Last week again highlighted how important education in religion, philosophy, and ethics is. I watched the debate in Parliament on the third and final reading of the End of Life Choice Bill. The Bill passed 69–51, and now the general population will be asked to vote on this in a referendum.

I was surprised and shocked at how many MPs were missing from the debating chamber. There were some very good speeches, and respectfully presented, but who were the speeches for?

There were some MPs confused and confusing about what was actually being voted on. Many simply identified New Zealand’s Bill with what is legal in different jurisdictions around the world. Different places have different laws – one cannot simply speak of euthanasia as if those different jurisdictions have the same practice and the same law for euthanising. Nor does everywhere have the same cultural context.

So now we, the public, will get to have our say in this important life and death issue. Do we really, in general, have the agility in ethics that helps in such decision making? In Year 11, we spend time examining the deontological approach (an action is right or wrong in and of itself), consequentialism (an action is right or wrong depending on its imagined consequences), and proportionalism (the morality of an action cannot be defined without reference to the circumstances and intentions behind the act). We devoted a full lesson to euthanasia, including a discussion on the principle of double effect, which even some of the MPs muddled with the proposed euthanasia law – it is currently legal to provide pain relief that, as a consequence, hastens death.

This does not even begin to look at the details of New Zealand’s proposal that, as just one example, will not achieve what many people think it covers.

Previously, we have had Bishop Richard Randerson help deepen our thinking about euthanasia at a Centre for Ethics & Spirituality event.

Now, as well as the ethical consideration, there is, especially in our school’s context, a concern about the message being heard by young people at risk – in a land where our suicide statistics are a deepening concern. Boys and young men do not generally make the subtle differentiation that even some well-educated adults struggle with.

On another matter, the change in cell phone policy at school is worthy of reflection. I did not go, but I have friends who travelled long distances to attend the recent Yo-Yo Ma concert at the Christchurch Town Hall. I understand cell phones were a constant irritant. I get irritated when someone uses their phone during a film – and at a cinema I only pay approximately four per cent of what my friends paid for their concert tickets.

Cell phones and their apps are specifically designed to be addictive. The old word for unwholesome addiction is “sin”. One commentator on the concert asked, “Whatever happened to being mind-numbingly bored? Now there's an old person question. Maybe I need to go back to church if I want to experience that feeling again?”

The great religious traditions, about which and from which we learn at Christ’s College, all teach about living in the present. Other traditions are trying to rediscover this and package it in different ways in a post-religious, secular context – hence mindfulness, meditation, stillness …

There is even a television advertisement I have seen that is trying to encourage balance between digital and real life experiences. I hope our new school rule will help ameliorate our digital addictions, help us learn to live with being mind-numbingly bored, deepen our living in the present, and encourage us to better relate to those around us.

Astonishingly, we are near the end of the school year and this is my final editorial for 2019. I wish you all a blessed Christmas, special time with friends and whānau, and all the best for 2020.

Chapel Services

Yours in Christ

Bosco Peters
Chaplain

A reflection on learning

All classes have now officially concluded for 2019. The senior students are in the midst of exams and I have been impressed with the diligence and focus they have shown so far. The juniors rose to the challenge and took their end-of-year assessments seriously as well. It has been a pleasing finish to the academic year.

While there is still plenty of activity going on around campus and beyond, to truly mark the end of the school year, we will soon gather to acknowledge the achievements of a number of students at our annual junior and senior prize-givings. As we celebrate these successes, I hope every student is able to reflect on what their personal successes have been. Most importantly, as part of that process of reflection, I hope they are able to see what they have learned. They should know more about certain topics than they did before, but I also hope they know more about themselves – whether this comes from new-found strengths, improved skills, or awakened passions.

In the first piece I had the honour of writing as Assistant Principal – Curriculum, I commented that what will drive me is considering what we teach, how we teach it, and why we teach it. Writing this final thought for the year I am drawn even more to the last part of that triumvirate. Why we teach what we do is in large part to enable the above self-discovery and instil a love of learning in all our students. If they walk away from this year’s classes having more of that than they did before, that is certainly, for me, a personal success.

What I would see as one of the greatest successes of all is if our students actively choose to keep that learning going over their summer break. Learning is at the centre of our classrooms, but it is certainly not confined to it, nor is it limited by the academic calendar. May the summer be filled with great new experiences, wonderful books, and moments of curiosity. For those leaving us, best of luck for whatever the future holds for you. For those returning next year, enjoy the break – and I look forward to seeing you in the new year for the next step in your learning journey.

Upcoming careers dates

Career Profiles
All students in Years 11, 12 and 13 have had career interviews with me and produced a career profile, which looks at their current subjects, subjects they enjoy, character strengths, and educational as well as other achievements. Also covered are any work related experiences, both paid and unpaid, interests and hobbies, co-curricular activities, short and long-term career goals, and subjects to be considered for the following year. Boys are able to meet with me as often as they wish. I am usually able to organise an appointment within 48 hours. Other areas of discussion have included topics as diverse as tertiary scholarships and applications, university accommodation, tertiary course planning, writing a curriculum vitae, and taking a gap year. I phone parents or caregivers after these meetings and a copy of each boy’s career profile is placed in Schoolbox.

Year 10 – My Career Plan
All Year 10 boys had their first introduction to career options and planning through the short My Career Plan module, which was part of the Immerse & Inspire programme. My Career Plan asks each boy to consider: who am I?, what sort of person am I (based on John Holland’s theory of career choice and personality types), subject choices, work values, jobs by interest, a career investigation, skills employers are looking for, and an action plan. The module concludes with the preparation of a simple curriculum vitae, and a recommendation that they be encouraged to keep their CV up-to-date. Although not given a formal interview time, many boys subsequently made appointments to discuss their subject choices for Year 11.

Old Boys as Mentors
More young Old Boys returned to College to talk about their study and career pathways to interested boys this year. These are rewarding sessions for everyone involved, and I would like to thank the following for their participation: Chris Newman – law; Tim Sellars – music, drums and percussion; Tyler Koning – agribusiness; Sam Botherway – aviation; Winston Cosgrove – defence forces, army; Nick Harvey – advertising and business; Andrew Springford – accounting and business; Cameron Smith – studying and rowing in the USA; Alex Baird – journalism; William Lovell – assurance services, PwC; and George Blake and Ben Marshall-Lee – first year university advice. I would like to increase the pool of young mentors next year.

Careers in the Curriculum
Our different subject areas are always keen to have visiting speakers come to College to talk to classes. Agribusiness and technology are two areas in particular that lend themselves to this. We are lucky to have access to experts in their respective fields and the students see it as a real life learning experience. My thanks to the following: Andrew Priest, CEO of Ngai Tahu Farming, who spoke about the world leading technologies employed by Ngai Tahu dairy farms to manage their effluent runoff and nitrate leaching; Alex Irvine, who talked about future proofing in the dairy industry; Trevor Burt, of Ngāi Tahu and Silver Fern Farms, who talked about business structures; and Brett Shea, who came and spoke to the boys about Farmlands. The business teams in the Agribusiness class were helped by four business mentors: Stephen Matheson, Laurence Peak, Jim Hazlett and Dan Batchelor.

Mechanical Engineering teacher Gavin Love organised a number of trips for his students throughout the year, including to: Auto Restorations (automotive restoration covering all the automotive trades), Hamilton Jet (jet boat and jet unit manufacturing), Gough Group (heavy diesel supply and servicing), and Air New Zealand (aircraft engineering). Gavin also has links within the light engineering (sheet metal manufacturing), heavy engineering (heavy steel manufacturing) and agricultural equipment (manufacturing and servicing) industries, with visits depending on production schedule deadlines.

2019 Leavers
At this stage, of our Year 13 leavers: 81% intend to study at a tertiary institution in 2020 and 19% intend to have a gap year (which includes working, apprenticeships and pre-trade courses). Of those going on to study at tertiary institutions, 38% intend to go to the University of Canterbury, 30% to the University of Otago and 9% to the University of Auckland. In their chosen areas of study, 29% intend to study Commerce or Commerce and Law, 15% Arts (BA) or Arts and Law, and 13% Science or Science and Law. If Health Sciences, Engineering, Agriculture, Sport Science, Aviation, Architecture and Surveying are included here, approximately 45% of boys are studying science in some form. At College, we encourage Year 11 boys to take at least one science subject, which allows them to keep their options open at school and later on, and this figure justifies and reflects that advice.

Trades
Ara Institute of Canterbury, the largest vocational training institute in the South Island, offers practical, hands-on learning in a wide range of subjects. A number of our boys have chosen to go to Ara for further training, taking courses such as: NZ Certificate in Automotive Engineering, including heavy and collision repair; NZ Certificate in Mechanical Engineering and Engineering Fabrication; NZ Certificate in Construction Trade Skills, including carpentry and painting and decorating; NZ Certificate in Electrical Engineering; and NZ Certificate in Plumbing, Gasfitting and Drainlaying. These courses are between 20 weeks and one year in duration.

In Black & White – Careers
In careers news, I like to present information that is relevant both to the boys and their parents. I am aware not all boys read it, so I hope parents will use the information provided as a springboard for investigation, discussion and inspiration, to help their sons as they consider their future. I feel the future of work will continue to be an interesting topic for all. Thank you for reading – I welcome and appreciate your feedback.

As this is the last Boarding Matters for the year, it is a chance to reflect on the year that was and look ahead to 2020. Before writing, I took time to read back through previous issues, remembering positive events that have taken place and the progress we have made in some areas. This included:

• Another busy year of boarding programme activities, including the introduction of community service sessions
• Further consolidation of evening prep that now sees all Year 9 and 10 boarders completing their prep in the Library with support from prep tutors. The prep tutors are also available to help any student at any year level
• A fully implemented electronic leave system, which means the leave process is more streamlined and efficient
• The introduction of Friends of Boarding, which has seen parent education and feedback sessions taking place at the beginning of Terms 2 and 4
• A number of social functions for boarding parents, including drinks and nibbles before House Music and House Plays, the House dinners and shoot weekend, and mothers’ functions
• Plenty of social interactions with St Margaret’s College boarders, including dinner swaps, Year 11 cooking classes and Year 13 breakfasts

The recent MMG survey completed by students and parents of boys in Years 10, 12 and 13 provided some useful feedback, but again confirmed boarding is heading in the right direction. It is also nice to report numbers are positive for 2020, with 32 Year 9 students being part of a boarding cohort of over 160 boarders set to start at the beginning of next year.

One of the key areas of focus in 2020 will be on the implementation of programmes within boarding to help boarders in terms of leadership and character development. The House Man award, which was introduced in School House this year, will be rolled out across all three boarding Houses from the beginning of 2020. The award recognises the boys’ achievements across a wide range of areas, including service, academic, involvement in House activities, and House responsibilities, as well as reflecting College virtues and the attributes of the ideal College graduate.

Wearing my Character & Leadership hat, another cohort of Year 10 students has completed the Immerse & Inspire residential programme, and it is now firmly locked in as part of the College experience. The feedback provided by students and parents continues to be positive, and invaluable in assisting with planning. The Year 9, 10 and 11 Health & Wellbeing programme, as well as the Year 9 and 11 MINDfit and Year 12 and 13 MANifesto programmes also continue to evolve. All these programmes provide opportunities for the boys to develop as young men of good character, reflecting College virtues and ideal graduate attributes. Looking ahead, 2020 will see further refinements to our current offer, as well as the development of new programmes, so watch this space!

Boarding Programme

It has been another busy term for the boarding programme, with activities ranging from movies, plus trips to Adrenalin Forest, Woodford Glen for the Demolition Derby, kayaking, service activities and a Mystery Trip (which ended up being a visit to Airsoft). The workshop has continued to be open on Sunday afternoons, and a Year 13 breakfast as well as Year 9 and 10 dinner swaps have also taken place. The programme concludes this weekend with Indoor Go Karts and a trip to Sumner for surfing. I would like to take this opportunity to thank Boarding Programme Coordinator Scott Franklin for his organisation of the programme throughout the year. We will now reflect on and review this year’s activities before putting together another action-packed programme for 2020.

A plan for life

Director of Finance & Operations (DFO) Rob McFarlane has always been a goal setter with a long-term plan and now College is set to reap the benefit of his clear-sighted business acumen.

Born and bred in Wellington, from a young age Rob, “always had a plan: school, university, degree, travel, and international experience with an ultimate return to New Zealand.”

He knew he wanted to travel, so looked for a degree that would give him a range of marketable skills. A Bachelor of Commerce and Administration from Victoria University, followed by completion of the papers to qualify as a chartered accountant while working as a graduate trainee with Shell Oil, ticked all the right boxes. Having gained sufficient experience, soon he was off on the classic Kiwi OE to London, following a circuitous route – nine months in South America at a time when hardly anyone travelled there. “It was a fabulous adventure, a perfect balance of physical challenge, mental stimulation and time off to relax.”

On arriving in the UK, he donned a suit and worked in the City, London’s historic business and banking hub, realising his plan to live and work in the UK, then go to a developing country, before heading back to New Zealand.

Little did he realise, but he was to spend 11 years overseas. First in England, then Papua New Guinea – at the time of the Bougainville conflict, where one of the businesses he was involved with literally went up in flames – and finally Chile. He thrived being thrown in at the deep end, both professionally and personally.

“I like to focus on my work and have always enjoyed the varied nature of the roles and organisations in which I have worked, taking opportunities to upskill, develop and learn. Wherever I lived, however, I was equally interested in exploring, playing sports, socialising and being part of the community.”

It was a combination of family, lifestyle and professional opportunities that finally brought Rob back to New Zealand. He settled in Christchurch, met his wife Julie, and they started a family.

But sometimes life doesn’t always go according to plan, and more recently Rob was forced to take a “medical induced career break.”

As a result, he has made significant lifestyle changes and now focuses on a balance of family, career and health and wellbeing.

Rob returned to work as a consultant at College, before moving to the full-time DFO role. “The opportunity to work in an education setting was very attractive to me. The importance of education is something I can truly believe in, and College values align closely with mine.”

The Maling, Chrystall and Somes Prizes

The Maling Memorial Prize for Outstanding Service to the School

Mrs Agnes Gertrude Maling established this fund in 1955 in memory of her husband Thomas James Maling (748) who was at College from May 1877–85. Maling was the son of Thomas Maling and Rosa Harper, and thus the grandson of Bishop Harper and his wife Emily on his mother’s side and of Admiral Maling on his father’s side.

He began his College career in the Lower First Form and gradually moved, one class at a time, to the Upper 5th Form. He planned to take an arts degree at Canterbury University College but, as his obituary in the December 1952 Christ’s College Register explains, there was a financial setback which meant there were no further funds for his education. He worked briefly for the Bank of Australasia and then for George Pinckney at Orari Bridge, before becoming manager at Four Peaks Station west of Geraldine. After a fire on his land at Arapawa Island in Queen Charlotte Sound left him with only the clothes he stood up in and two dogs, he turned to mustering.

In 1895 he went to England and then in 1898, when he returned, he and a friend formed Maling and Shallcrass, stock agents and auctioneers in Geraldine. He was a member of the Geraldine Mounted Rifles when he offered to serve in the South African War, and from 1901–1902 he was a lieutenant with the 10th contingent. He received the Queen’s South Africa Medal with the South Africa 1902 clasp.[1]

In 1919, his firm amalgamated with Guiness and Le Cren of Timaru[2] and from 1918–20 he was Mayor of Timaru.[3] Guinness and Le Cren then amalgamated with Pyne and Company, forming Pyne, Gould, Guiness Ltd, and Maling moved to Christchurch and ultimately became Managing Director and latterly Chairman of the Directorate.[4]

Not content with work alone, Maling was a Fellow of Christ’s College from 1927–50 and a Church Property Trustee, and was involved with the Mclean Institute. He also held directorships with the NZ Shipping Company, Mason Struthers and Company and the Dominion Life Insurance Company. In 1951 he was awarded an OBE in the Birthday Honours List.[5]

Thomas James Maling. Christ’s College Board Photograph Collection. Click here to view full image

The HM Chrystall Prize for All Round Merit in Sport and Scholarship

Harvey Maitland Chrystall (1808) endowed this annual prize in 1967.

Chrystall was at College from 1898–1907 and was Head Prefect in 1906 and 1907. He distinguished himself as a sportsman. He captained the 1st XI in 1907, having played in the team for the two previous years. He was half back and five-eighths in the 1st XV for the same period of time. In 1906 he was a member of the Shooting VIII. He was also first in the school in Mathematics in 1906, a feat which he repeated the following year.

He spent 1908–10 at Canterbury University College studying for the Certificate of Associate of the School of Engineering and played for the New Zealand Universities XV in 1911. In early November 1912 he was in London on his way to Emmanuel College, Cambridge, where he planned to further his studies in civil engineering, with special reference to irrigation and concrete construction. He enrolled in the Michaelmas term in 1912 in Mechanical Engineering, kept terms for the Lent and Easter terms of 1913, and played cricket and rugby for the college.[6]

By 1914 he was in southern Nigeria as the chief draughtsman of the Eastern Railway and River Port Scheme based at Port Harcourt in the Niger Delta.[7]

According to the Press of 17 April 1915, Chrystall was commissioned in the Royal Naval Division and was on his way to the Dardenelles. This was a Naval Division that fought as infantry.[8] Wounded on 5 May 1915, he was invalided to hospital in Alexandria, but returned to Cape Helles after being transferred to HQ VIII Army Corps as a staff captain, where his duty was “in connection with the preparation of maps and diagrams from aerial photographs, including topographical survey analyses.”[9]

In May 1916, when the Corps was back in Egypt he was diagnosed with neurasthenia (shell shock) and was sent to England to recuperate, spending time at both Chatham and the Naval Hospital at Great Yarmouth. A letter published in the April 1918 College Register indicated he had “regained his health almost completely after a long and serious illness, following on shell shock.”[10] He was recommissioned in the Royal Engineers and wrote “cheerfully from France where he is at the front doing highly technical and indispensable work of map surveying, sound ranging etc.”[11]

He was discharged in 1919 and worked briefly in British Guiana before returning to Christchurch and establishing himself as a consulting engineer. His obituary records he was a member of the Lyttelton Harbour Board and “always an enthusiastic Old Boy.” He was the Old Boys’ Association Secretary in 1911 and served on the committee for a number of years. He was also a foundation member of the Old Collegians Cricket Club.

During the Second World War he served in the Home Defence Force and moved to Auckland where he worked as a designing engineer. He died on 11 July 1967.[12]

Harvey Maitland Chrystall (captain, centre) with Harry Saunders (2167) (left) and John Stanley Beetham Bruges (1859) (right). Members of the 1st XI, 1906.

The Somes Prize for Outstanding Overall contribution to the Arts and General Scholarship

This prize was first awarded in 2005. It is named for Maria Somes, whose orginal land purchase from the Canterbury Association in Lyttelton has endowed scholarships and exhibitions since College’s beginning.[13] Maria Somes’s husband was Sir Joseph Somes MP, one of the leading figures in the New Zealand Company. Matiu/Somes Island in Wellington Harbour is named after him. Throughout her long life (she lived until she was 95) Maria Somes expected, and received, reports on the progress of College.

[1] Archives New Zealand Reference T J Maling AABK 18805 W5515 0003697.
[2] Otago Witness 16 April 1919.
[3] Some sources say 1917–1919.
[4] https://www.pggwrightson.co.nz/Our-Company/About-Us/History
[5] Christ’s College Register, December 1952, pp896–897.
[6] Goode, Amanda. Pers comm 26 September 2019, Archivist, Emmanuel College.
[7] Harper, G with C Clement and R Johns (2019) For King and Other Countries. Massey University Press, pp227–228.
[8] https://royal-naval-association.co.uk/news/history-of-the-royal-naval-division/
[9] Quoted in Akers, C (2016) Balls, Bullets and Boots. New Zealand Rugby Museum, p79, from the original source held at the Auckland Museum Call No MS532.
[10] Christ’s College Register April 1918, p36.
[11] See also Harper, G (2019) pp226–228.
[12] Christ’s College Register December 1967, p557.
[13] Teal, FJ (2019) Maria Founds the Somes Scholarships. College 36: pp76–79.

He can take the heat

Early next year, for a very good cause, Executive Principal Garth Wynne will embrace a completely new educational experience. Garth and other education and business leaders from across the city will join forces with top chefs to “Plate Up for a Purpose”, raising funds to support the Christchurch City Mission’s Back to School programme.

Back to school expenses can be overwhelming for struggling families. The Christchurch City Mission aims to level the playing field, by helping such families buy uniforms, books, stationery and other basics, by giving deserving children the support they need to succeed at school.

Through crowdfunding and catering for a gala event, Bayleys Plate Up for a Purpose aims to give a big financial boost to the Mission’s work. Garth is right behind the initiative, “This is a wonderful way to support people in need and demonstrates that philanthropy can be fun. One of the greatest gifts you can give a child is the best chance possible ... education can change the world and should be equitably available to all members of our community.”

The Plate Up for a Purpose feast of gastronomic delights – fun, food and fundraising – will take place at the Christchurch Town Hall on Saturday 29 February 2020.

For more information about Bayleys Plate Up for a Purpose, go to https://givealittle.co.nz/event/plateup