VOLUME 68 FEBRUARY 2017

STERLING
MATRIC RESULTS

TURNING THE
LENS INWARDS

EXCHANGE AS
EDUCATION

A CONSTANT IN A
WORLD OF CHANGE
1
MAKING DREAMS
COME TRUE

From left to right: Lawrence Brittain, David Hunt, Paul Edey, Willie Morgan and Shaun Keeling The silver medal belonging to Lawrence Brittain

When Wayde van Niekerk shook in rowing in the mens pair with Keeling. Hunt took
the mens coxless four to Rio, where they finished
the foundations of the athletics agonisingly close to the Bronze medal position. St
establishment in the 400m final Johns U15 head coach Morgan, who matriculated in
in last years Rio Olympic Games, 2011, took the South African LTA coxed four to the
2016 Rio Paralympic Games. The mens speeches were
millions of young South Africans
enjoyable, funny, inspirational and educational. Here
were inspired to pursue their dreams. are some of the bite-sized pearls of wisdom the boys
Fairytale stories such as these plant were left with:
the seeds of hopes and dreams.
Waydes moment, famously, lasted 43.03 seconds, How is every decision you make in
and the real magic happened in the last 10 seconds. life taking you closer or moving you
However, those moments that created greatness
were the result of years of hard work, sacrifice,
further from your dream?
disappointment, persistence and failure. A medal at the
Olympics is the epitome of many athletes careers, and Those you surround yourself with
competing at the Olympics is their dream. However,
even for non-sportspeople, the Olympic Games are
will have a big impact on whether
inspirational the values and discipline apply to all you succeed or fail.
aspects of life.

With this in mind, Headmaster Paul Edey invited four Treasure moments, live in the now,
Olympians to speak to the boys about their experiences work towards your goal.
and their journeys at assembly in October. It turned
into an inspirational moment for the entire school. The
speakers were Old Parktonian Lawrence Brittain, KES You do not understand how
Old Boy Shaun Keeling, and Old Johannians David Hunt privileged you are at St Johns, how
and Willie Morgan.
much of a stepping stone you are
Brittain had been diagnosed with stage 4 lymphoma at being given. Take it. Grab it with
the end of 2014. Last year he won silver at the Olympics both hands.
CONTENTS
LEAD STORIES SPORT
A CONSTANT IN A WORLD OF CHANGE 4 ROWING EVENTS 47
EMPOWERING 21 -CENTURY LEARNERS
ST
8 FOCUS ON CRICKET 49
ITS NOT ABOUT THE MARK 12 SOCCER AT ST JOHNS 50
GAME ON 16 COLLEGE DASH AND ATHLETICS 51
ARE OUR BOYS OVERMANAGED? 18 ROCK CLIMBING, HOCKEY, SWIMMING,
PARENTING ANXIOUS TEENAGERS 20 FENCING, SQUASH 52
TURNING THE LENS INWARDS 22 WATERPOLO 53
NURTURING GLOBAL CITIZENS 26 GOLF, MIND SPORTS, CLAY PIGEON SHOOTING 55
JUDO ACHIEVEMENTS 56
COMMUNITY
RUNNING FOR THE WILDS 32 ARTS AND CULTURE
CUPCAKES OF HOPE 33 PUBLIC SPEAKING 57
THE ST JOHNS ACADEMY YEAR IN REVIEW 34 ST JOHNS MUSICIANS SHINE 58
2017 LEADERS 36 DRAMA AND KIDS LIT QUIZ 59
COMMUNITY ENGAGEMENT CONFERENCE 37 FOCUS ON ART 60
PAVEMENT DRAWING COMPETITION 61
PHOTO SPREADS 37 HOOKED ON BOOKS AND MARIMBA MAGIC 62
ST JOHNS SPEECH DAY PREP DRAMA 63
COLLEGE VALEDICTION
HERITAGE DAY OLD JOHANNIANS
COOLER THAN COOL OLD JOHANNIANS SHINE IN ART AND MUSIC 64
CONNOR WILSON WINS NATIONAL SKI CHAMPIONSHIP 65
MATRIC 2016 RESULTS 41 CLASSES OF 1956 AND 1957 60TH REUNION 66
PUBLISHING SUCCESS 67
ACADEMIC ADVERTISE IN VITA 67
SIXTH FORM RESULTS 42 REUNION
AFRIKAANS OLYMPIAD, ISIZULU OLYMPIAD 43 BUSINESS
MATHS OLYMPIAD 44
PROGRAMMERS OF THE FUTURE 44
MODELLING THE FUTURE 45
SCIENCE OLYMPIADS AND EVENTS 46

ST JOHNS COLLEGE
MARKETING DEPARTMENT
ST DAVID ROAD, VOLUME 68
HOUGHTON, 2198
E publicity@stjohnscollege.co.za
T +27 11 648 4248
FEBRUARY 2017
F +27 11 487 2227
www.stjohnscollege.co.za

3
3
LEAD STORY
A CONSTANT IN A
WORLD OF
CHANGE
St Johns College was established
in 1898, when the gold-rush town
of Johannesburg was only a dozen
years old. Since then, many
long-standing Johannesburg
institutions have come and gone.
St Johns, though, has weathered
several storms and remains one of
our citys iconic institutions.
VITA VOLUME 68 FEBRUARY 2017
BY DRBY DR DANIEL
DANIEL PRETORIUS
PRETORIUS
Does anybody even recall that the elegant old
Wanderers Club used to stand in the vicinity of Park
Station? Or that the Parktown area now occupied by
Charlotte Maxeke Academic Hospital and the Wits
University education campus used to be covered in
stately Victorian and Edwardian mansions? Most were
demolished in the name of progress.
More recently, South African Breweries, founded
in Johannesburg in 1895 and the first commercial
company to be listed on the citys stock exchange,
morphed into SABMiller, and has now been taken
over (reportedly for a mere R1.3 trillion) by
Anheuser-Busch InBev.
4

Here we see that the Colleges
approach to education always
had its foundation in religious
values as one would expect
from a church school.
Comparing a school with a club or a brewery is a
manifest case of apples and pears, but it is interesting,
in the context of institutions coming and going, to
explore what made it possible for St Johns College to
endure and prosper.
In the course of its history, the College has
encountered many obstacles, some of them
potentially lethal: the Anglo-Boer War, the Milner
administrations education policies, two World
Wars, apartheid, technological revolutions and an
increasingly secular world.
A DELICATE BALANCE
So, what enables some institutions to survive while
others fall by the wayside? Undoubtedly, most
institutions that endure find an optimal way of
adapting to changing circumstances. Somehow, they
5
succeed in striking an appropriate balance between
remaining faithful to their essential identity and core
values, while innovating in response to the exigencies
of ever-changing times.
So it has been with St Johns College. In many
respects, the school we have come to know and
love in the 21st century is vastly different from the
one that existed 100 years ago, but when we explore
the history of the College over the last century, we
find many fundamental characteristics and recurring
themes that seem familiar to modern eyes.
This golden thread appears with particular
prominence in the pronouncements by successive
headmasters about the schools purpose and
educational philosophy.
Perhaps the earliest statement we have in this regard
was made by the inaugural headmaster, the Rev JL
Hodgson, at Speech Day in December 1902: All
education worth the name must be founded upon
religion. Education is a process of development that
brings out everything in a boys individual character
the good, the bad, the dullness, the brilliance
equally in all three main sides of development, namely
the physical, the mental and the moral.
Here we see that the Colleges approach to education
always had its foundation in religious values as
one would expect from a church school. But we also
see an emphasis on the Colleges three-dimensional
approach to education (the physical, the mental and
the moral), which would be articulated repeatedly by
subsequent headmasters.
Also, there is recognition of the importance of
assisting each boy to develop in accordance with his
own personal qualities.
A NEW START
The Community of the Resurrection took charge of
St Johns College in 1906, with Fr James Okey Nash
becoming the headmaster. It was he who decided to
relocate the school from downtown Johannesburg
to Houghton.
At the official opening of the new school buildings
in August 1907, Fr Nash unveiled the School Prayer,
which implores God to make the College a home
of religious discipline, sound learning, and good will,
which may send forth many rightly trained in body,
mind and character to serve Thee well in Church
and Commonwealth.

REV JOHN DARRAGH
This was as close as Nash could have come to a
mission statement for the College: that it should
inculcate values of religious rectitude, academic
rigour and benevolence (caritas), so that its boys
would be rightly trained in body, mind and character,
and equipped and inclined to pursue divine ends not
only in a devotional sense, but also by contributing to
the wellbeing of the broader community.
In 1908, Fr Nash elaborated on the link between
education, religion and uprightness: The supreme
end of education, he said, is the training of
character. The most powerful agency for the
influencing of character and morals is religion.
Thus, religion was an essential element in raising
young men of integrity, virtue and moral fortitude
men who would actively strive for that which is right
and just.
At the dedication of the Memorial Chapel in 1926,
Fr Eustace Hill said the Chapel gave expression to our
hope that St Johns may be a home, made happy by
religious discipline and, with the fields and the
VITA VOLUME 68 DECEMBER
FEBRUARY 2017
2016
classrooms, represents the Trinity of spirit, mind and
body in which boys may learn to serve God well in
Church and Commonwealth.
It was on these solid spiritual foundations that our
College was built. It is reassuring to know that these
values continue to guide us today, and there can
be little doubt that these foundational tenets have
contributed to the Colleges steadfast progress
through decades of change.
LOCAL FLAVOUR
In 1931, the seventh headmaster, Fr Charles Runge,
added an important dimension to our understanding
of the purpose of the College: the school existed,
he said, to educate citizens of South Africa. In
addition to all their other activities, boys should
learn something of the wider aspects of citizenship
and what is expected of them as Christian citizens in
respect of the tasks which lie before their country.
Here Fr Runge provided important guidance in
respect of the practical implications of the good
will and the service of God and the community
contemplated by the School Prayer. Perhaps more
so than before, we find recognition not only that St
Johns College is rooted in South Africa but also
that the privileges of our education came with
attendant responsibilities.
The Rev SH Clarke became the eighth headmaster in
1935, after the Community of the Resurrection had
handed control of the College back to the Diocese. It
was a time of uncertainty about the future direction
of the College. Clarke set out to allay concerns by
stating there would be no change in the ideals of St
Johns: Chapel worship and religious instruction in
accordance with the Faith of the Anglican Church
will remain unchanged. It is the education of the
whole man, body, mind and spirit, at which St Johns
has always aimed, and at which it will continue to
aim. Thus, despite change in the management of the
College, its guiding principles remained constant.
SENSE OF DUTY
In 1938, the Rev Clarke expatiated on Johannians
civic responsibilities, mentioned by Fr Runge in 1931.
He did this by explaining why the College donated
funds to the missionary and charitable work of the
Community of the Resurrection, saying it was our
duty to do so because the College owed its very
existence to the Community.
6
Significantly, he added: It is our duty because
everything that we of the white races value in
South Africa depends on the co-operation of the
Bantu peoples; therefore, in helping them we are
only repaying them a trifle of what we owe. As
a school, we at St Johns are completely failing
in our duty if we allow our boys to leave school
without their having a deep sense of an absolute
moral obligation to the native and coloured
peoples (sic).

Even if expressed in terms that today we find

awkward, this was a powerful recognition of Speech day in Upper School Quad before it became Pelican Quad
the injustices inherent in our society a decade
before the National Party formally brought us
apartheid. In view of statements such as these,
our predecessors could not but have been aware
of the fact that it was incumbent upon them to
address these injustices.

Perhaps it is also incumbent upon us now to ask

whether enough was done, and perhaps to admit
that although our predecessors performed many
good works, maybe not enough was done. Still,
they pointed us in the right direction, and these
guidelines about social responsibility undoubtedly
also contributed to our Colleges endurance.

RICH LEGACY
Two other statements by former headmasters
have strengthened the foundations of our
Collegiate edifice. In 1951, the Rev Clarke said:
The chief aim of St Johns is to be a South African
school, with something of the English public school
tradition. This involves the best intellectual training
possible. But a mere training of the intellect does
not guarantee that people will use their knowledge
properly ... hence the importance of moral and
spiritual education, culture, service and religion.
Again, we see an emphasis on St Johns being a
South African school, although modelled on the
great English public schools. We also see a desire to
ensure that the College would not be an insular ivory
tower, but that Johannians should put their expertise
to good use in the service of the community.
In 1963, Mr Deane Yates echoed these sentiments:
Towering above all is the responsibility of sending
boys out into the world who are imbued with
the ideal of service, and who are ready to make a
Christian contribution to the problems which will
Matriculation class, 1916
face them locally, nationally and internationally.
We hope to turn out young men who are better
educated, and better able to give the fellow
members of their society a Christian lead in the
things that matter.
Thus, our former headmasters have left us a rich
legacy a veritable vade mecum to guide us in our
educational endeavours. If we have understood
and implemented their wisdom only imperfectly,
that does not detract from the strength of these
cornerstones that have enabled the College to
withstand the challenges brought by changing times.
While the College and the education provided here
have changed in a myriad ways over the decades,
enabling us to adapt to new circumstances, there
has been the constancy of our endeavour to remain
true to our foundational values. Perhaps it is this
equilibrium between tradition and innovation that
has enabled St Johns College to endure and flourish.

7
LEAD STORY
EMPOWERING
21 -CENTURY
ST
LEARNERS
Our children are faced with the
challenge of a constantly changing
world. The competition to gain
entrance to tertiary institutions
increases every year and students
are focused on academics. The
tertiary sector is in crisis and
students, parents and teachers are
anxious about what this means for
their futures.
VITA VOLUME 68 FEBRUARY 2017
BY FIONA
KAMPMANN
Thirty-five percent of the skills necessary to succeed
in a job in 2016 will have changed by 2020, according
to the World Economic Forum. Our children are
studying subject matter for degrees that will be
outdated by the time they are in their third year.
Schools are recognising the need to incorporate
21st-century skills into their curriculum to prepare
students for the world beyond school. These skills are
grouped into four aspects: cognitive, affective, social
and metacognitive.
CRUCIAL SKILLS
Cognitive skills focus on developing abilities
associated with the development of knowledge.
8
Students are constantly challenged to engage with
critical thinking and problem-solving. They need to be
empowered to have the ability to formulate questions,
search for relevant information and analysis and
present data.
Affective skills include those associated related to the
development of the individual. Simply put, these are
personal skills that enable students to succeed. These
include perseverance, initiative, responsibility,
self-efficacy, independence, flexibility and coping with
frustration. Our students appear to have become less
persistent because the facility to Google it is there
and the response is instant. They expect answers the
same way they expect their food at a drive-through
restaurant quickly and without fuss. The need to
persevere and cope with frustration is vital. There is a
distinct need for them to show grit.
It is not that teachers expect their students to succeed
without assistance. Controlled floundering is a way of
scaffolding students learning so they are encouraged
to persevere one step of a problem or task at a time.
TOP 10 SKILLS
2020
1. COMPLEX PROBLEM SOLVING
2. CRITICAL THINKING
3. CREATIVITY
4. PEOPLE MANAGEMENT
5. COORDINATING WITH OTHERS
6. EMOTIONAL INTELLIGENCE
7. JUDGEMENT AND DECISION MAKING
8. SERVICE ORIENTATION
9. NEGOTIATION
10. COGNITIVE FLEXIBILITY
9
Once they have mastered the first step they are given
assistance to enable them to solve the second step,
and so on.
This method gives students autonomy and a sense of
independence over their learning. It enables them to
master the skill and boosts their self-esteem.
Social skills focus on collaboration, and while many
parents bemoan the dreaded group projects their
children are given, they do enable students to work
as a team and have a voice in leading discussions to
enable the project to be completed successfully.
Metacognitive skills encourage students to reflect on
their learning process. Subjects such as Dramatic Arts,
Visual Arts and Technology rely heavily on process to
complete practical tasks. Students are encouraged to
conceptualise what they need to do and refine their
process as they proceed. They are expected to engage
with what is working and consider what could be
improved. With each reflection on their process, they
are gaining the skill of being flexible and adapting to
improve the overall outcome.
2015
1. COMPLEX PROBLEM SOLVING
2. COORDINATING WITH OTHERS
3. PEOPLE MANAGEMENT
4. CRITICAL THINKING
5. NEGOTIATION
6. QUALITY CONTROL
7. SERVICE ORIENTATION
8. JUDGEMENT AND DECISION MAKING
9. ACTIVE LISTENING
10. CREATIVITY
INTEGRATED LEARNING

While the list of skills is long, these are integrated into

everyday teaching and across subjects. Just as tennis
players are given many opportunities to learn to serve
before they become Wimbledon champions, our
students are given time and opportunity to develop
these skills throughout their school careers.

At the annual meeting of the World Economic Forum

held in October 2016, the top ten skills recognised in
2015 were presented alongside the skills identified as
being essential by 2020.

LOOKING TO THE FUTURE

Critical thinking is higher up in the list in 2020 than

it was in 2015. This focuses on giving our students
the ability to be discerning readers and thinkers. The
world in which they live has such an immense volume
of data and students have to sort through the white
noise to find which is relevant to their task and select
carefully. This incorporates an ability to interrogate
issues-based texts and recognise how they are being
positioned as readers. They need to be able to identify
who is empowered and who is disempowered in a
particular text.

Creativity continues to be dominant. An important

aspect of creativity is the ability to take risks. Our
students have become so focused on success
that they are simply scared to fail. Since the world
we live in is constantly changing, innovation is
necessary. Students need to be able to show fluency year to keep themselves busy and learn a different set
in generating ideas as well as be skilled in divergent of skills before embarking on their tertiary studies.
big-picture thinking to assist them in having sufficient
range from which to choose. Convergent
EMPATHY AND SERVICE
thinking is necessary so that they can analyse which
Service orientation requires the ability to anticipate
ideas would be most worthy of being elaborated on
the needs of others before they are articulated. This
and developed.
can be linked to the need for innovation to provide
a specific service, as well as the empathy to consider
It is interesting that emotional intelligence only makes
what people might require. While active listening is
an appearance on the 2020 list. This takes cognisance
not foregrounded on the 2020 list, it can be assumed
of the need for empathy towards others, a positive
that this is incorporated into emotional intelligence
attitude and adaptability. The Fees must Fall protests
as well as service orientation. Thus, these skills do not
elicited an interesting response from St Johns matric
exist in isolation and there is considerable overlap.
students. Once they had overcome their initial sense
The need for cognitive flexibility is evident when
of panic as to what this might mean for them in 2017,
consideration is given to the notion of students having
they began considering alternatives with enthusiasm.
the ability to transfer their skills across different
disciplines. They need to be able to select relevant
They did not automatically turn their gaze towards
skills, which will enable them to respond to a specific
overseas universities but considered what they could
context. They need to move beyond thinking of skills
do on what could be described as an imposed gap
as being associated with a particular subject.

VITA VOLUME 68 FEBRUARY 2017 10

This may seem overly demanding for students at
school; however, these skills are being taught and
learned within the curriculum. The task for teachers
and institutions is to make the skills more overt and to
ensure that they are being embedded. There is a need
to teach them more explicitly and intentionally.
While the World Economic Forum list is interesting,
what does it mean for our children? Students need to
have an understanding of digital literacy. Our children
are adept at the skills associated with digital literacy,
but it is equally important to be aware of the rules
and regulations governing social networks and
internet research.
There is a strong focus on technology, but it must
not be allowed to erode empathy. Linked to this is
the need for data literacy. Students need to be able
to make meaning of data in a world where they are
constantly bombarded by information.
11
OWN VOICE
Our students need to be able to have a strong own
voice. It is important that they articulate their ideas
and have the skill to justify them through careful
judgement. There is also a need for ethics. While
the list includes judgements and decision-making,
teachers need to foreground the need for ethics in
these areas.
Our students need to be committed and responsible.
It is vital that they are engaged in the world in
which they live and do not allow themselves to be
complacent. Just as the prefect body launched the
#knowyourprivilege campaign in an effort to highlight
their concerns around racism and other forms of
discrimination, we want our children to be constantly
looking to improve the state of the world.
LEAD STORY

ITS NOT ABOUT

THE MARK ...
ITS ABOUT WHO
YOU BEAT! BY GRAEME EVANS

There is no doubt that marks on GRAEME

BYreports are EVANS,
one of the biggest sources
HEAD
of contention and stress for boys, OF MATHEMATICS
parents and teachers during the
school year. Teachers have the perception that boys will not work
for a test or assignment unless it is for marks. Parents worry that
if the school does not award the boys good enough marks they
will not get into their chosen university course or that low marks
will have a permanent effect on their sons psychological state. The
boys themselves are scared of being condemned to a term of
afternoon consolidation by their housemasters if they do not pass the
standardised Maths test.

VITA VOLUME 68 FEBRUARY 2017 12

Some or all of these statements may be true to a
greater or lesser extent for some boys. But none has
anything to do with good teaching and learning, or
even effective reporting.
So, why do we elevate marks to this critical status? Do
we want good marks or sound learning? How do the
boys feel about 90% in an easy assessment versus 65%
in a test that really challenged them, made them think
and set the bar at the right level?
These are important questions in an educational
community and, ultimately, we must all be on the same
page. I would like to challenge the preoccupation with
marks and motivate schools to consider if this is the
best way of reporting student progress.
MARKS VS RANKING
I am not completely discarding the idea of
summarising all of a terms work in a subject into a
single number on a report card. It is time, cost and
space effective, but if we do not interrogate the
information intelligently we could be (a) worrying
over nothing or (b) missing something about our
boys progress.
13
I was recently called by my sons prep Maths teacher
to inform me that his mark had dropped from 89% last
term to 81% this term. I assume he was concerned I
might think that an 8% drop in his mark might imply
a similar decrease in his weekly pocket money, or
that in great panic I might enrol him immediately at
Master Maths.
But there are so many factors that can influence
performances in tests not least the difficulty of the
test or the exam itself.
Like most parents, I derive a certain sense of
satisfaction if my childrens subject marks begin with
an 8 or a 9 (and at the very least a 7), but if we, as
teachers, allow our assessments to be so programmed
and predictable that there is little or no variation in
marks from test to test, then I would suggest we are
not really attempting to challenge our top students
or to find new ways of testing the basic principles so
that the more average learners can strengthen their
fundamental conceptual understanding.
I fear that in many schools teachers are almost
emotionally blackmailed into giving higher marks by
setting routine, unchallenging assessments for fear of
upsetting the school executive and the parents. We do A BETTER JUDGEMENT
not (and may we never) do that at St Johns College.
So, to illustrate an important principle, lets consider
the marks of a fictional student. Here are his recent
When students walk out of a difficult exam (in silence,
marks, with the mean and standard deviation (SD) given
until they are a comfortable distance away and then the
(which is not normally the case). In which subject is he
pandemonium starts), they are comforted by the fact
doing the best? Can you put his subjects in order?
that they all found the last question impossible and life
as they know it will, in fact, continue.
Subject Mark Mean SD
When the mark comes out, slightly lower than usual,
they convince their parents that all the marks were English 62% 74% 11%
lower this time and its chilled. They are effectively Afrikaans 49% 64% 15%
standardising their marks relative to the other boys Mathematics 70% 60% 13%
in the grade. This is important, because they are Life Sciences 85% 76% 8%
understanding that while the actual percentage has History 68% 58% 7%
some superficial value, what is more important when Dramatic Arts 90% 78% 10%
judging attainment or progress is where they rank
in the grade. However, we do not provide the grade
average or ranking on the report card! So, it is not
Taking just the raw mark, Drama is the best subject
surprising that report marks can be used, abused and
and Afrikaans the worst. But, the more perceptive
misinterpreted because there is no benchmark to hang
would be able to make a better judgement based on
them on.
the mean and the standard deviation. Let me make
this easy by adjusting the marks so that each subject
For various reasons, I am not in favour of advertising
has the same mean and standard deviation. We could
the actual rank of a student on a report card great if
arbitrarily choose 70% as the mean and 15% as the
you are in the top 10, but not encouraging to be 150th
standard deviation. This is much akin to comparing two
out of 150. However, the average mark and standard
fractions by making their denominators the same.
deviation should always be given.

For those interested, the appropriate conversion

Just to be clear:
formula would be:
The mean (average) value is found by adding up all
the values and dividing by the number of the values.
It basically points to where the middle student
would be. Sometimes we have a weighted mean
our cumulative year marks would be an example,
since each mark order counts differently
The standard deviation (lesser understood) is
Applying this to the marks would change the picture to:
simply a measure of how widely spread out the
data is. A useful fact to tuck away (and bring out
at cocktail parties to impress your friends) is that
Subject Mark Mean SD
approximately two-thirds of the data will be within
one standard deviation of the mean. For example,
English 54% 70% 15%
if the mean for an exam is 65% and the standard
Afrikaans 55% 70% 15%
deviation is 8%, then two-thirds of the boys will
Mathematics 82% 70% 15%
have scored marks between 57% and 73% and, by
Life Sciences 87% 70% 15%
implication, one-sixth (16.5%) of the cohort will be
History 91% 70% 15%
above 73% and the same proportion below 57%
Dramatic Arts 86% 70% 15%

This information serves two purposes: (1) to give

students an idea of where they sit in their grade in a
Weird, isnt it? History, at 68%, comes out tops,
particular subject, understanding that below average
relatively. And Afrikaans, which was comfortably the
does not imply poor attainment and (2) to effectively
lowest raw mark, is actually better than the English
draw comparisons between marks in different subjects,
mark. So, this illustrates that a superficial review of
knowing that the average marks can vary widely
report marks can be misleading.
between those subjects.

VITA VOLUME 68 FEBRUARY 2017 14

MARKS PROFILES
The other factor that is quite important is that the
mark profiles in different subjects are different. With
Maths, for example, the spread of marks (illustrated by
the standard deviation) is generally much wider than
for English.
This means that it is quite normal for many marks to be
in the 30s and 40s, but also many in the 80s and 90s,
while with English the marks are more closely bunched
around the mean.
This is a naturally occurring phenomenon reflected in
IEB matric marks nationally.
Of course, we hope that marks in the 30s in internal
assessments will ultimately be in the 50s in the IEB
exams in matric, and a rise of 10% to 15% or more on
average would be common just to reassure parents
panicking about end-of-year exam results.
15
FINAL RESULTS
So, why dont we make life a bit easier for the boys,
knowing that they will ultimately come to the party
for the final exams?
Unfortunately, if we do not set the internal bar high
at St Johns, the boys will simply not work for the end
result. We have to make our standards higher than the
national standards and consequently our marks en
route may seem lower. But this does not mean that the
boys are doing badly and there is certainly no need for
mass enrolment in private extra lessons. Its easy for
me to say this because I see the same cycle of events
year in and year out while each cohort of students are
travelling the journey for the first time. But lets trust
the system we have bought into.
Take the pressure of report marks off the boys (and
parents!), and encourage the boys to focus, to take
full advantage of their opportunities and to embrace
academic and other challenges without fear of failure..
LEAD STORY

GAME ON!
In spite of doubts by some, gamification can
substantially enhance learning. Heres how. BY IRENE BASSON
Kids today play enough games without having to play and connection. Providing these opportunities in the
more games in my lessons when they should be doing classroom on top of traditional learning environments
productive work! not only acknowledges students reality, but also
creates powerful learning opportunities.
Who could blame a teacher for thinking this way?
The term gamification does imply game playing, and So which magic elements of gaming can we
with a tsunami of addicted teenage gamers, you might incorporate into our lessons to motivate learners and
well want to stay clear. But gamification is not really facilitate learning?
game-playing; its the use of gaming elements to
enhance learning.
1. ENGAGE LEARNERS
Computer games do not hold players interest by
Ask yourself: why is it that a boy who cannot
simply providing the possibility to earn points and
concentrate for 10 minutes in class can be totally
badges. Rather, it is the story that engages the player,
absorbed in a game for hours? And how can we
the opportunities to connect and collaborate, the
harness this level of motivation and engagement
instant feedback, the increasing challenges, and the
in schools?
choices about how to proceed through the game.
Storytelling, variety and interaction are significant
Gamification is not merely artificial incentivising
factors in sustained engagement. These are equally
with external rewards. In games, players get
important in the classroom, and great teachers are
opportunities to experience autonomy, competence

VITA VOLUME 68 FEBRUARY 2017 16


Remove N successfully broke out of the IT
classroom after completing a series of quests
about the history of communication.
often great storytellers, able to draw in the audience
and take them along on the journey.
2. CLEAR OBJECTIVES AND QUESTS
Games are designed so that the winning state is a
clear outcome with no ambiguity. However, to reach
this clear goal, players must be creative, resourceful
and determined. Games promote critical thinking and
problem solving. For teachers, this means designing
lessons that define clear learning outcomes, and
allowing creative space for how these goals
are achieved.
3. IMMEDIATE FEEDBACK
Games provide immediate feedback something
students long for. Teachers at St Johns have used quiz
games such as Kahoot! and Quizlet successfully to
give immediate feedback and to provide an exciting
competitive edge in the classroom.
4. SECOND CHANCES ALLOWED
Games provide a safe environment to explore, think
and try things out. They provide motivation to succeed
17
and the freedom to fail without negative
repercussions. There is no shame in failing, only
in giving up.
5. LEVEL UP AND MASTER
Games allow players to start at their own level
and master higher levels at their own pace.
Scaffolding learning with increasing challenges,
providing a manageable set of subtasks and
tasks will prevent students from becoming
unnecessarily frustrated with tasks that are too
difficult, as well as from becoming bored with
tasks that are too easy. This pacing promotes
continued engagement and a deep interest
in learning.
6. REWARDS
With gamification, theres no waiting for marks
and reports. Players get immediate gratification
with instant rewards. Teachers do this by giving
continuous recognition; handing out badges as
recognition in the learning process and not just
at the end.
7. PLAYER CONTROL
In games, the player is in control and not just a
passive bystander or passenger on the journey.
Students enjoy taking the wheel, leading the
discussion and making the connections. This
year, many teachers in the College have flipped
their classrooms, letting the students do the
content learning at home, and using class
time for discussions and making connections.
Giving students ownership of their learning is a
powerful step in the learning process.
8. SOCIAL CONNECTION AND FUN
Games are still about social connection. They
offer many opportunities for collaborative
problem solving and chances to increase fun
and joy in the classroom. The fun, silly or
interesting moments tend to stand out in
students memories.
Game designer Jane McGonigal characterises
video game players as urgent optimists who
are part of a social fabric, engaged in blissful
productivity, and on the lookout for epic
meaning. If teachers can provide classroom
experiences that facilitate such confidence,
purpose and integrated sense of mission, we
certainly will have succeeded.
LEAD STORY
ARE OUR BOYS
OVERMANAGED?
Our strategic initiatives at the Prep
over the past several years have
focused on developing key
21st-century skills such as creativity
in our curriculum, the importance
of technology integration, and
developing critical thinking skills
in our boys.
Our initiatives have at times mirrored some of the ideas
explored by the International Boys Schools Coalition
(IBSC) action research programme, and we feel the
topic Adaptability in a changing world is certainly one
worth exploring. As the IBSC says in its introduction
to the topic, Adaptability requires flexibility and the
ability to create a new plan when things change.
Adaptable people are often creative. They are willing
to learn new things and try different ways of solving
problems. They work well independently and happily
take on new roles and challenges, but also perform
well in teams because they are open to other peoples
ideas. Resilient by nature, they persist through difficult
situations; failure does not discourage them.
VITA VOLUME 68 FEBRUARY 2017
BY MARGOT LONG
Because they are flexible, they are far more likely to
be happy and successful in the long term.
However, with the many pressures facing boys
in our schools today such as the focus on high
academic achievement and university admissions,
local and global competition, the need to be the
best in sporting and cultural activities, conforming
to the stereotypes suggested by the world of social
media and advertising it can be difficult to focus on
important soft skills like creativity, critical thinking,
communication, and collaboration.
The IBSC goes on to say: As boys study or train
for longer hours, juggle extra lessons to improve
academic performance, or spend time on additional
coaching in sports and cultural activities, there is little
time for the very things that develop adaptability
like exploring and experimenting through creative
activities, taking risks and failing, growing resilience,
and taking time to be mindful and reflect.
GUARD AGAINST BURNOUT
Dr Shimi Kang shares some hard-hitting truths in
her book The Dolphin Parent. She presents examples
18
of students described by universities and other
institutions as crispies (so burnt out that their
self-motivation is burnt to a crisp) and tea-cups
(bubble-wrapped students who are so fragile that
theyre likely to break the moment they encounter
difficulties). These are the children raised by a
generation of tiger parents and tiger teachers
they are the tiger cubs who now make their way
into the workplace.
These students have the highest scores and significant
achievements in certain extramurals, often individual
rather than team pursuits where they can win on
their own. They are risk averse, stressed, exhausted
and sleep-deprived, and often unable to focus or think
clearly. Too much protection and instruction results in
poor creative problem-solving skills and on inability
to innovate.
Their overscheduled days leave them too busy to
process emotions or to relax, leading to bedtime
anxiety and insomnia. They may lack empathy or the
ability to collaborate well with others strong social
skills key in the business world and interpersonal
relationships. A win-at-all-costs approach may lead
them to be self-centred and unethical, believing that
the rules dont apply to them. They are less likely to
be supportive of environmental issues, and might take
on community service more because it looks good an
application than because they really care.
Dr Kang poses some questions as a starting point for
reflection, such as:
What are your real
expectations for
your son?
Is your son overscheduled?
Is his life overstructured?
Is he being pushed
too hard?
Are you hovering?
Are you paving the way
without letting him share
the job?
The prescription she offers is to become more like a
dolphin than a tiger, learning to suppress that inner
tiger and to focus on what really matters. Dolphin
parents guide rather than direct, push or hover around
their children. They are authoritative and assertive,
rather than restrictive. They are supportive rather than
being punishing or dismissive, and they value what is
authentic rather than overpraising. They recognise the
value of a balanced lifestyle, and model it themselves.
TIME TO REFLECT
If adaptability is the key to our boys survival in a
changing world, and adaptability requires resilience,
grit and staying power, we need to rethink our
approach. Boys need time to play, explore and make
mistakes. Boys need time to reflect, and to think
about how they might do things differently. Boys need
downtime, and time off devices. Boys need to form
meaningful relationships with their families and
with others.
Dr Kangs advice really resonated with me:
If you want your children to be
intelligent, let them play. If you
want them to develop emotional
regulation, let them play. If you
want them to be innovative, let
them play. And if you want them
to be able to work in a team and
have great people skills, let them
play ... not tell them to play,
or book a play activity, or drive
them around, or pay someone to
instruct them to play ... just stay
out of the way and let them play.
I am looking forward to continuing our discussions
around the topic, and to the changes we hope to
introduce over the next year.
19
LEAD STORY
PARENTING
ANXIOUS
TEENAGERS
We can all see our children are
becoming more anxious than they
should be. We also struggle to watch
them in difficulty or pain. So, how do
you parent anxious teenagers?
We all feel overwhelmed sometimes; yet, against all
logic, we place tremendous pressure on our children
and ourselves to be the perfect parent or student,
seven days a week.
Statistics in first-world countries show that around
one in four teenagers have significant levels of anxiety
that impair their daily functioning. The domino effect
of sports, cultural and academic demands from
teachers, parents, friends, classmates (and a critical,
perfectionistic self, which happens more often than
youd think at a boys school), combined with instant
social media feedback and criticism, is that stress gains
momentum as the year progresses.
A certain amount of healthy competition is good,
even necessary, for the development of a boys brain.
However, students are increasingly learning to function
in a constant state of fight or flight, or even freeze, as if
this is the normal mental state to be in. Fight, flight and
freeze are our inbuilt, bodily stress responses to threat.
VITA VOLUME 68 FEBRUARY 2017
BY NARDIA RANDALL
When in this activated stress-response state, a
students brain reflexively responds to threat, and
is unable to differentiate consciously between a
lion attack, or that maths exam. It is helpful in the
immediate moment of facing a challenge, but in the
long term it is exhausting.
Global job market trends demand of young people
to work harder and longer, at higher levels of
concentration, productivity and mental energy, as they
compete with an imagined (but also real), worldwide
expectation of adaptability, diverse skill sets and
pressure to constantly fix their flaws.
CHANGE THE WORLD
Play has almost vanished by age 14. Anyone panicking
yet? So, what can we do? We cant change the entire
world ... or can we? Your answer depends on your
world view.
One viewpoint could be: You CAN change it, by
changing one small thing at a time within your
personal control, which will start a beneficial cascade
effect. As a psychologist, this is my favourite! So how
do we embark on this?
Take a long, hard look at your own stress management
or wellbeing. Do you model a balanced lifestyle of
20

work, rest and play, or do you work too much, despite
rising exhaustion levels or illness?
Can you work out what your time, play, work, physical
and emotional boundaries are? (These are the pesky
monkeys ... the good news is that they can be trained!)
BE MINDFUL
Research into the benefits of mindfulness meditation
is growing. There is an avalanche of apps, articles,
YouTube videos and life coaches to address sleep,
exercise, diet, financial or workload stress.
If we can see where we need to grow and learn, are
calmer, more balanced and in tune with the present
moment (rather than past failures, regrets or future
unknowns), our children will be, too.
Perhaps one of the simplest tools in sustaining sanity
(which should perhaps be a school subject!) is to tease
out whether those crazy monkeys running amok in our
lives are actually ours to manage, or are we allowing
others agendas, expectations or monkeys to break
into our personal circus ring and cause havoc with our
tacit permission?
So ... if they ARE your monkeys, bring in the trainers!
Learn new patterns of thinking and behaving. If they
21
arent, capture them and return them to the
rightful ringmaster.
SET BOUNDARIES
Clarify your boundaries, whether they are about
time or stress management, relationships or
co-dependency, fear of failure or expectations.
Release the need to control anything that you
cannot. This a weight from your shoulders, freeing
up physical energy to tackle your own stresses and
challenges.
As you learn to clarify these personal, physical,
environmental and relational boundaries, you will
see your teenager as a separate entity to yourself
an exciting, developing one. You cant feel the pain
for him, and you shouldnt. You can help him to find
balance in his life, by modelling it not by taking on
more than you should.
This will release your teenager too. Dont try to
constantly correct him or mould him into who you
wish you were, or dream he should be. Teach him that
you accept him for who he is, and focus on the here
and now.
This does not mean you should allow him to do what
he wants or have no boundaries, but to clarify the
boundaries and consequences and thus teach
ownership of them, with your and his wellbeing as the
central focus. This will reduce anxiety, and introduce
renewed energy reserves.
IN A NUTSHELL
Think of yourself as a coach in a youth sports team:
you encourage and teach from the sidelines, but the
team has to go out and play the game by themselves.
You and they will have to consider what worked and
what didnt, and try to change strategy in the next
game, but its still up to them.
They have to deal with failure, too. Thats how they
learn best. If a player is injured, allow time to regroup
and heal. Perhaps he needs crutches for a time,
but dont jump in with a wheelchair, or you can risk
crippling him for life.
Remember to play and rest, not only train, as you
work with your team. Enjoy the show training these
monkeys will enrich your circus! It will also reduce
anxiety in your teen. #teenpressure24/7mustfall
TURNING THE LENS
INWARDS BY PAUL EDEY

Our Matric and Sixth Form students

went into their final examinations
against a backdrop of uncertainty.
Our great universities need to
be treasured and protected. It is
remarkable for a country of our
size and global ranking that we
have four institutions in the top 500
universities in the world. A number
of St Johns boys and girls are
studying at the top institutions in
the world, at Oxford, Harvard, Yale,
Durham, Edinburgh and, locally,
at UCT, Wits and Stellenbosch. We
aim to produce Johannians who
are globally competitive young
men and women who have the
essential 21st-century skills of being
creative, critical thinkers and who
are resilient, adaptable and who do
not fear failure.

One of the ongoing challenges we have faced last

year is how we continue to harness the power of
technology in our classrooms. The Upper III
(Grade 7) class in the Prep and the Remove class in
the College embarked on a BYOD (bring your own
device) programme.

I am a firm believer that technology has great power

to enhance teaching, but it will never replace a really
good teacher. The staff are rapidly getting up to speed
and are enthusiastically embracing Mrs Irene Bassons
weekly tips and the use of Google Classroom (even
the Headmaster, a well-known Luddite, allowed the
boys a glimpse of their devices, when the Remove Life
Orientation class were allowed to explore the origins
and meaning of the term banana republic!).

VITA VOLUME 68 FEBRUARY 2017 22

Sadly, some of our pupils appear to be addicted to
their devices a generation whose self is increasingly
becoming externally manufactured, rather than
internally developed. A generation who have little
empathy and where self-promotion is encouraged
over self-awareness. Where does this leave us as a
school that is underpinned by Christian values? How
do we change our classroom practice, so that we can
continue to inspire boys to become life-long learners
and not to become completely narcissistic, through
their fascination with social media?
23
OUR VALUES
St Johns belongs to the International Boys Schools
Coalition (IBSC), and at every conference we go to we
are given statistics about how girls are outperforming
boys at every level of education, including areas
such as engineering and science, which used to be
dominated by males. The recently retired headmaster
of Eton, Tony Little, said that boys are not a problem,
but we have created a problem by the way we
educate them.
He went on to say that boys are too often branded as
difficult because they do not fit into the easy model
of a good student. I like to think that in many ways the
boys at St Johns buck the trend and statistics shown
by boys worldwide. This may be because we have
extraordinary staff, most of whom love teaching boys
because of their energy, humour and generosity
of spirit.
One of the highlights of the year was the Lower IV
Africa at Ur Feet Project, organised by the head of
Latin, Lizzie Nesbitt, which exposed our boys to a
host of issues pertinent to our continent, including
migration, poverty, colonisation, economics,
urbanisation, language, ecology and identity.
Initially, the boys grappled to get with the programme
as it was so different from being in a teacher-led
lesson and working for the carrot of marks. This was
education in the true sense of the word, a voyage of
discovery. Most of the boys soon responded to an
extraordinary array of speakers, such as Oxford and
Wits academic Johnny Steinberg; world authority
on dung beetles Prof Marcus Byrne of Wits; parent
and BBC correspondent Andrew Harding and award-
winning sports writer Matshelane Mamabolo from
The Star. They were taken out of their comfort zones
and visited parts of Johannesburg on our doorstep,
VITA VOLUME 68 FEBRUARY 2017
but miles away from the everyday experiences of
the majority of our pupils. Towards the end of the
programme, the boys had an opportunity to reflect on
what they had learnt. Some of their comments show
what a powerful experience they had:
After having a wonderful experience over the past
three weeks, I have learnt so much. My thinking has
changed as I have opened myself up to new and
exciting experiences. Seeing the bigger picture if you
will. I have learnt that we mustnt see the world from
our little bubble, but from the eyes of everyone; rich,
poor, black and white. I no longer look at the world
from the outside, but engage with it.
I will never see Africa the same way again, but feel it
more closely from now on. I have gone from thinking
Africa was a lost cause to emigrate from, to realising
the true potential and opportunity it offers. I thought it
was a stagnant place, doomed to go downhill, but now
I see the development and the growth. My thinking
has changed because of my experiences, ones which
were totally new to me and I would not have found for
myself. They forced me to review my preconceptions
of Africa and realise it is not all what it seems. I see
the world now through an Africans eyes, instead of a
foreigners. I am beginning to understand what it is to
be African and I am looking forward to the new Africa.
24
An Africa where we are diverse and non-racist and live
side by side. I am an African.
We have had to do some major introspection this
year. We have been challenged by comments that
we are an irrelevant, colonial anachronism. Our
school prefect group asked some searching questions
in their #WakeUpToYourPrivilege campaign. Our
transformation and diversity committee looks at key
areas such as recruitment of staff; the demographics of
our pupil body; the prevailing culture and ethos of the
school and the way we do things around here.
At an Anglican Board of Education meeting, former
college head Roger Cameron took us through a
document that looked at the distinctive character of
an Anglican school. These characteristics can be used
as a benchmark for self-appraisal of St Johns, as an
Anglican church school. One of the key characteristics
is that there is a generosity of spirit. This includes
a spirit of kindness, compassion and respect for all
people. This expresses itself in healthy relationships in
the school and towards the wider community.
I was left reflecting after a community service one-day
conference organised at St Johns, under the auspices
of the Anglican Board of Education, as to whether too
many of our boys see community service merely as a
25
tick-box exercise. We need to see more boys taking
the initiative to develop projects that are deep
and self-sustaining.
The world is uncertain: From Donald Trump to
Brexit, from growing tensions between the US and
Russia and turmoil in parts of the Middle East, from
suffering on this continent to the ongoing refugee
and migrant crisis in Europe. The financial markets are
unpredictable. There is a growing chasm between
the haves and the have-nots, no more so than in
South Africa.
Our country stands on the brink of being relegated to
the second division and so we need to respond with
tenacity, vigour, resilienceand compassion. Hopefully
St Johns gives you these qualities.
In the words of Marcus Aurelius, written in an age of
uncertainty and change many centuries ago, but still
applicable today, St Johns College can be likened to:
The promontory against which the
waves continually break, but it stands
firm and tames the fury of the water
around it. Neither crushed by the present,
nor fearing the future.
LEAD STORY

NURTURING
GLOBAL
CITIZENS BY
ANN DU PLESSIS

I remember, 22 years ago I was barely 18. Standing at Jan Smuts Airport (as OR
Tambo was called back then), passport in hand, and the world at my feet. Alone.
I was on my way to Rome. I didnt speak Italian (I knew some Latin); I had never
been to Europe. I had to take three flights. I was scared. Turning around was not
an option. It changed my life.

This is what the International Exchange Programme
at St Johns College aims to achieve: for boys to sail
unchartered seas; to leave comfort zones; to lose
themselves in order to find themselves in
unexpected places.
Boys in Upper IV are offered the opportunity to apply
for the Exchange Programme and then to travel to
other countries and be ambassadors for St Johns
College, Johannesburg and, ultimately, South Africa.
More often than not, however, the young men find
themselves embarking on a journey of a different kind:
immersing themselves into the routine and workings
of a foreign school and ultimately they learn not
only more about their host country and its culture,
but about themselves and where they come from. It
becomes a journey of self-discovery.
The St Johns College Exchange Programme has
grown in popularity over the years. In previous years,
the programme had more exchange schools available
than boys interested and most years all the boys who
applied could be placed. Last year, an overwhelming
31 applications were received with only 11 places
available. It is evident that the programme has
gained popularity and the boys realise the benefits of
embarking on this life-changing journey.
St Johns College currently offer exchanges with three
schools in Australia (Toowoomba Church Grammar,
Hale School and Christ Church Grammar School in
Perth), two in the US (Woodberry Forest in Virginia
and St Albans Washington DC) and one in Kenya
(Brookhouse School). Others are Welhams Boys
School in India, Hans Sachs Gymnasium in Nuremberg,
Germany, and Greshams in Norfolk, UK.
The Exchange Programme is slowly expanding and
will be introducing six new placements: two each
to St Andrews School (Christchurch, New Zealand),
Maru-a-Pula School (Gabarone, Botswana) and a
one-off exchange with a school in Heilbron, Germany.

VITA VOLUME 68 FEBRUARY 2017 26

 2016 EXCHANGE STUDENTS:

Jules Hazard
Brookhouse School, Kenya
(May June)

Antony Mason-Gordon
Toowoomba Grammar School, Australia
(July August)

Daniel Harding
Hale School, Perth, Australia
(July September)

Michael Kurzewski
Woodberry Forest School, Virginia, US
(August November)

Garyn Berry
St Albans, Washington DC, US
(August October)

Negotiations with other schools in England and Ntsako Nkuna

Canada are currently taking place. St Albans, Washington DC, US
(August October)
The Exchange Programme is reciprocal and St Johns
has hosted young men from the US, Kenya, India, the
UK and Australia, among others. These boys become
Ray Barrow
part of our lives for a brief moment in time and Greshams School, Norfolk, UK
friendships are made that last for a lifetime. (September December)

Some nights, my phone lights up and photos filled

Nicholas Landsdown
with wonder and messages expressing amazement
Christ Church Grammar, Perth, Australia
appear on the screen. The boys take me on a journey
too, and it is humbling to be included in such a (October December)
personal journey.
Thomas Venter
Here are some contributions from some of the Welham Boys School, Derha Dun, India
St Johns and international boys about their
(October December)
experiences abroad and at St Johns respectively.

Khaya Kingston
Welham Boys School, Derha Dun, India
(October December)
I think you travel to search and
you come back home to find Michael Omand
yourself there. Hans Sachs Gymnasium, Nuremburg,
Germany (December January 2017)
Chimamanda Ngozi Adichie, author

27
EXCHANGE ACCOUNTS
Jules Hazard
Brookhouse School, Kenya

It was a privilege to be given the opportunity to dive into

the culture and internationalism of Brookhouse School in
Kenya. My transition was seamless and enjoyable thanks to
the hospitality of everyone around me. Nairobi is a vibrant and
dynamic city and I enjoyed being able to see the growth in
their CBD and feel the buzz of the city as matatus (minibuses)
came rushing past the boarding house, their horns blaring,
attempting to attract customers. I had the opportunity to
admire the snow-capped Mount Kilimanjaro in the Amboseli
National Park over half-term and was able to be a part of
Kenyan family life, thanks to my host family. I learned a great
deal. It was reassuring to understand the trust and confidence
my family and the school placed in me. My exchange was an
opportunity to get out there and to get to know myself on
my own, all the while learning even more about the world
around me.

Antony Mason Gordon

Toowoomba Grammar School, Australia

During my time in Australia, I was able to experience living in a different manner to what I got used to growing
up. I truly believe that I not only learnt about the differences and similarities between Australia and South Africa,
but also about myself and where I come from. My pride in my country has been restored. I constantly had to
defend my nation and what we have, as a whole, to offer. I certainly realised that our country is like no other
and we can achieve anything through our diversity and talent. I loved learning about the cultural and ethnic
differences of Australia and, furthermore, the political systems and lifestyles of its citizens. I absolutely value
the opportunity that I was afforded and, above all, thoroughly enjoyed every moment.

Michael Kurzewski
Woodberry Forest School, Virginia, US

I cannot believe how time flies. I was amazed

by every class I attended, every football game
we watched and every Woodberry cup event I
participated in. The boys were so friendly and the
brotherhood among them continued to amaze me.
I was lucky to share this experience with exchange
students from around the world, including Austria,
Lithuania, Somalia and England. I also realised that
St Johns and South Africa, as a whole, are special
and unique and we can be proud of who we are.
The memories I made will stick with me forever.

VITA VOLUME 68 FEBRUARY 2017 28

 Garyn Berry
St Albans, Washington DC, US

My exchange was a great experience. I learnt so many

new things and had many great experiences. The
school was different to St Johns. It felt very formal
and smart. Lunch at school was amazing as the whole
upper school sit together at tables and they normally
have a table question. The sports department is
fantastic and so professional. The boys and staff were
so welcoming and accommodating and were happy to
help Ntsako and me with whatever we needed.

Ray Barrow
Greshams School, Holt, Norfolk, UK

The number of memories I have gained are extraordinary. Joining the chorus of Guys and Dolls, this years
school production, let me discover just how badly I dance, while being part of the politics society has enabled
me to get opinions on the vote to leave Europe from the voters themselves, and to guide the group through
(the treacherous waters of) South African politics. The cross country club has allowed me to see Norfolk its
postcard villages, boggy pine forests underpinned by ferns, and breathtaking coastline, with miles of beach and
dramatic cliffs. The feeling is completely surreal, and bewitching. Being away from St Johns has made me realise
that the eagles nest, with a view over a city that is my home, is a place that I will forever be indebted to and yearn
for. So far, the experience has the makings of one that defines my journey through life, and informs my view on
the outer world. The spirit of the exchange, challenging yourself and getting involved in a world detached from
your daily life, could be described a solution to all global problems.

Ray Barrow - Gresham Norfolk, England

Ntsako Nkuna
St Albans, Washington DC, US

My experience was unbelievable. I learned a lot about

Washington DC and about myself in particular. The
boys there are ridiculously clever individuals who work
tirelessly. Ive witnessed how competitive our world is
and Ive realised that I need to work hard if I want to
Ntsako Nkuna - St Albans in Washington DC
succeed in life.

29
Warner Cohen - Woodberry Forest School visiting

Warner Cohen
on exchange from
Woodberry Forest, Virginia, US
I have had the unique experience of being immersed into a whole new society, an experience that I am extremely
grateful for, and one that I will take with me for the rest of my life. Going on an exchange programme is one
that I cannot suggest enough. Over the short time I have spent in South Africa I have learned so much about
the world outside my little bubble. Understanding life in cities such as Johannesburg, Soweto and towns such
as Boshof has been an eye-opening experience and the knowledge and observations I have gathered during my
time here will definitely stick with me for the rest of my life.

Christian Potter
on exchange from
St Albans, Washington DC, US
From the first drive home to the teary goodbyes at OR Tambo
International Airport, I was able to pack a lot of newand
different into six weeks. I got to see how boys learned in another
country and to learn right alongside them. I was amazed by the
beautiful flora and fauna. I witnessed the St Johns First Team
rugby fight their hearts out in a sport that I had previously never
seen played. I was immersed in a diverse and vibrant culture
and affected by the recent history of South Africa. I grew close
to people whom I can now call my friends and family. I am ever
grateful for my student exchange trip to South Africa, and I am a
different person for the opportunity I had to grab at some of the
amazing experiences that that beautiful country has to offer. I
had an unforgettable time. Its been lekker. I have made enough
memories to last a lifetime.

Rheede Erasmus and Christian Potter on Exchange from St Albans

Michael Kursewski - Woodberry Forest School

VITA VOLUME 68 DECEMBER

FEBRUARY 2017
2016 30

Khaya Kingston
Welhams Boys School , Dehra Dun, India
This exchange was one of the best experiences of my
entire college career. Although the cultural differences
were a bit of a shock, I enjoyed the excursions and
tours around the area. It taught me to respect and
enjoy the cultures of other people.
Daniel Harding
Hale School, Perth, Australia
At first, going to a foreign country by myself was a
daunting task. I soon discovered that I would not have
a hint of regret the entire time. Everyone from the
guys in the boarding house to the guys around the
school and the staff was willing to help and incredibly
friendly. I was included in everything from camp to
sports. This was probably the most brilliant experience
of my life and I would recommend it to anyone who is
thinking about applying for this programme.

Joshua Bingwa on exchange from Brookhouse

Joshua Bingwa
on exchange from
Brookhouse School, Nairobi, Kenya
I was lucky enough to be chosen to go on an exchange programme to St Johns and my experience was
fantastic. Both the students and staff welcomed me with open arms. My time at St Johns opened my mind
and showed me just how competitive the world is. During my time there, I was lucky enough to do so much.
I participated in sports such as basketball and soccer and attended many class trips around Joburg. On the
weekends I stayed with my host family and other families kind enough take me around Johannesburg and South
Africa. They allowed me to get the full South African experience. I was blown away by the sheer beauty of the
country. My experience made me grow personally and raised me into a man. Even after I returned to Kenya, I will
always be proud to say that, for a short time, I was a St Johns College student, I was a St Johns man.

31
COMMUNITY

RUNNING
FOR THE WILDS BY PIER MYBURGH

The Wilds Precinct City Improvement District (CID) was established in

October 2016 to reclaim The Wilds as a beautiful and safe indigenous park,
and to establish the area as a leading education, heritage and natural belt
for the benefit of all the people of Johannesburg and visitors.

It was decided that St Johns College would host a trail
run to raise funds for the CID, to raise awareness of
The Wilds precinct upgrade project and to encourage
regular use of the park, which will improve safety.
The event was organised and managed by St Johns
College director Pier Myburgh, together with
Susan Crosse and Iain Morsehead. Gemay van
Heerden, Isabel Davis and Mailie Green provided
registration assistance.
Children who entered, and who walked and cleaned
the trail, logged four community-service hours.
More than 725 participants took part in the inaugural
event, with 100 volunteers from 10 schools,
including public, private, boys and girls institutions.
The event was covered by Classic FM and radio 702
and has the potential to become a regular on the St
Johns calendar.

VITA VOLUME 68 FEBRUARY 2017 32

CUPCAKES
OF HOPE

Jamie Berriman (Upper III) and his

band of helpers organised another
successful Cupcakes of Hope 4 Kids
with Cancer sale that raised R12 292
towards this worthwhile charity that
is so close to Jamies heart.
The Cupcakes of Hope Cancer Foundation is an
organisation dedicated to raising awareness and funds
for families in need of medical assistance.

A huge thank you to the Upper III parents who baked

the most beautiful cupcakes. Jamie had asked that
they bake them with love, and you could taste the love!

33
THE ST JOHNS
ACADEMY YEAR
Last year was another successful
and enjoyable one for the 72
Academy boys. Apart from the usual
academic programme consisting
of lessons in mathematics, science
and English, the boys also had some
additional enriching experiences.
The grade 11 students were invited to participate in
two job-shadowing days at Nedbank, the first in the
banks home-loans division and the second in the
motor vehicle finance department. The job experience
was arranged by one of the St Johns College fathers,
Eugene Drotskie. The boys had a great time being
exposed to the various career opportunities available in
the banking world.
The grade 11 boys once again enjoyed their Leadership
Camp in the Magaliesberg in July. They gained great
confidence during this excursion, many of them
discovering their leadership skills.
Like every year, the grade 12 boys were given a number
of opportunities during 2016. They attended a useful
financial management workshop presented by Frank
Magwegwe of Momentum Life. They tirelessly sold
cold drinks from the mobi-can throughout the Easter
Rugby Festival, and were individually assisted with
career guidance during the course of the year.
VITA VOLUME 68 FEBRUARY 2017
IN REVIEW
Two of the grade 12 boys, Kholwani Dube and
Ngoyi Kazadi, entered the St Johns public speaking
competition in March last year. Both delivered
excellent speeches and Kholwani was placed in the top
10 of speakers.
Kholwani and Ngoyi, as well as grade 10 Academy boy
Sandile Phakati, also entered the inaugural Heritage
Day Youth Speaking Festival at St Johns. Both
Kholwani and Sandile were finalists in this new project.
The much-anticipated revision camp took place during
last years June state school holidays, and 2016 was
different in that we decided to join up with Roedean
Academy to take the boys and girls to Maretlwane
together for a full week. The students go to school
together every day, so it made sense to combine
the two academies on this worthwhile week. Kate
Nottingham and Jeremy Naidoo from the science
department and Grant Hayward from the maths
department came out to Maretlwane during the week
and spent many hours in the outdoor classrooms
doing revision with the students. The camp was a great
success and will be repeated this year.
The 2016 academic year ended with the moving
Valedictory Service in the Crypt Chapel on 13 October.
Many boys received prizes for top achievement in the
various subjects, including Ngoyi Kazadi, who was
presented with the Sixth Form Bursary for this year
and Kholwani Dube, who won the Realema teacher
internship bursary. He will be doing his internship at St
Johns Prep while studying for a B.Ed degree through
Unisa.
34
Chaplains, boys and parents gather for the Academy Valediction

ACADEMY
VALEDICTION
35
2017
St Johns announced
the prefects for 2017
in October.

LEADERS
The new head of school is Tshepo Chipu, who grew up in Soweto and
moved to St Johns College from St Matthews Primary in 2013. Tshepo
has been awarded academic certificates every year since Remove, has
played A-team rugby, basketball and soccer, and has participated in
athletics. He is basketball captain.

He has a passion for writing, reading comics and rugby, enjoys movies
and burgers and loves spending time with his friends and boarding
house brothers. Tshepo says he is inspired by black consciousness
leader Steve Biko, footballers Ray Lewis and Zlatan Ibrahimovi, and
his peers. We wish him all the best may he lead and represent the
school in body, mind and character.
Head of School, Tshepo Chipu

Rheede Erasmus was appointed as

second prefect,
and the heads of houses are:
Nash: Nicholas Ives
Hill: Tshepo Kgutswane
Clayton: David McAlpine
Thomson: Daniel Trengove
Alston: Nicholas Jeffrey
Clarke: Kieran Houlston
Hodgson: Phillip Mparutsa
Fleming: Numan Koor
Runge: Stefan van Niekerk
School leaders and their parents

Back row left to right: Numan Koor, David McAlpine, Stefan van Niekerk, Nicholas Jeffrey, Phillip Mparutsa, Tshepo Kgutswane, Daniel Trengrove
Front row left to right: Nicholas Ives, Tshepo Chipu, Paul Edey, Rheede Erasmus Kieran Houlston

VITA VOLUME 68 FEBRUARY 2017 36

COMMUNITY ENGAGEMENT
CONFERENCE
St Johns College, in
partnership with the Anglican
Board of Education for
Southern Africa, hosted a
good practice conference on
17 October 2016, looking at
community partnership and
engagement programmes.
The aim was to share and critically examine
good practice and challenges around
community engagement, and to motivate
schools already engaged in such programmes,
or wishing to start programmes.

ST JOHNS
SPEECH DAY

Boys and parents gather for the annual Speech Day event, where various
awards were handed out to honour boys. This year the event was held in the
Rene England Auditorium.

37
HERITAGE
DAY

VITA VOLUME 68 FEBRUARY 2017 38

 COLLEGE
VALEDICTION

Class of 2016 boys in the Valediction Mass and then celebrating the milestone afterwards.

39
 COOLER THAN

COOL
BY SHANNON FRIGYIK

There was great excitement on 1 October

2016 as the Lower II Cool Choir took to
the stage to perform with acclaimed South
African band Beatenberg at the annual On
the Night event. The boys sang the hit song
Chelsea Blakemore with the group. It was
a once-in-a-lifetime experience. I certainly
will never forget the boys grinning from ear
to ear and the excitement of the evening,
which is always a highlight of the year.

VITA VOLUME 68 FEBRUARY 2017 40

 ACADEMIC

Congratulations
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HIGHLIGHTS
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endeavour for academic excellence, we are delighted with our Matric pupils performance in critical subjects such as
INCLUDE:
Mathematics, Physical Science and English. Of the class, 133 pupils wrote Mathematics, with 66 achieving distinctions. Forty of
Brandon
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and Abram Haffejee,
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subject.
Mercer,
perSango Socikwa, Justin Standish-White **
subject.
Commendable Achievement: placed within the top five percent of learners in five or more subjects.

Eighteen pupils were placed in the Independent Examinations Boards top one percent of candidates per subject.

Brandon
andon
ndon
randon
randon MacKenzie
MacKenzie
MacKenzie
MacKenzie
MacKenzie Quintus
Quintus
Quintus
Quintus
Quintus
Brandon MacKenzie Kilbourn
Kilbourn
Kilbourn
Kilbourn
Kilbourn
QuintusAbram
Abram
Abram
Abram
Abram
Kilbourn Schnfeldt
Schnfeldt
Schnfeldt
Schnfeldt
Schnfeldt Sango
Sango
Sango
Sango
Sango
Abram Schnfeldt Socikwa
Socikwa
Socikwa
Socikwa
Socikwa Connor
Connor
Connor
Connor
Connor
Sango Socikwa Mercer
Mercer
Mercer
Mercer
MercerJustin
ConnorJustin
Justin
Justin
Justin
Standish-White
MercerStandish-White
Standish-White
Standish-White
Standish-WhiteMichael
Michael
Michael
Michael
Michael
Copeland
Justin Standish-White Copeland
Copeland
Copeland
Copeland
Michael Copeland
**
9**9Distinctions
999Distinctions
Distinctions
Distinctions
Distinctions ****
**
**
**
99Distinctions
999Distinctions
* 9 Distinctions Distinctions
Distinctions
Distinctions ***8**8Distinctions
888Distinctions
** 9 Distinctions Distinctions
Distinctions
Distinctions ****
**
**
**
88Distinctions
888Distinctions
* 8 Distinctions Distinctions
Distinctions
Distinctions**
****
**
**88Distinctions
888Distinctions
** 8 Distinctions Distinctions
Distinctions
Distinctions **
**
**
**
**
88Distinctions
888Distinctions
** 8 Distinctions Distinctions
Distinctions
Distinctions 88Distinctions
888Distinctions
Distinctions
Distinctions
Distinctions
** 8 Distinctions 8 Distinctions

Nicholas
Nicholas
Nicholas
Nicholas
Nicholasde
de
de
de
de
Clercq
Clercq
Clercq
Clercq
Clercqde
Nicholas Gareth
Gareth
Gareth
Gareth
Gareth
Clercq Fullerton
Fullerton
Fullerton
Fullerton
Fullerton Colin
Colin
Colin
Colin
Colin
Gareth Fullerton Kinghorn
Kinghorn
Kinghorn
Kinghorn
Kinghorn Jonathan
Jonathan
Jonathan
Jonathan
Jonathan
Colin Kinghorn McIvor
McIvor
McIvor
McIvor
McIvor James
Jonathan James
James
James
James
McIvor Shelton
Shelton
Shelton
Shelton
Shelton
James Connor
Connor
Connor
Connor
Connor
Shelton Williamson
Williamson
Williamson
Williamson
Williamson Fayadh Haffejee
Connor Williamson
88Distinctions
888Distinctions
Distinctions
Distinctions
Distinctions 888Distinctions
8 Distinctions Distinctions
88Distinctions
Distinctions
Distinctions 888Distinctions
8 Distinctions Distinctions
88Distinctions
Distinctions
Distinctions 888Distinctions
8 DistinctionsDistinctions
88Distinctions
Distinctions
Distinctions 88Distinctions
888Distinctions
8 Distinctions Distinctions
Distinctions
Distinctions 88Distinctions
888Distinctions
8 Distinctions Distinctions
Distinctions
Distinctions ** 7 Distinctions
8 Distinctions

41
SIXTH FORM RESULTS
St Johns College Sixth Form achieved A to C symbols across all subjects. Eight
percent of our symbols were more than 90% in one or
has attracted top students from more A Level subjects, and 27% were over 80% in one
all over Africa and the world. or more subjects.
Our Cambridge A Levels are
The consistency in overall results is impressive and
internationally recognised,
a tribute to the dedication and flexibility of the Sixth
providing access to universities Form teachers who take on this responsibility, as well
worldwide. We are delighted to as their College commitment, for which we thank and
announce our 2016 AS and salute them.

A Level results. Finally, we wish all our 2016 Upper Six leavers the
very best as they start their university careers either
The subject pass rate of the students who wrote the in South Africa or overseas and know they are well
A Level examinations was 89% and 71% of students prepared and equipped to do this.

Top Results: AS Level [No A* available]

A Level Average Christopher Lavers 3xA Average
Joshua Kwaramba 2 x A* 1xA 89% Alexia Pullinger 3xA 84%
Deborah Ndagire 2 x A* 2xA 88% Naledi April 3xA 83%
Jonathan Wright 1 x A* 2xA 88% 1xA
Jiaping Fang 2xA 82%
Jade Krishna 1 x A* 2xA 85% Chinese AL
Triumph Olowu 1 x A* 2xA 85% Alexander Downey 3xA 81%
Sebastian Brunido- Harry Stanley 3xA 80%
3xA 83%
Hilder Georgia Roussos 3xA 80%
Franco Hay 2 x A* 1xA 82%
Suleiman Sacranie 3xA 81%

VITA VOLUME 68 FEBRUARY 2017 42

 ONS IS BAIE TROTS
OP ONS SEUNS!
Back left to right: Hugh Morgan, Rheede Erasmus, Wim Burger, Ernst Hechter, Abraham Greyling, Zak Coetzee, Dutliff Boshoff, Dirk van Hemert
Front left to right: Graham van de Venter, Quintus Kilbourn, Thomas Lillie

The annual Afrikaans Olympiad Rheede Erasmus (Lower V) were both placed in the
top 100 in the country.
for First Additional Language was
written in May 2016 by 3 439 The following students achieved an average of 80%
students throughout South Africa. or more:
St Johns College entered 32
Ernst Hechter 90.77%
students. The national average Abraham (AMC) Greyling 90%
score in the Olympiad was 63% Quintus Kilbourn 88.46%
and St Johns College participants Rheede Erasmus 87.69%
Dirk (Alexander) van Hemert 84.62%
achieved an average of 70.4%. Dutliff Boshoff 84.64%
Zak Coetzee 83.08%
We congratulate Ernst Hechter (Lower V) and AMC
Thomas Lillie 81.54%
Greyling (Lower V) who were placed in the top 20
Willem (Wim) Burger 81.54%
in Gauteng and in the top 100 in South Africa. Ernst
Hugh Morgan 80%
Hechter achieved an average of 90,77% and AMC
Graham van de Venter 80%
Greyling, 90%. Quintus Kilbourn (Upper V) and

ST JOHNS BOYS
EXCEL IN ISIZULU
Olympiad Ntokoza Dlamini has been awarded a
Gold medal and trophy for coming joint-first in the
national IsiZulu Olympiad. He scored an outstanding
89% and shared the accolade with three boys from
other schools.

Sthando Langa and Aphelele Magagula were both

placed in the top 20 of Olympiad entrants, attaining
80% overall.

Well done, boys were so proud of you!

Aphelele Magagula, Ntokoza Dlamini, Sthando Langa

43
MATHS WHIZZES
MAKE ST JOHNS
PROUD
St Johns College again excelled In the senior section, Michael Copeland (Upper V;
Hodgson) achieved a second place, with Nicholas
in the annual SA Maths Olympiad, Brinkmann (Lower V; Hodgson) sharing the third place
with students receiving awards with two other students.
in both the Gauteng and the
At the National Olympiad awards evening, Andi Qu
national Olympiads.
was awarded 10th place overall in the country in the
junior section. This is an outstanding achievement,
The following students received accolades in the
particularly given that he was only in Grade 8, and the
Gauteng Olympiads junior section: Andi Qu (Remove
top 10 places were dominated by Grade 9 students.
Clayton) was placed first (with an incredible 100%
score in the second round) and Daniel Sanderson
The school is incredibly proud of Andi and all the other
(Remove Nash) was placed second.
boys who took part.

Gold certificates:
Michael Copeland (Upper V)
Dutliff Boshoff (Upper V)
Matthew Whyte (Lower V)
Marc Elliott (Lower V)
Ernst Hechter (Lower V)

Silver certificate:
Sachin Modi (Lower V)
Michael Copeland, Marc Elliot, Ernst Hechter, Sachin
Modi, Matthew White. Dutliff Boshoff and Tumo Masire Bronze certificate:
were absent Tumo Masire (Sixth Form)

Matthew Whyte (Lower V) was placed third in

PROGRAMMERS Gauteng in round two of the Olympiad. He was

awarded a provincial certificate.

OF THE FUTURE The criteria for certificates were:

Bronze the participant beat 50% of
contestants countrywide
Silver the participant beat 79% of
Congratulations to our boys who took
contestants countrywide
part and shone in last years South Gold the participant beat 93% of
African Computer Olympiad. contestants countrywide

VITA VOLUME 68 FEBRUARY 2017 44

MODELLING
THE FUTURE
As part of open-source geospatial
solutions provider Kartozas
outreach programme, the St Johns
College Geography Department set
up a tangible landscape with the
help of the companys co-founder,
Gavin Fleming.
What is a tangible landscape? To the untrained eye
it basically looks like a raised sandpit surrounded
by ogling adults. And it pretty much is. Except that
this sandpit is cutting edge and takes practical
understanding of concepts taught in geography to an
entirely new level. You are never to old to play in the
sand just visit the Geography Department to find out!
To Gavins knowledge, the project was the first in Africa
and possibly the first at a secondary school (most are
at universities).
Samantha Jones (and the rest of the Geography
Department, including Bridget Fleming, Brandon
Louw and Keith Arlow) had expressed a wish to have a
tangible landscape in the department.
This piece is based on a blog by Gavin Fleming at
http://kartoza.co.za/id/blog/introducing-the-
first-tangible-landscape-in-africa/
45
The result was a tag-team event, with Sams husband
Matt building a frame, St Johns IT manager Peter
Henning gathering computer hardware, and Gavin
setting up the software.
Augmented reality is, in simplest terms, a direct or
indirect view of something physical in the real world,
supplemented by a sensory experience generated
by a computer. Some magazine competitions use
augmented reality where you are able to interact
with an advertisement through an app that plays
music and does many other fancy things. The tangible
landscape works on the same principle.
From a purely physical point of view, the boys created
a landscape with their hands. They moulded the sand,
creating ridges and valleys and mountains. They
inserted houses and other infrastructure. Then the
magic happened. The gadget read this surface and
projected colours and lines onto the landscape, based
on computer interpretations of the landscape the boys
created. This was then printed out and the boys had
an immediate and tangible way of learning about map
skills, geomorphology, drainage, aspect and slope, and
much more.
The tangible landscape takes learning about various
types of maps from a textbook and turns it on its head
you create the landscape and then witness how the
various concepts are analysed and described.
HOW DOES THIS ALL HAPPEN?
For the technical fundis out there: the system does
a three-dimensional scan of the sandbox every few
seconds. The scan is turned into a digital elevation
model (DEM) and, in its most basic output, the
system renders the DEM with a colour ramp, which
is projected back onto the sand. With some simple
Python programming scripts, the system will hook in
any other processes you want. Besides being used in
teaching geography, the system has great potential to
be used in physics and maths. The IT students learning
programming are also likely to find fertile ground for
applied project work.
YOUNG PHYSICISTS BUDDING SCIENCE
RULE BY COLLEEN HENNING WRITER
The South African Institute of Every year, Lower IV boys enter
Physics hosts an annual South the Royal Society of South
African Physics Olympiad for Africas National School Science
high school students. The top Essay Competition, sponsored
114 students out of the 16 000 by the Claude Leon Foundation,
who wrote the National Science a charitable trust that funds
Olympiad were invited to write the educational, developmental and
Physics Olympiad. human rights projects in South
Africa since 1972.
We are very proud of Jonathan Wright (Sixth Form),
who was placed 9th, and to Abram Schnfeldt, who Congratulations to Ethan Fischer for his
was placed 17th overall. prize-winning essay titled How can South Africa
address the challenges of water conservation?
Congratulations also to the following students who
were awarded merit certificates:

Brandon MacKenzie
SCIENCE CAREERS
Sango Socikwa
Dtliff Boshoff
IN THE SPOTLIGHT
Justin Standish-White
Peter Walker The University of the Witwatersrand
Antonio Osato ran an interactive short course to
expose grade 11 students to
This is an excellent achievement for these young men
and for St Johns College.
skills and knowledge to create
awareness of career opportunities
in science.
AN EXACT SCIENCE The Wits Integrated Experience in Science allowed
BY COLLEEN HENNING students to spend a day working in various laboratories
at the university to analyse forensic evidence related
to a made-up case study related to a murder. The
The Science Department entered 54 students had a month to work with the evidence
Upper V boys in last years National before meeting up again to present their findings to a
panel of judges.
Science Olympiad run by the South
African Agency for Science and St Johns College and St Johns Academy entered
Technology Advancement. More two teams. Congratulations to the following boys for
than 16 000 students countrywide successfully completing the course: Warren Fleming,
Matthew Whyte, Connor Williamson, Philane Dube
took part. (Academy) and Neo Radebe (Academy).

We congratulate Justin Standish-White, Peter Walker,

The following boys were runners-up out of the 30
Sango Socikwa, Dtliff Boshoff and Christopher Burke,
teams that entered: Carl Belger, Nicholas Brinkmann,
who were placed in the top 100 and awarded
Ernst Hechter, Phumlani Kumalo (Academy) and
Bronze certificates. Well done also to Abram
Dumisile Dube (Academy).
Schnfeldt, Antonio Osato and Connor Mercer, who
also received Bronze certificates, and to all the other
Well done to Roedean School for winning
students who participated.
the competition.
VITA VOLUME 68 FEBRUARY 2017 46

MOVIE EVENING
PAYS OFF
The steering committee of the Friends of St Johns
Rowing Club hosted an outdoor movie evening on
Burger Field on Friday 16 September 2016, featuring
Nine Lives with Kevin Spacey. The aim was to raise
47
SPORT
funds for the club, and to assist Germiston High School
Rowing Club to refurbish one of their quadruple
sculling boats. The successful event attracted more
than 700 people.
ALL IN A ROW
The St Johns College rowing club competed in the three-day
Gauteng Rowing Championships at Roodeplaat Dam in November,
performing exceptionally well and ending second overall, behind
St Benedicts College.
In the final race of the day on the Sunday, the first
eight (Daniel Louw, Matthew Chamberlin, Matthew
Betty, Daniel Trengove, Jules Hamer, Krischan Mumbi,
Stephan van Niekerk and Ramon Faesen) performed
courageously, but were just beaten on the line by
0.2 seconds by St Benedicts to finish in the bronze
medal position.
The most notable performances came from the
following crews:
Gold medal for the U16 A pair
(Tegan Williams and Max Milella)
Silver medal for the second eight
(Patrick Kinsey, Justin Vermaak, Jules Hazard, Jack
Huang, Thomas Huang, Andrew Boyazoglu, William
Kerr-Phillips, Richard Graca and Sebastian Mumbi)
Silver medal for the U14 A quad
(Carl Leathwhite, Eli Osei, Jordyn Henning, James
Hoole, Nic Chamberlin, James Estil, Dean Graca,
Connor Prentice and James Gordon)
Silver for the U15 A quad
(James Wetselaar, Sven Solot, Timothy Martin,
Joshua Falkov and Miles Li)

Silver medal for the U19 coxless four After the championships, the first eight started
(Daniel Trengove, Krischan Mumbi, Matthew Betty and training for the South African Schools Boat Race
Matthew Chamberlin) in December on the Kowie River in Port Alfred where
they won the C final.

ROWING
TO SUCCESS
Ross le Maitre was selected for the South African junior
coxed four that competed at the 2016 World Rowing
Junior Championships in Rotterdam, Netherlands.
The event also incorporated the World Rowing U23
and Senior Championships.

Ross and his crew progressed well throughout the

regatta and finished seventh overall, winning the
B-final ahead of Ukraine and Great Britain. He was
awarded his South African national blazer at assembly
in Michaelmas Term. Ross le Maitre, Rod Macdonald and Paul Edey

VITA VOLUME 68 FEBRUARY 2017 48

THE
GENTLEMANS
GAME
St Johns College had a successful
2016 cricket season, with full results
and news reported towards the
end of the year. These successes
culminated in a number of boys
being selected to represent Gauteng
at end-of-year provincial cricket
tournaments.
They are:
Keagan Lumley (Gauteng U19A)
Fayadh Haffejee (Gauteng U19B)
Matthew Martingano (Gauteng U17B)
Connor Esterhuizen, Amish Kooverjee,
Hayden Israel, Clayton Pather (Gauteng U15A)
John Redding, Kabelo Mokanyane,
Nic Halstead-Cleak (Gauteng U15B)
Congratulations to all these boys
you made us proud.

49

Our cricketers in action in Zimbabwe
THE FANS
FAVOURITE
Every now and then a team conjures up
something bigger than winning a match:
winning peoples hearts.
The St Johns U14 soccer team competed at
the Parktown Boys High School U14 Football
Tournament, coming second to St Davids. But it
was their exciting style of play that won the hearts
of everyone, earning them a spot in these pages.
To quote the announcer on the day, the team had
something truly special and magical in their game.
VITA VOLUME 68 FEBRUARY 2017
CRICKETERS
SHOW GRIT
After the successful 2015 cricket tour to Zimbabwe,
St Johns again toured to our neighbouring country
in the last week of the 2016 August holidays. The trip
had many highlights, the most notable being the boys
gallant defence of the meagre 73 runs they managed to
amass in the final.
The St Johns team learned that with hard work, belief
and, most importantly, grit, they can achieve the
seemingly impossible. The tour was a huge success,
with each player growing both on and off the field.
The staff and boys involved in the tour were incredible
ambassadors for the school.
In 2015, many felt winning was almost a given, but
2016 was different, and the boys had to dig deep and
show true character, as at least one parent noted. We
are proud of the camaraderie and spirit shown. After
all, our schools ethos is to produce boys rightly trained
in body, mind and character.
Michael de Gouveia (left) and Torin Torrente were
selected to play for the Central-2 District football team.
50
NEO RUNS
THE SHOW!
Neo Baloyi (Nash) won the 2016
St Johns College Dash, never
looking back after breaking away
from the group halfway up the ridge.
The dash traditionally starts in the middle of Burger
Field, with boys sprinting up the steps leading to the
Amphitheatre, and bursting their way through the
school at speeds surpassing anything that has ever
happened at the sound of the end-of-school bell! The
race ends at the statue on Long Walk.

TROPHY
WINNERS
St Johns College athletics vice-captain Neo
Baloyi and Nic Janos pose with the trophy in
Pelican Quad after winning the 2016 Independent
Schools Athletics Meeting at St Davids.

The boys were all inspired by Wayde van Niekerks

stunning dash into the history books at last years
Rio Olympic Games. The runners-up were
St Benedicts, followed by St Stithians.

RAYNARD
CLEARS
THE HURDLE
Raynard Pienaar took part in the North West University
Pukke Top 30 Atletiek at the Potchefstroom campus.
He is now officially placed ninth in the country in
hurdles and has been awarded honours
for athletics.

51
 AT THE TOP
OF HIS GAME
St Johns rock climber Joshua Myers
(Upper III) finished fourth in the U13
category of the South African
National Climbing Federation
National Lead Finals in October at
CityROCK Johannesburg.
Josh also took part in the Top Rope
category, making it through to the
finals and automatically qualifying to
attend the International Federation
of Sport Climbing Youth World
Championship trials this year.

HOCKEY TRIUMPH
Tadgh Coakley-Eager was selected for the U12 D9 District Hockey team. The
team remained unbeaten after three tournaments last year and Tadgh was
the top goal scorer in all three contests. He was also named best player at the
Jeppe High School hockey tournament. Well done, Tadgh!

SWIMMING ACE
EXCELLENCE FENCER
Muhammad Adam made the Gauteng
swimming squad and Peter Buckle made both Well done to Alexander Tafur
the national and Gauteng squads last year. (Upper II) who participated in
the Gauteng closed fencing
championship. He was
awarded a bronze medal in
the mens epee U13 event
and another bronze in the
mens foil U13 event. Well
done, Alexander!

MASTERS AT
SQUASH
GAUTENG CHAMPIONS

The Prep squash boys had an exceptional season

last year. Well done to the A, B and D teams for
coming first in their respective sections. You have
From left, Luke Plotz, Kris Watt,
done St Johns proud!
Christopher Milton and Timothy Milton
VITA VOLUME 68 FEBRUARY 2017 52
ST JOHNS
MAKES A
SPLASH
When the St Johns College U16
water polo team qualified for the
final against Clifton, they were the
only unbeaten side in the October
U16 Water Polo Tournament at
Durban High School. The team had
once before qualified for a final, as
an U14 age group in the Ken Short
Shield Tournament at Jeppe High
School. They were, unfortunately,
not able to win that final.
This final was always going to be a tight affair as Clifton
are a well-drilled outfit. St John's College started the
first chukka positively when Zak Sennett scored the
first goal. We set up another goal shortly after that
to take the lead to two. Due to some silly mistakes
and the referees being eager to make their mark, we
suffered two exclusions in quick succession. This led to
Clifton scoring two goals to equalise.
We were unable to capitalise on some extra-man
exclusions, which made the game difficult. Michael
Smith scored another goal under pressure. However,
shortly after that, we again allowed them to equalise
through exclusion.
In the fourth chukka, the game was deadlocked at
3-3. Due to some slack defence, Clifton was able to
score another goal. With not much time left, it was
imperative that we equalise and force the game into
penalties. Luca Allasio managed to drive ahead of his
player and force two defenders to rush him. Under
pressure, he was able to make a long accurate pass to
53
BY LUCKY LETSHABO
Zak Sennett who scored the equaliser. At the close of
play, we were tied 4-4.
A penalty shoot-out would decide the eventual
winners of the tournament, three penalties each. The
team was confident in their stalwart goalkeeper Ethan
Roets, as he had already saved a penalty during the
game. Zak Sennett, Daniel Harding and Michael Smith
were the selected penalty takers.
Clifton scored the first penalty. Zak Sennett took the
first penalty for St John's College and hit the post.
Ethan Roets made a brilliant save on the second
penalty taken by Clifton and Daniel Harding managed
to slot the second and tie us on penalties. The third
penalty taker for Clifton hit the post this meant
that the final penalty by Michael Smith could win
the tournament. Michael showed great composure
to calmly take the last penalty to score and win the
penalty shoot-out 2-1.
Ethan Roets was excellent in the goals, making a
number of saves and showing his ability to deal with
pressure in the penalty shootout. He was named man
of the match. Michael Smith, Luca Allasio and Zak
Sennett were named in the tournament team. Michael
Smith was named the attacker of the tournament and
Luca Allasio defender of the tournament.
Well done to all the boys involved in the tournament.
They finished their 2016 season undefeated and won
the national tournament. Nick Rodda has worked
with this generation of players for a number of years.
His ability to mould young players in the preparatory
school and carry them through into the College is
incredible. Without Nick, this team would not be where
they are today.
MALCOLM ON THE GLOBAL
WATER POLO STAGE
BY LUCKY LETSHABO
Malcolm McCullam (Upper IV)
was part of the U18 South African
Schools Water Polo team taking
part in the FINA World Mens Youth
Water Polo Championships in
Podgorica, Montenegro, from 24
August to 3 September 2016.
One of the top achievers in the South African team,
Malcolm reflected that it was a tough and physical
challenge playing against elite professionals from
around the world. Having been on a school water
polo tour to Montenegro a year before, the College
centre forward didnt find himself in an unfamiliar
environment, but did enjoy some new experiences.

The U18 team played eight games and were placed

18th out of 19 overall, beating Columbia (14-13),
after a penalty shootout. The College first team
water polo vice-captain enjoyed his interactions
with players from other countries. The final between
hosts Montenegro and their neighbours Croatia was
on another level, he commented.

THEY MADE U19A Miguel Morais

U17 Colts Justin Beswick, Ingmar Blok, Julian Zille,

THE GRADE
Ethan Roets, Robert Hardham
U16A Luca Allasio, Stefano Cavalieri, Daniel Harding,
Zachary Sennett, Michael Smith
U16B Garyn Berry, Daniel Cockram, Gavin
McPherson, Thomas Mortimer, Simon Shelton
Last year, 33 St Johns boys ranging U15A Jerred Boere, Oliver de Sousa, Triston McKay,
from U19 to U13 made Gauteng Luke Sawkins
water polo sides. This was the U14A Ethan Berriman, Tayne Beswick, Oliver
biggest number of boys ever from Krynauw, Spencer Clarke
U13B Charles Robertson
St Johns to make provincial U13 Colts Joshua Boulle, Christopher Gray, Luka
selection an incredible Rajak, Tigran Sennett, Jared Shapiro, Alexandros
achievement. Well done to the Zigiriadis, Alex de la Rey

following boys:
VITA VOLUME 68 FEBRUARY 2017 54
SHOOTING
FOR THE STARS
Alexi Cavaleros (Lower V) took part in the
Clay Pigeon Shooting Competition held at the
prestigious EJ Churchill shooting ground in the UK.
He was awarded national colours and selected to
represent South Africa at the World Compak Sporting
Clay Championships.

A MEETING
OF MINDS
St Johns student Jason Batzofin represented
the College, South Africa and Mind Sports South
Africa (MSSA) in Shanghai, China, in July 2016, to
attend the International eSports Federation (IeSF)
Global eSports Summit as a founding member of
its Athletes Commission. The body aims to give
athletes within eSports a voice and to protect
their interests.

MSSA, which is the South African national federation

for board games, card games, eSports, robotics
and wargames, also appointed Jason as manager
of the SA Protea eSports team that participated in
the eighth eSports World Championships in Jakarta,
Indonesia, in October.

KIAN SHINES
ON THE GREEN
Kian Rose was selected to represent the Central
Gauteng Golf Union at the South African Junior
Interprovincial Tournament, hosted by the
Mpumalanga Golf Union at the White River Country
Club from 11 to 16 December 2016.

Kian is a member of Royal Johannesburg &

Kensington Golf Club and Central Gauteng Golf
Union. His ranking of third on the Central Gauteng
Junior Order of Merit ensured his selection as an
automatic pick. As this was an official interprovincial
tournament recognised by the South African Golf
Association, Kian will receive full Central Gauteng
golf colours.

55
 STAR
SIBLINGS
Nicholas Zigiriadis (Lower II) won silver and
Alexandros Zigiriadis (Lower III) bronze
at the SA Schools Judo Championships.
Congratulations to both boys!

SA CHAMP
DOES US PROUD
Tiaan Giliomee (Upper IV) walked away with a number of
prizes at the provincial judo awards ceremony on 28 October.
He was awarded:

SA colours for winning the South African Championships

in the U17 age category and the U81kg weight category
SA colours for being the first-ranked national player in the
same age and weight category. (There are four national
ranking events during the year.)
Full provincial colours
A cup for the best U17 player in the province
An award for upgrading from provincial to national referee
An award for service to judo
A provincial merit award

JOSHUA
SHINES IN JUDO
Prep student Joshua Shannon was awarded
full provincial and South Africa colours at the
Johannesburg Judo (formerly Central Gauteng
Judo) annual prize-giving ceremony.

The latter was awarded in recognition of Joshua

finishing 2016 as the SA School Judo champion
in the advanced section for nine-year-olds
(U46kg), the U46kg SA Open Champion in the
nine-year-old category, and the national
first-ranked nine-year-old player in both the
U46kg and U50kg categories.

Joshua also won the prize for the best

nine-year-old male across all weight categories
in 2016.
VITA VOLUME 68 FEBRUARY 2017 56
ON SPEAKING
TERMS BY HEATHER VENABLES
From left: winner Micah Bwanali, Parktown Boys High; in second place, Rheede Erasmus, St Johns College; in joint third place, Kholwane Dube, St Johns Academy,
and Kara Ranwell, Roedean

If you can speak, you can A new addition to the St Johns public speaking
calendar was the Heritage Day Youth Festival held
influence. If you can influence, on 24 September 2016. We were delighted to secure
you can change lives, according sponsorship by Exclusive Books. State and private
to international motivational schools from around Gauteng participated: St Johns,
St Johns Academy, Roedean, Roedean Academy, King
speaker Rob Brown. And this belief
Edward VII, Parktown Boys, Centurion College, Unity
is certainly evident in the large Secondary School, McCauley House and
numbers of confident young men St Johns Sixth Form. In the prepared section, the
and excellent speakers we have juniors reflected on the topic Why I love my Rainbow
Nation, while the seniors debated the topic Proudly
a proud tradition of producing South African?.
at St Johns.
While enjoying the relaxed tea in Pelican Quad (and
Last year started with the SA Guild of Speech & the gum boot dancing by the St Johns Academy
Drama Teachers High School Public Speaking boys), participants and guests reflected on being
Festival. Because of the huge interest in the South African, and enjoyed being together to
competition this year, most coaches held auditions to celebrate our country.
select their teams.
We are proud of the many successes of 2016 and look
The St Johns teams fared very well in both the forward to the collaboration and challenges the new
prepared and impromptu sections, and the College year will no doubt bring, heeding the words of
was placed second overall in the impromptu section. D H Lawrence: Be still when you have nothing to say;
Sango Socikwa represented the College in the when genuine passion moves you, say what youve got
individual best speaker section, achieving an A plus to say, and say it hot.
in the first round and reaching the finals.

57
A HANDFUL
OF KEYS
St Johns College pianists represented the
school in last years Atterbury National
Piano Competition, held at the Atterbury
Theatre in Pretoria. The contest aims to
give young piano aficionados the chance to
test their skills, get stage exposure and be
recognised for their talent and hard work.

Well done to Shaylan Bundia (Lower III),

who emerged as a finalist, and Matthew
Daniels (Lower IV), a semi-finalist.

Shaylan Bundia Matthew Daniels

A STRING TO
ALEXS BOW
Congratulations to Alex Whitehead,
who was a finalist in the 2016 National
Youth Music Competition for high school
students, and won the overall strings
section. Alex and the other five top
contestants all performed with the
Cape Town Philharmonic Orchestra at
a gala concert.
Alex started playing the cello at the age of four in Melbourne,
Australia. At the age of seven, he became a student of Takao
Mizushima and continued to study with him via Skype
after moving to South Africa. He has won several prizes at
eisteddfods and has been a finalist in the Southern African
Music Rights Organisation (SAMRO) competition three times,
and the overall winner of the 2014 SAMRO Hubert van der
Spuy National Music Competition.

The 2016 overall winner of the National Youth Music

Competition was 19-year-old Cameron Williams
on alto saxophone.
VITA VOLUME 68 FEBRUARY 2017 58
 ARTS AND CULTURE

ALL THE WORLDS

A STAGE
St Johns Preparatory School
recently hosted UK drama
consultant, writer and director
David Farmer to present a series of
inspiring courses for educators from
South Africa and beyond.
Farmer has produced plays for the Lyric Theatre
Hammersmith and the Royal Exchange Manchester,
as well as taken touring productions to art centres,
schools and festivals internationally. He has also
consulted for a series of directing courses across the
UK run by the Shakespeare Schools Festival.
The practical courses he presented at St Johns gave
participants the opportunity to experience a wide
range of cutting-edge drama techniques and prepared
them to include these in their own teaching of, and
involvement with, the subject.

A LITERARY
EXPERIENCE
Every year, the winning teams in the Kids Lit Quiz
national competitions take part in the global final.
Last year, winners St Johns College represented
South Africa in the Kids Lit Quiz 2016 World Finals
in Auckland, New Zealand. The other teams were
Australia, Canada, New Zealand, Hong Kong, Singapore,
the UK and the US. The winners were New Zealand.

Gregory Cheadle, James Hoole,Khelan Desai and Ydhan Naidoo

59
DOWN TO
A FINE ART
The Prep held its annual art show
over three evenings in October.
Timed to overlap with the Lower II
and Upper II music and drama event,
Theatre Sports, it was well supported
by parents curious to see what
happens in the art room. Also on
show were works from design and
technology and research skills.
VITA VOLUME 68 FEBRUARY 2017
Showing your work is an important part of the process
of making art, and each boy in the Prep exhibited
something. How exciting for them to display their
work in a formal exhibition context! They had been
challenged in their art lessons to find new ways of
working with materials, and the results were varied and
individual. Watercolours, tempera pigments, acrylic
paint, coloured inks, charcoal, pencil crayons, wax
crayons, chalk and oil pastels were used in a variety of
ways to make art through printing, collaging, painting,
assembling and drawing.
60
 ARTS AND CULTURE

ST JOHNS COMES OUT TOPS IN

PAVEMENT DRAWING COMPETITION
On Friday 16 September 2016,
four teams from the St Johns
Visual Art Department participated
in the St Peters Pavement
Drawing Competition.
Teams were given designated areas and challenged
to create trompe loeil chalk drawings with the theme
Illusionism, and St Johns College once again shone by
winning the first prize for the second year in a row.
Everyone worked tirelessly to produce inspiring works.
It was an interactive experience, with opportunities for
teamwork, problem solving and innovative thinking.
Participants from all the schools transformed the
tarmac into a breathtaking transient portal and an
illusionary world.

Congratulations to our winning team: Aaron Pieterse, Team St Johns creating the winning piece
Anton Birkenmayer and Pholoso Phogole (Upper IV).

61
ARTS AND CULTURE
HOOKED ON
BOOKS 2016
The Prep boys were entertained
by the highly professional actors
from educational theatre company
Hooked on Books, which aims to
foster the love of books and reading
in children from an early age.
MARIMBA MAGIC
BY SHANNON FRIGYIK
On Tuesday 20 September 2016,
the Upper II marimba band
participated in the St Stithians
Preparatory Marimba Festival.
The boys were in high spirits.
VITA VOLUME 68 FEBRUARY 2017
The professionals enacted extracts from six books and
it was a highlight for many of the boys to be chosen to
be part of the show. Our young volunteers were happy
to dress up as a variety of characters, ranging from girls
and aliens to dogs and cats. Everybody had lots of fun.
The festival began with a mass item performed by
marimba bands from eight schools: De La Salle,
Brescia, St Stithians Girls Preparatory School,
Auckland Park Preparatory, Redhill, Holy Rosary
School and St Stithians Boys Preparatory School.
It was wonderful to witness so many children
celebrating music in a high-spirited and festive
environment. Each school played a variety of pieces,
entertaining the audiences with their wonderful
arrangements. Our boys appreciated listening to the
other schools, enjoying the opportunity for continued
positive growth.
62
 All lifes a stage: in costume and ready to go

HARRY POTTER
WEAVES HIS MAGIC
The Prep drama production last year
was a magical interactive experience
like no other. Harry Potter and his
crew from Hogwarts entertained us
all with their much-loved story of
wonderful wizardry.
David Quad and Darragh Hall were transformed into
Hogwarts School of Witchcraft and Wizardry, where
the audience milled around Platform 9 and sat in
Darragh Hall at the long tables in their designated
Hogwarts Houses.
The ethos of interactive drama education has its roots
in firing up the imagination and inspiring thought,
through performance-based experience. Interactive
theatre aims to provide an intimate, niche experience
by elevating the art of storytelling to break the
traditional boundary between audience and actor.

All of the bands displayed skills of working together

as a team, communication, self-esteem, creative
thinking, imagination and invention, with dance moves
complementing their playing and improvisation.
I was so proud of our boys. It is remarkable what they
can achieve in one 45-minute lesson once a week.
It takes great skill, but also talent, to achieve at the
standard that they performed.

What stands out most is their passion, evident at every

rehearsal and performance. They all proved to me that
great things are possible.

63
 MUSIC TO
OUR EARS
Abel Selaocoe (OJ 2009) was one
of six young creative talents to
be named Standard Bank Young
Artist Awards winners for 2017.
These prestigious awards have
IN THE been running for more than three

PICTURE decades, and have boosted the

Giggs Kgole (OJ 2015) made a big
splash in the art world last year,
as the first featured artist in the
Julie Miller Investment Art Institute
Introduction Series, a programme of
monthly solo exhibitions featuring
artists who had never before
exhibited in a commercial gallery.
The concept gives artists the chance to show their
work to the public and launch their careers, while also
offering affordable art to young investors.
Some of Giggss work was also chosen as part of a body
of work installed in the iconic Mount Nelson Hotel in
Cape Town, in an effort to support local artists.
Giggs was fortunate last year to be mentored by
acclaimed South African artist William Kentridge. He
says this allowed him to express himself creatively,
with Kentridge guiding him through the workings of
this industry.
careers of many well-known artists.
Abel won the music category of the award, for
exploring the capacity of the cello across a plethora of
genres, from collaborating with beatboxers to giving
solo classical recitals.
Over the years, the Standard Bank Young Artist
Awards have grown in stature and continue to
provide a wonderful platform and opportunity for the
winning artists to bring their work to a national and
international arena, said Hazel Chimhandamba, head
of group sponsorships at Standard Bank.
The other winners were Benjamin Jephta (jazz), Beth
Diane Armstrong (visual art), Dineo Seshee Bopape
(performance art), Monageng Vice Motshabi (theatre)
and Thandazile Radebe (dance).

He was also offered studio space by an established

artist at the Bag Factory studios in Fordsburg, and
was the face of a Student Sponsorship Programme
art and cultural exhibition held at Kingsmead College
junior school in October. The point of the event, he
says, was to raise money for, and awareness of, the
sponsorship programme, so that more children like
myself can get into great high schools.

At the beginning of December, Giggs also displayed his

work, along with collaborative works with fellow Old
Johannian Matthew Davies (2015), at the Everything is
Relative exhibition at the Mall of Africa. Were very proud
of you, Giggs!

VITA VOLUME 68 FEBRUARY 2017 64

 OLD JOHANNIANS

IN PEAK FORM
Connor Wilson (OJ 2015) won the This time around, he began and ended the week of
competition strongly, placed second in the very first
South African National Alpine Ski race, with Robert Trebilcock from Great Britain in
Championships held from 27 July to first place and Barnabas Szollos of Hungary finishing
1 August 2016 at Tiffindell Ski Resort third. In a hard-fought battle for the national title the
following day, Connor held on in his second run to
in the Eastern Cape.
win the title by just 0.25 seconds against veteran Sive
Speelman, with Tsotane Dywili third.
A record 10 International Ski Federation races were
held over the period, the third year in a row that
Before the championships, he attended a training
South Africa has hosted international ski races. Local
camp at his home base, Afriski Mountain Resort in
athletes competed against racers from as far afield as
Lesotho, where he won the combined slalom and giant
Italy, France, the UK, Poland, Hungary, Estonia,
slalom races in the senior mens category.
Finland and Luxembourg. To add to the excitement,
Tiffindell experienced record snowfalls, blanketing
Connor also represented South Africa in
the area in white.
showjumping in 2015 at the All African Mauritian
Friendship Cup and was the top performing South
Connor took the junior title in 2014, but kept
African National Equestrian Schools Association
a low profile in 2015 when he was in matric to focus
matriculant in the country.
on academics.

65
60 TH
REUNION
REFLECTIONS
BY TONY BEART (CLASS OF 1957)
St Johns has always filled me with
the happiest of memories. Our 60th
reunion on 12 October 2016 was
no exception.
Organising the day together had been bitter sweet
too many phone calls to old schoolmates went
unanswered. But the 20 who graced the occasion
represented with good humour and pride the classes
of 1956 and 1957.
It added to the occasion to have present John and
Dave Barrow, grandsons of Albert Barrow, owner of
the Barrow construction company that was deeply
involved in the building of St Johns. Of course, much
has changed to the schools physical plant. The Nash
showers made us all smile. It now seems to have
everything the student of today requires.
Back, from left: Hugh Huggett, John Milne, Henry Bennett,
Christopher Browne, Peter Cownie, Ashton Garforth, Ronald
Ludeman, Ivor Sander Middle, from left: Doug Howie, John
Barrow, Alastair Borland, Dave Barrow, David Kinghorn,
Doug du Bourg, Howard Green Front, from left: Fred Kalk,
Rob Hoar, Paul Edey (St Johns College Headmaster), Keith
Quiding, Wayne Babb, Tony Beart
VITA VOLUME 68 FEBRUARY 2017
Our group remembered the massive fundraising efforts
initiated by Deane Yates and managed by Ronnie
Grieveson and Mrs Babb that financed the building
extensions. My contribution: one pound a month
forever. The overwhelming impression I gained was
one of the no-nonsense approach the College has to
an Anglican education. We have provided you with the
tools, now get on and finish the job to the best of your
ability resonates.
It filled us with commitment and pride knowing that
we had been part of St Johns, schooling that had
given us an invaluable start to our young lives.
It was evident, too, that St Johns has robustly
continued in its mission to educate young men and
women of the highest calibre to play a meaningful role
in an evolving South Africa.
David Kinghorn, Peter Cownie, Keith Quiding,
Howard Green, Christopher Browne, Henry Bennett,
Doug Du Bourg
Back, from left: Ron Ludeman, Fred Kalk, Rob
Hoar, Wayne Babb, Keith Quiding, David Kinghorn,
Christopher Browne, Peter Cownie, Alastair Borland.
Front, from left: Tony Beart, John Barrow, Hugh
66 Huggett, Doug Howie, Doug du Bourg
PUBLISHING
SUCCESS
FOR SIZWE
Sizwe Mpofu-Walsh (Nash
2006) won the City Press
Tafelberg Nonfiction Award
for his manuscript Democracy
and Delusion in September
2016. The R120 000 award is
presented every two years.
In a City Press interview, Sizwe explained that
he aimed to debunk the 10 myths in South
Africas post-democratic political discourse
with his book. He also plans to release a hip-
hop album featuring 10 tracks, one for each
chapter of Democracy and Delusion.
In 2015, he obtained his masters degree with
distinction from Oxford University in the UK,
and he is currently working on his doctorate on
the creation of an African nuclear-free zone.
Sizwe is the son of advocate, politician and
business executive Dali Mpofu.
ON THE BALL
Congratulations to Old Johannian Dean
Gordon (Hodgson 2011), who has signed with
the Lions Rugby Union.
PITCH PERFECT
In December, Omphile Ramela (Hodgson 2006)
and Devon Conway (Nash 2009) played in
Cricket South Africas T20 Challenge for the
Highveld Lions. Both were first team cricket
captains during their time at St Johns. We wish
them much success!
67
ADVERTISE
IN VITA!
St Johns College produces
two editions of VITA a year. The
upmarket, glossy magazine is
distributed to parents, the Old
Johannian community (former
students) worldwide and at school
and special events. It is also
available in digital format.
With a base of current students parents and
upwardly mobile former students, VITA offers an
attractive advertising choice for organisations
seeking to reach decision-making, well-educated
global citizens based in South Africa and abroad.
We print 6 000 copies and distribute 10 000
digital versions of the magazine, but the reach is
substantially wider, as copies are generally read
by more than one family member.
In order to maintain our high standards of
editorial integrity, advertising will be limited to
the following options:
Full-page advertisements
Inside front cover
Inside back cover
Back cover
Please contact publicity@stjohnschool.co.za for
further information or to place an advertisement.
ST JOHNS COLLEGE T +27 11 648 4248
St David Road, Houghton, 2198 F +27 11 487 2227
Johannesburg, 2198 E headmaster@stjohnscollege.co.za
South Africa For more information, visit stjohnscollege.co.za

ANGLICAN DIOCESAN COLLEGE OF JOHANNESBURG

Headmaster: Paul Edey BA HDE (Wits) Hons (SA) FDE (RAU) PMD (GIBS)