From the Deputy Headmaster

Churchie’s tours and exchange programmes are significant catalysts for worldly contemplation, particularly regarding different educational systems and traditions. Our French exchange students, who visited earlier in the year instigated discussion in this area. They lamented that, from what they could see, Australian students had a much easier educational experience, noting shorter days and fewer exams, than French students. Our boys offered some counter arguments, such as most French students don’t have to wear uniforms and have longer summer holidays. Perhaps the two systems even out in the end, but I’m sure the debate will continue unresolved for some.

During the next holiday period, a group of Churchie boys will tour China, soaking up an entirely different culture and educational tradition. Starting in the seventh century AD, China’s Imperial Examination aimed to select new government officials based on merit rather than birthright. This was a revolutionary idea at the time, representing the first examination system of its kind anywhere. It was a direct affront to Chinese aristocracy, which had, until then, so fervently ruled the day. Examinations spread globally in the centuries that followed. Now, in the 21st century, of all the examination systems around the world, China is still making headlines with the Gaokao Exam, widely regarded as the most gruelling exam on the planet. It takes nine hours to complete, typically over two days. An incredible 10 to 12 million Chinese students take the Gaokao Exam each year.

For comparison, even allowing for population growth in our context, it would take Queensland more than 200 years to graduate the same number of Year 12 students!

At a Churchie Boarding formal dinner last term, Farhad Adilyar shared his experiences of growing up in Afghanistan. Farhad was sponsored by Churchie’s involvement in a refugee employment programme. He is now a well-established and much-loved boarding tutor. He talked about classrooms from his childhood town in Afghanistan that didn’t have any desks or chairs, simply because they couldn’t afford them. Of course, recent political changes have only deteriorated educational experiences in Afghanistan, particularly for girls. Often seen as a key to enhanced prosperity, the plight of education in many countries across the world is heartbreaking.

But what’s the point of sharing such insights with our students? What’s the point of sending students to Timor-Leste, as we did last holidays, to work in a rural school and forge friendships with local children and their families—authentic relationships that transcended culture, language and economics?

Perhaps most of all, we are reminded that perspective is king, difference is not to be feared, and human dignity can be found everywhere.

On the issue of perspective, the OECD reports that less than one per cent of students across the world enjoy top-tier, private or independent school education. As our boys strive for the best over the last stretch of Term 3, may they turn their good fortune into a deep resolve to achieve their best.

Or, to use a proverb, let us all ‘hem our blessings with thankfulness so they don’t unravel’.

Richard Wheeldon
Deputy Headmaster