Correcting our School's official record commemorating World War I and World War II
Faithfully recording involvement in World War I and World War II was never undertaken lightly but unfortunately errors and omissions were made.
On the eve of our 150th year, we're calling on the School's alumni, parents, past parents and greater community to aid us in correcting the record of our involvement in two watershed geopolitical events of the 20th century.
For the last four years Toowoomba Grammar School Museum Volunteers, Mrs Ann Hallam and Mrs Sue Palmer, have been updating the School records on Old Boys, staff and Trustees for the World War I and World War II theatres of war. Over the years several staff and volunteers have worked on these records. Lately with the assistance of a few websites and the digitisation of these military records by the National Archives of Australia, we have been able to add or remove numerous names from our records.
In May 1917 the Toowoomba Grammar School World War I Honour Board was unveiled by Mrs Freshney in the School’s Old Hall. The November 1926, Toowoomba Grammar School Magazine stated that:
“The School-room is our War Monument. Realising that we could not command money enough to erect a separate building we decided to so adorn the walls of that room as to provide a fitting memorial, and a constant reminder to all boys present and future, of our incalculable debt to all those Old-boys who answered the call of duty. As the war began in 1914 the years from which volunteers could be drawn were in the main 1890 to 1912. ”
"Now during the first half of this period the attendance at School was at almost its lowest and it is probably true that hardly more than five hundred boys passed through the School between the years mentioned. Probably more than fifty of these either died or were incapacitated. From this we conclude that at least over eighty per cent of those who might have enlisted did enlist. At the time fifty-six Old Boys were identified as having paid the Supreme Sacrifice."
The World War I tablet faces the west and on either side are two smaller ones (donated in 1918), similar in material and design. One carries the names of those who won special decorations and was the gift of Mrs Robert Wonderley, whose son Charles gave his life in France, after winning the Military Medal. There were originally 45 names on this board.
The other tablet was given by Mr and Mrs G P Barbour (Headmaster of TGS 1910-1935) in memory of their son Fred, also a Captain of the School and a University Scholar. The inscriptions on this tablet amounted to 56 names. Over the years further additions have been made to all three tablets, but unfortunately, they are still inaccurate.
The numbers of Old Boys that are known to have enlisted for World War I have increased from the School’s historian, John Winn’s original list of 358 to 388, referred to in his book ‘Toowoomba Grammar School Steadfast, Brave and True’. Current research indicates that 15 were not TGS Old Boys, staff or Trustees (see list below) and a further 14 were TGS Old Boys but have no known military record (see list below). Recent research has identified 66 TGS Old Boys who ‘Paid the Supreme Sacrifice’.
In 1973 the School’s Old Hall was completely restored and refurbished in time for Toowoomba Grammar School’s Centenary celebrations. One of the projects proposed was the provision of Honour Boards in Old Hall, specifically for World War II and the Headmasters. These boards were financed jointly by the Old Boys’ Association and the Ladies’ Auxiliary Clothing Pool (Ref: p 390 ‘Playing the Game’ by John Winn). There is no School record about the unveiling of these projects.
Over the years there has been contention over the names listed on the two WW II boards that were on the eastern wall of the School’s Old Hall. Research on Old Boys who are known to have enlisted for World War II has increased from School historian, John Winn’s list of 1350 to 1364 names. This is a massive difference from the 855 names that were identified on the two boards in the School’s Old Hall in 1975 (Virtual War Memorial Australia).
Research has shown that 47 Old Boys on the World War II Honour Boards had no known military service (see list below) during this period. In addition, there were a further 61 names (see list below) that appear to have no direct relation to the School. Research has also increased the numbers of Old Boys that paid the Supreme Sacrifice from 120 to 125, even with the removal of two men where our records were inaccurate.
WORLD WAR I BOARD – NOT TGS OLD BOYS
WORLD WAR I BOARD – TGS OLD BOYS - DID NOT ENLIST WWI
WORLD WAR II BOARD – TGS OLD BOYS - DID NOT ENLIST WWII
WORLD WAR II BOARD – NOT TGS OLD BOYS
WORLD WAR I BOARD – NOT TGS OLD BOYS
AMBROSE E
DELLER WA
GRUNDY J
HARVEY HL
HOOD T
KELLY RL
MACDONALD J
MCNAUGHT RS
REARDON W
RIGBY T
ROBINSON DO
ROLLSTON J
RUTLEDGE TB
SCHOLES HJ
SIGG AE
WORLD WAR I BOARD – TGS OLD BOYS - DID NOT ENLIST WWI
BAYLEY EC
BOYCE AAR
BYERS L
CARPENDALE HV
CURTIS CA
DUNN E (Staff)
FRASER JM
GRAHAM WH
HAMILTON JH
HARDING A
MACNAMARA R
MCPHIE ACD
PERRY AH
SMALLWOOD A
WORLD WAR II BOARD – TGS OLD BOYS - DID NOT ENLIST WWII
ABBOTT EV
ARCHOS ML
BARDEN SL
BARLOW SJ
BARNES RL
BEH A
BENNETT AG
BENNET G
CONNOLLY JJ
BEST WG
BLICHARSKI KD
BOYD KM
BURNETT C
BUTLER BR
CALDWELL H
CAMERON J
CHESTER RD
DICKSON MI
WORLD WAR II BOARD – NOT TGS OLD BOYS
ALLEN NT
ANDERSON RC
BAILEY AJ
BARNARD RE
BATCHELOR AH
BELL A
BELL P
BERNAYS HC
BEST R
CAMPBELL NJ
CLOWES D
COOGAN NCM
COOPER T
DUNSOON IB
EGLINGTON R
ELSNER TE
FALKMAN EM
FOOT L
FOOTE W
GIBSON AM
GIELIS D
GILKESON J
GOESSLING CC
GRANT JG
GRAYDON DR
GUINANE J
HARDIE NM
HIGGINSON FC
HOEPPER A
HOGARTH AM
HUMPHREY J
JAMES R
JOHNSON N
KEYS T
LAMB CS
LAWTON RB
MARSHALL WG
MARTIAL N
MCINTYRE L
McKENZIE KW
MCINNES R
MERCER D
MEYERS A
MURRAY R
MYERS WHL
OBRIEN HD
PETTY BC
PRICE O
RALF R
REID RA
RICKARD M
SHIELD JR
STUART EM
THOMPSON M
VAN HUMRIGH K
WALKER D
WEIDESMAN, F
WILLIAMS B
WOODS L
WRIGHT E
WRIGHT MW
We need your help
Help is required from the School community and wider community to rectify any of these names. Please contact the Museum Archives directly if you have any information to contribute.
The community should be aware that there are no definitive ‘rules’ about the names and inscriptions on war memorials. Different criteria for inclusion were used by different communities and so who is commemorated, which conflicts are commemorated and the style in which these details appear varies from memorial to memorial. This is why some war memorials only include those who fought and died, whilst others also include those who fought and survived, and why some include civilian as well as service casualties.
Toowoomba Grammar School wishes to identify all Old Boys, staff and Trustees impacted by war or conflict. The school commemorates those whose lives were ended, changed or impacted by war or conflict and we urge you to contact us if you have any information that could help us make our records as accurate as they can be.
The Toowoomba Grammar School Boarding community plays a pivotal role in shaping the young minds of our boarders and instilling values whilst creating a sense of mateship that can last a lifetime. The nurturing and supportive network of staff not only ensure a safe and structured environment but also cultivates a sense of belonging and camaraderie among the boys. ‘The staff supply the fuel to the ship but ultimately it is the boys who steer it and decide upon its final destination’.
Our TGS…
Literacy skills are a core component of each day for our students, and parents often ask how they can support this from home. I am delighted to share with our parent community the essential components that underpin successful reading development. These elements, known as the Big Six, provide a solid foundation for your son’s literacy journey. These critical building blocks include:
Oral Language: Communication skills are the bedrock of reading. Encourage rich conversations with your child.…
When you look up mother in the dictionary it reads: female parent of a child.
When you look up boarder, it simply reads: a child who lives away from home.
So, put “boarder mother” together and we have: the female parent of a child who lives away from home – if only it were that simple.
My definition of boarding mother is: a strong, dedicated unbelievably great female parent of a child who has the wisdom to put her son’s educational needs, wellbeing and lifelong endeavours before her own. A…
As parents, we all want our children to have the best possible education, and one of the most effective ways for teachers to provide this is through differentiation. Differentiation means tailoring instruction to meet the unique needs and interests of each student, and it can take many forms.
First, let's define differentiation. Differentiation is a teaching approach that recognises that students have different strengths, interests, and learning styles. By adjusting instruction to meet these…
As a community dedicated to the growth and well-being of our teenage boys, it is essential to address the complexities of emotions we experience during adolescence. Among these emotions, anger stands out as a powerful and intense feeling that can influence their behaviour, relationships and overall wellbeing. Untreated anger can lead to a myriad of problems and challenges for our young boys. In this comprehensive guide, we will explore the dangers of untreated anger, ways to support healthy…
Just as teachers benefit from an understanding of the Learning Sciences in their lesson planning and preparation, so to do students when they are studying for major summative assessments.
A survey of TGS students in Years 9 to 12 found that 70% of our boys felt that they knew how to study, with the biggest impediments to study being lack of motivation and too many distractions. The most highly preferred study technique was found to be rewriting notes. Cramming, rereading the text and rewriting…
I recently had the pleasure of attending the 2023 International Boys’ Schools Coalition (IBSC) Annual Conference at Westlake Boys High School in Auckland, New Zealand, in my capacity as a Team Leader in the IBSC Action Research Program. Action research is a systematic inquiry conducted by teachers in their own classroom to better understand the impact that an aspect of their practice is having on their students.
Each year, 40 teachers from IBSC member schools from around the world are accepted…
How do we adequately develop a teenager’s 'sense of belonging' in boarding?
Head of Boyce House, Boarding, Mr Michael Hall has investigated how 'Maslow's Hierarchy of Needs' applies to boarding. It is a psychological theory that suggests human beings have a set of fundamental needs that must be fulfilled in a hierarchical order. The theory proposes that individuals must first satisfy their physiological needs before moving on to higher-level needs, such as the 'belongingness' that is so…
A 12-year study has found that boys consistently perform better in an all boys’ school compared to boys in co-educational schools.
This was one of several interesting topics presented at the recent International Boys’ Schools Coalition (IBSC) Conference in Auckland, New Zealand which I attended alongside three of my Toowoomba Grammar School colleagues – Mr Luke Rawle, Mr Dave Klan and Mrs Jessica Galbraith. We joined 600 leading educators from 15 countries around the world for the four-day…