining characteristics of a Scotch boy are his willingness to be an individual and his determination to do his best in those studies and activities he undertakes. If there is a ‘Scotch sin’ it is when a boy doesn’t try. Those who do put in their effort are encouraged by teachers and embraced by the school and their mates. Hopefully each achieves according to his abilities in all his activities because he has tried his best in this supportive environment.

It is most encouraging to see the vast majority of boys doing their best on many fronts, the wonderful commitment to issues of importance in the wider world and the academic achievements year on year, providing confirmation that the ‘Scotch model’ of educating boys is truly effective. GS