To really understand how incompetent some people are when it comes to reporting incidents, you need only look at my old school. Wait, no… not the one of which you’re thinking! Let’s go back further to when I was in a Government high school myself.
It was the 90s, an almost lost decade when the great fashion styles of the 80s were now dead and replaced with slightly more conservative hair cuts and mobile phones that came in a bag. Yes that’s right, A mobile didn’t fit in your pocket. It came in its own bag. They were enormous! I remember that everyone thought that people who carried their own bag phone around, must have been either super important, or a complete tosser! In reality, it was the latter, but I digress.
Whilst I prefer not to talk about my high school experience, because it could lead to far too many expletives being used in every sentence, the remarkable thing about life is the fact that we can learn some great lessons from complete idiots. Just take a look at the Darwin Awards, which is a great testament to this fact. Sadly, I don’t have another contender for the Darwin Awards on this occasion. However, there’s no shortage of idiots involved, so for those of you involved in risk management, this is what not to do when your school bus gets hit by a semi-trailer.
Now it wouldn’t be fair to talk about the day trip to Narrabri without putting it into some sort of context. Why were we travelling two hours from Tamworth in Northern NSW to Narrabri just to have an argument?
For me, this was one of the most exciting days of the year. It was the regional debating championships and for one, it had me out of school for the day, which was always preferable. More importantly, it was one of the best debating competitions around. Sadly, the English staff who were supposedly running debating, didn’t share this view. Since it wasn’t Rugby League, the rest of the school had a dim view of it as well. The only time I’d actually been to Narrabri for the championship was two years before when I was in Year 7 and we did very well, getting into the finals but coming runner up at the end of the day. The next year however, one of the students slept in, and so rather than leaving one student behind, the stupid teacher waited and did nothing for an hour and a half, until the student got on the bus. We arrived massively late and forfeited every single debate. Yet another stellar moment for the English Department.
However, I’ll leave it at the fact that the English Department and I did not get along. There was some unpleasantness. I remember in Year 12, I was excluded from the debating team for apparently being too argumentative… but that’s a much longer story for another time!
Back to the matter at hand. I was thrilled to be heading off to Narrabri for the day of debating. It was a knock out impromptu debating competition, which I loved and given the previous year’s mess, I was eagerly anticipating getting there and at least competing in the first round!
Despite the fact that it had been raining overnight and drizzling that morning, all was going well. I was picked up on time in town, which was a pleasant surprise. Jumping on the bus, I found a seat right in the middle of the mini-bus on the driver’s side. It was on the outskirts of Tamworth when I first noticed the bus seemed to be all over the road. It was raining more heavily and the driver, one of the illustrious English teachers, had managed to slip the bus off the road twice into the soft verge at the side of the bitumen. On the second slip I banged my knee hard into the seat in front of me. “What an idiot,” I thought. (I was thinking worse than idiot… but I’m keeping this PG). This year we were in no hurry, but the teacher seemed hell-bent on racing the whole way there.
Another twenty minutes on and with a few more bumpy shunts all over the road, we were close to Gunnedah and approaching a narrow bridge over the Mooki River. It was raining. We seemed to be speeding in a bus that had already slipped off the road a number of times and now were approaching the narrow wooden Mooki Bridge. I glanced up to see a semi-trailer heading in our direction. It was half way over the bridge. Then everything suddenly slowed down.
I don’t remember hearing the screech of the wheels, but at some point the teacher had slammed on the brakes, the wheels had locked up and the bus spun around in slow motion 90 degrees. We were now sliding sideways straight along the road, completely out of control. Out my window, a massive bull-bar- covered grill was coming straight for me. Nothing profound was going through my mind as I grabbed to push my back hard into my seat and braced myself against the seat in front. There were no seat belts and we were about to be T- boned in the middle of the bus.
It was the quick thinking of the truck driver who saved us that day. As I watched helplessly from my seat, the massive bull-bar came closer and closer. Suddenly the rig of the semi-trailer veered sharply left. It’s wheels shifted and rumbled off the side of the road. The driver was now trying to turn hard left and the bull bar was facing slightly away from me, but with the truck close to us now and with nowhere left to go, I held my breath. The bus was deathly silent.
The most frightful, deafening sound of crunching metal smashed the silence. The semi had clipped the rear of the mini bus. The side windows shattered. Glass sprayed slowly through the air like a thousand diamonds hovering slightly, as the bus spun violently, before arcing to the floor. Glancing back, I saw the semi-trailer roll onto its side and into a ditch next to the road. We came to an abrupt stop. I sat there stunned as everything seemed to return back to normal speed. “I’ve got to get off the bus,” I thought. “What if it explodes?”
With my ears ringing, I could now hear screaming and shouting throughout the bus. All I could think of was what if another truck comes along and hits us? I scrambled off the bus. It sat awkwardly, still halfway across the road. The massive semi-trailer lay motionless.
Despite our teacher being a massive tosser, unfortunately he didn’t have an enormous bag phone, so we had to call emergency services 90s style!!
I ran across the old narrow wooden bridge to the other side. Sure enough, another truck was picking up speed as it headed out of town. Standing in the middle of the road I flagged him down. I can’t remember what I said, or even if it made any sense, but with wreckage strewn all over the road ahead, it was fairly obvious we needed help. The truck driver got on the CB radio and soon we could hear the sounds and see the flashing lights of the ambulance and police racing towards us.
A couple of students were still on the bus. The teacher had run off to the other vehicle and not bothered to check on any of us, despite the common sense rule of check your students! Given the fact he should have owned a bag phone, this wasn’t surprising in any way. As in every movie climax after the life or death conflict has been resolved, the flashing lights and uniforms around us seemed to create a sense of calm. I think I was too stunned and possibly concussed at this point to really be feeling anything. Although, I remember thinking, “We’re going to be late for the debate again!”
A couple of students and the truck driver, who in his superb efforts to save us had broken his leg, were loaded into ambulances and rushed off to hospital. We were loaded back on the bus which still could be moved and driven to hospital. To say I was reluctant to board the bus was an understatement, especially with that guy at the wheel, who in my opinion was completely responsible for everything that had just happened. However, the police determined the bus could be driven only about 4 km to Gunnedah Hospital.
We sat around and waited to be seen in hospital. One after another, a doctor checked us. My knee was sore and I felt exhausted. Otherwise, I was fine. For us, the ordeal was pretty much over, but for everyone else it had only just begun!
Thanks to modern forms of communication at that time (the CB radio), which could be easily listened into by anyone, the 8.30am local ABC radio news had already broadcast the accident informing all the northwest that “a bus from a Tamworth school had crashed.”
Panic arose for some primary school parents whose children had left that morning for Canberra. The 9am news stated, “The bus was not from Oxley Vale School.”
The phones at our school, those ones that plug into the wall, went into meltdown, as only a tiny bit of information was released on the radio. By 11am, the school was named. It didn’t say that it was the debating team, a significant point by which most parents would have known it didn’t involve their son. Everyone, however, had assumed it was a football team or some other excursion and thus many parents were trying to ring one phone number all at once. The parents with children in the debating team had also found out and couldn’t contact the school due to the phones being engaged.
If there’s one thing you should do in the event of a critical incident, it’s inform the parents of those involved as soon as you can! Release a detailed statement to the rest of the school community based on clear facts and in line with the needs of the community. Failing to do so, creates more problems. It creates panic and uncertainty and parents will fill in all the blanks you’ve left for them with their imagination. Soon parent imagination can turn into pseudo facts and you will have an even bigger mess on your hands. It’s hard to respond to that and much harder from which to recover.
Rather than using another phone line to call the parents of the students who were involved, the school did nothing. Yes, that’s right! Nothing at all! The hopeless response to this major incident is probably one of the reasons why I believe risk and incident management is so important. Seeing people do something so badly, usually prompts me to do the opposite and make sure it’s done properly.
A teacher at the school told my older brothers and gave them the tiny bit of information that was heard on the radio. One brother rang our mother at her work with the words, “The bus has crashed, but David is all right.” She in turn rang our father at his work and he kept dialling the school number to see if he should drive to Gunnedah or where.
The school sent a teacher in another bus to come and pick everyone up from Gunnedah Hospital. There wasn’t anything wrong with this in itself. We were collected at the hospital, driven back to Tamworth and dropped off either at or near home or at a parent’s work with no meet and greet to the parents, nor any sort of handover. I was the only student with immediate parent contact. One boy was set down in town and had to wait about three hours for his regular school bus to take him home to Manilla.
A number of students were dropped off at empty houses. After almost being killed in a horrible collision with a truck, the teacher somehow thought that dropping shaken teenagers off at an empty house was an appropriate thing to do! Even the most useless and incompetent teacher should have known better than that! Perhaps the teacher who picked us up should have been carrying two bag phones. As he was head of welfare for the school, it’s rather ironic that he appeared to know nothing about student welfare, but again that’s my opinion and a much longer story for another time in regards to what I believe was his incompetence and inability to fulfil an important role.
The idea that it was ok to drop students off at home when nobody was there after a traumatic road collision was stupid even for the 1990s. I remember being dropped off at Tamworth West Primary School where my mother was teaching her Year 4 class. I wandered in, still possibly concussed and remember lying down somewhere in the classroom and falling asleep. Mum sensibly refused to take me home in her lunch break.
What should have happened? All students should have been driven back to school. No one should have been left alone. Day boys could have been left under Matron’s watchful eye, until their parents arrived to collect them. Boarders could have been supervised by Matron and/or their dormitory master.
From an incident response and management point of view, the lack of communication was pathetic. It might have been a lack of training, a lack of response planning, or just the fact that I went to a school that appeared to be run ineffectively. The bottom line was that there was no plan in place if something went wrong. It was evident that everyone was simply making things up as they went.
Whilst critical incidents are fluid in nature and you may need to respond in an inter-active way to contain the initial situation, there is absolutely no reason why any school or organisation can’t have clear actionable steps in place to be able to respond quickly and effectively to a major incident. It’s vital that you inform parents and if needed, draw on resources in the wider community, such as local radio.
Over the past 25 years, at no time did anyone from the school contact my parents to let them know what happened! At no point was the incident ever debriefed! At no point did anyone ask about the debating! Two years in a row, we’d forfeited the most awesome competition in the region and to this date, the school still hasn’t officially told anyone that the bus crash actually occurred.
The Principal suddenly left the school and the questions about the crash, that parents asked at the P & C meeting, were unanswered.
Despite all of this, I learnt some very important lessons as to what not to do in a situation like this. One thing it highlights though, is the fact that for all the carry on I’ve seen over the years from people who don’t understand risk management and incident management, the fact remains, being on the road with students is one of the highest risk factors possible.
Driving to the conditions, avoiding peak periods of traffic and having a fatigue management policy and procedure in place is vital to reduce this transport risk that’s part of every trip away from school.
Let’s put this back in context. We were going to a debating competition!!! Sounds very low risk and not even worth doing a risk assessment on, yet had the truck driver not reacted the way he did, our bus would have been cut in two and a few more sun-bleached crosses would have stood scattered at the side of the road, lovingly surrounded by flowers, tended only, in decreasing frequency, by the broken families who were never told what really happened that day.
ANZAC Day is a special day for Australians and our close New Zealand allies. It’s a day born out of one of Britain’s greatest military mistakes. However, when faced with enormous adversity, our Australian and New Zealand troops literally dug in and bravely held their position for 8 months before a carefully planned withdrawal was carried out. At this point, I should add that it was the ANZAC’s ingenious creation of a counterweight trigger mechanism that kept firing the guns at random intervals to give the impression that they were still there whilst secretly they withdrew.
Many lives were lost on both sides at Gallipoli, on the Western Front, in the Middle East and throughout the stalemate that lasted years. Even as the world tried to move on from the horrors of a war that shattered so many lives and devastated our country towns, the next massive conflict was already in motion.
It’s easy for us to look at conflicts and demonise those we fought. In fact, a quick look at propaganda from the time, that’s exactly what was done to encourage so many to enlist and fight. However, those we fought against were not savage looking demons hell-bent on destroying the world. Their experiences of war and the stories of soldiers from both sides of these global conflicts, as reflected in personal journals and letters home, show how similar the experience and loss was no matter on which side they were.
The story of the soccer game in no mans land between the allies and the Germans on the Western Front at Christmas time, just goes to show the conflict wasn’t between the individuals. In fact, given other circumstances, amazing friendships could have emerged from such experiences.
However, all the conflicts in which our nation has been involved since the dark days of WWI have been driven by our values and beliefs in what is right and wrong in this world. As Australians, we don’t tolerate political tyranny in any form. It’s always been in our DNA as a nation and a global leader to fight for what we believe is right. The sacrifices our soldiers made and continue to make, are to ensure we can live in a society that’s free of tyranny, dictatorship and oppression and filled with opportunities for everyone to live a long and enjoyable life of their own making.
The world is far from perfect and conflict rages on throughout the globe, driven by twisted ideologies, desire for power, influence and greed. Not everyone has the same opportunities we’ve had as Australians, but all of this comes down to those who have given their lives, so we may live free. This is an impossible debt to repay and we can never truly understand the losses that so many families and communities suffered as a result of war. Every year on ANZAC Day, we as a nation get the opportunity to say thank you to those who have so selflessly given their lives to protect us and our way of life from tyranny.
Lest We Forget.
After a recent hike, during our debrief, one of the students made a comment which was quite profound. It made me seriously rethink my approach to the whole subject of leadership. We were talking about what makes someone a leader. ‘Taking control’, said one student, ‘making things happen,’ said another. This continued for some time with similar answers more about command and control than anything else, until one boy called out, ‘helping others!’
I asked the boy to explain what he meant and the discussion continued further around the topic of helping others out. Suddenly, one of the boys said, ‘Well, why not call it helpership?’ I thought about this for a moment and it struck me. What a profound statement! Whilst I’m sure someone has come up with this before, I’d never actually looked at leadership from that point of view. Even though as a leader, that’s exactly what you’re doing, I’d always explained leadership in a different way, more about looking for opportunities and inspiring those around you than the idea of helping others.
However, when working with students, especially younger ones, the idea of helpership makes a lot more sense. Through a straight forward comment of one of the students, I immediately found this to be a much easier and more accessible way for students to understand leadership than any other method I’ve come across before. We continued to run with it and the discussion turned out to be a very productive and meaningful one for the students who had come up with the idea, as well as for all the other students involved.
Often leadership gets confused with the sense of largess military or political leadership. The vision of a president tweeting something stupid or a repressed dictator joyfully pressing launch buttons for his collection of inter-continental ballistic missiles, further confuses the subject as neither of these projected figures are true leaders. Often for students it’s even harder trying to understand the concept of leadership when bombarded with these political figures in the news every day. When people hear the term ‘world leader,’ they think of visible public figures who have somehow risen to power and often obtained their position through dubious means. Whilst this is a misconception about leadership, it’s an easily made mistake.
The reality is that a leader is there to help others and not themselves. If you look at leadership in a military sense, leaders are helping others to achieve goals under demanding and often life-threatening circumstances. If you look at it from a business sense, leaders are helping others to achieve common goals and a vision for their company that’s greater than any of its individual parts. If you look at leadership in sport, again it’s all about helping others to achieve common goals that the individual could never achieve alone.
However, for many, leadership is a concept that’s hard to grasp and it’s often confusing and difficult for people to differentiate between qualities of a leader and traits of a manager. Much of this comes from experience and context and many students might also only see leadership as what teachers do. They could see it through their sports’ teams in which someone has been nominated as captain and everybody must listen to the captain or else be dropped from the team. Again, these are not necessarily the best ways to learn about leadership unless the person in that position is actively helping others.
If team building and leadership are important goals for your school, then instead of working with complex leadership theory (of which there’s a huge amount of literature), start with the concept of helpership. It immediately changes the conversation and makes the discussion more accessible. Rather than somebody being in charge and dictating orders, which is what a lot of younger people perceive leadership to be about, frame the discussion around helping others. This approach can change the entire mindset as to what an individual can do to become a leader. As a result, you can develop leadership and mindfulness in students as they look for ways to help each other, rather than thinking that they need to tell each other what to do.
As students progress through their high-school years, they’re searching for a sense of self, a sense of belonging and a sense of how they can make a difference in the world. Consequently, developing positive leadership qualities throughout this time is vital and can make a huge difference to their lives and the lives of those with whom they’ll interact no matter what they choose to do.
Ultimately, this can be a powerful lesson and an important one to develop leadership skills in young men and women. Whilst leadership development is often far more complex than the idea of helpership, if students have it in their minds when they’re just starting to think about leadership and where they fit into the world, this can have a profound impact on their longer-term leadership development and success as a leader.
Helpership starts the conversation in an assessable way so students can begin to understand that, unlike the political egotists of the world, leadership is not about you. It’s about others. It’s about shared goals and values. It’s about the welfare of others. It’s about putting yourself second and the needs of others first. It’s about service.
So when you’re thinking about your next leadership program for teens, why not simply re-frame the language? You don’t have to call it a helpership program, but it’s well worth using the concept of helpership as a key idea to help students to start to really understand what leadership is all about.
For me the new year is always an exciting time. I love Christmas for one as it’s a time of hope and reflection on the goodness in humanity. It also helps us move on from mistakes of the past and look forward to the future possibilities in life. However, as I mentioned around this time last year, it’s got nothing to do with shallow New Years’ resolutions that barely last till sunset on 1st January. It’s far deeper and far more important than that.
The end of the year is instead a time to think big! If you look at the story of Christmas, a simple baby clothed in nothing more than a collection of rags in a barn, surrounded by farm animals brings a message of hope, the likes of which the world has never seen before. It’s simple. It’s raw. It’s completely unassuming and it’s shaped the world for millennia. That simple message of hope has brought people together, healed wounded relationships and helped generations to imagine a better world.
Our world is far from perfect and the reality is that it’s filled with inequality, despair, hatred, greed and fear. However, with massive problems, come great opportunities. Whether it’s through food aid, clean water projects, affordable shelter or education, as global citizens living in Western democracies we can make a difference.
If you take a quick look for example at the World Food Program - www.wfp.org. They’re fighting famine and starvation across 80 countries and helping feed approximately 80 Million people each year. What’s the cost of a single meal to keep someone alive? 39¢ which equates to $1.17 per person, per day! When you think how much we spend on a coffee, this puts into perspective the extent of the inequality in the world and how even going one day without a latte could feed someone for half the week!
Back in 2010, Josette Sheeran set out 10 Ways To Feed The World and whilst hunger is still a major issue, the core principles of how individuals and groups can help address this major problem remain the same. It’s about taking real action and this is what makes the difference in any situation. If you do nothing, nothing will change. If you take real action, then you can change the lives of others for the better.
In a world where people believe they’re making a difference by changing their Facebook image overlay or liking an image after another tragic bombing, shooting or vile act, we need to avoid such shallow sentiments and look for real ways to make a difference. Even if it’s just making a difference to one person, one family or your local community, this will have more of a lasting impact than the pointless liking of a digital image that will disappear as quickly as it appeared. Armchair activists that think they’re doing something by clicking a button, are as useful as fly screens on submarines and should be avoided at all costs.
Hence, what can you do? On one level, you could donate to an organisation that helps feed countless people across the world. On a much more pro-active level, you could join a community service group, help out a disadvantaged school (sadly in Australia we have many disadvantaged schools despite our overall national wealth) or you could even help out with meals on wheels for elderly members of the community. There are so many opportunities to make a difference and once you break down the problem into smaller parts and take some action to do something about it, you can start to make a real difference.
Despite this, as just one example, you don’t have to focus on hunger. There are countless other social, economic, health and well-being issues throughout the world that need to be addressed. From clean water, to education, to poverty, to slavery and freedom of expression, the world needs your help. Even if it’s only a small contribution, it’s still important and far more effective than doing nothing at all.
In 2018, don’t let enormity of the human condition overwhelm you or stop you from looking at the opportunities to make a difference. As my old friend said, ‘How do you eat an elephant?’ I replied, ‘Why the hell do you want to eat an elephant?!! That’s kind of weird and upsetting!’ He then told me it was a metaphor and he really didn’t like to eat elephant (or so he says…). But seriously, how do we take on massive problems? We approach them one step at a time. If everyone took on even just a small community service project, or helped someone out in just a little way, with each step, we move closer to a better world and one in which inequality, violence, hatred and fear is a thing of the past.
As this year comes to an end, think about the importance of the Christmas message that remains so strong and important after 2,000 years and from this, consider what positive impact can you have on the world as we know it, throughout the year ahead.
An operational management plan is essentially the standard operating procedures for your program. Now I hate the term SOP, because it always feels like it's a set of rules that's written down, which ultimately guarantees that nobody ever reads it. So what's the point? Like anything involving people, logistics and risk, it needs to be a living, breathing process that all staff are part of. It has to be clear in the minds of all staff what the process is to run a safe and effective program.
With any experiential education, you need to have some very clear structures in place to both ensure the smooth operation of activities, as well as contingency plans if something goes wrong. Some organisations are obsessed with risk management plans and waivers, thinking this is all the planning they need. They've kept their lawyers happy and there's a document they can produce to prove they at least thought about something before leading the group into the valley of death. Well, there's quite a lot more to it than that and this is where many organisations go wrong.
You’d think it goes without saying that you need a plan, an itinerary, a schedule, risk assessment, student medicals, permission notes, or at the very least a class roll! However, I’ve regularly seen the focus of planning to be on only one or two of these components, rather than properly addressing them all. You must address them all! There's no point in having an itinerary and risk assessment written and not having the logistics and staffing in place to execute your plans.
You always need a functional end-to-end operational plan, that is flexible enough to handle multiple contingencies. Therefore, you need to plan for everything from the perfect operation to various “what ifs” for minor hurdles, emergencies and full crisis response. An effective response though has more to do with the staff’s mental state and ability to respond and adapt to a fluid situation, rather than a rigid written plan that's immediately forgotten when confronted with a complex crisis.
I've seen this done very well, but also extraordinarily poorly, especially when people aren't operating programs all the time and they feel they need to make things up as they go. There's a huge difference between being adaptable and making stuff up on the run. So one massive hint here, Don't Make It Up As You Go! Have a well-structured, executable plan that everyone’s part of that can be quickly enacted if something goes wrong.
What if the weather changes? What if an emergency happens? What if a crisis happens? Are you prepared to switch it up and respond quickly and effectively? I've seen some great written risk assessments where I have mused, ‘wow they've thought of everything!’ but then looking further on, no contingency plans nor any real idea as to how to manage an emergency or crisis.
It's Never Nice Getting Hit By This
I've seen and worked on programs (thankfully not run them) where the organisation had a ‘nothing will ever go wrong’ approach. This is where everything is done on razor thin staffing, based upon the idea that everything will go exactly to plan and I mean exactly to plan! The danger of this, is firstly, it's idiotic in the extreme. When you're dealing with groups of students and staff in different locations and involving vehicles and equipment, something could eventually go wrong. If you have no flexibility and adaptability factored in, then you're asking for a lawsuit and in fact, you deserve the horrendous experience of being dragged through the courts for your stupidity. I never felt safe, nor comfortable on this program. Thankfully, when I brought it to the attention of the organisation and they couldn't see the problem with it, I left and found another place to work that did.
This ‘razor thin’ notion, usually done to ‘save money,’ that works off the basis that everything will go exactly to plan, just increases the pressure, stress and fatigue on staff, which adds to the inevitability of something going wrong. Philip of Macedon (Alexander The Great’s father) put it very nicely. ‘No plan survives contact with the enemy.’
So with that in mind, here's an outline of how I develop an operational management plan:
If you plan around these 10 steps, then you're well on the way to having a safe, enjoyable and rewarding experience for everyone involved.
Each year, the number of people attending Anzac Day ceremonies is growing higher and higher. Unfortunately, at the same time the number of veterans diminishes. Although age and infirmity take its toll on the courageous men and women who so diligently served and protected our country, age will never diminish the sacrifices they and so many others made to ensure our nation remained free from tyranny.
Tomorrow, I’ll be returning, as I do every year to Kangaroo Valley to march for my grandfather and take part in the ANZAC Day Service. However, it’s not just the experience that my grandfather had that will be at the forefront of my mind. It’s the sacrifice of every single young man who is named on the Kangaroo Valley cenotaph that moves me each year.
Often we can go to war memorials and be overwhelmed by the sea of names before us. Each and every one of them deserves our gratitude. However, with over 102,000 names on the memorial in Canberra, the sheer volume can blur into obscurity the true stories of the individuals who died, so that we could enjoy the lives we have today. No matter how hard we try, we often miss the important details of each soldier’s life and the lives of those they left behind when they went away to fight. Yet in Kangaroo Valley, I know the stories of every young man who left, never to return.
What started out as a history assignment many years ago when I first lived in Kangaroo Valley, turned into something more real and more important than I could have ever imagined. As part of year nine history, the students had to do a local study. One day when walking in town, I stopped to look at the cenotaph. In WWI, there were 58 young men who left for war and 21 of them were never to return. Another 8 were lost in WWII, many of whom were from the same families. I decided to let the students choose one of the names from the cenotaph and research his background prior to the war, as well as his experience of war.
I didn’t know what to expect. However, the deeper the students researched into each young man’s background, a series of wonderful and heartbreaking stories emerged. No longer was this just a collection of names on a memorial that so many people unknowingly pass by every day. Their stories came alive and now we were starting to understand the motivations, ambitions and lives of young patriotic men who sought adventure and had a selfless desire to serve their nation.
Helping the students with their research, we were able to gain access to military service records of every single soldier, providing a fascinating insight into their background, their family, what gear they were issued, where and how they trained, to which regiments they were attached and in which battles they fought. The vivid stories of their lives became even more real when we located the Red Cross records, many of which gave heart wrenching accounts of how each young man from the Valley died.
Over the years, we found letters, journals, family photos and newspaper articles about the men, which added to something that was becoming a very personal understanding of the lives and experiences of each and every young man from the Valley. For me, no longer were they a name on the cenotaph. They were wonderful, recognizable members of our small community who lost their lives fighting to protect our values and way of life. I was so pleased to see in 2012, their stories published by Geoff Todd in his history titled, “The Valley Boys.”
When the Last Post sounds and we stand in silence remembering those who fell, I don’t think of the Great War and all its generals. I don’t think about the landing at ANZAC Cove and the deadly rush to get off the water and onto to the beaches. I think about Thomas Edward Scott (20yrs) and his brother Peter Joseph Scott (18yrs), both killed in action. I think about Joseph (32yrs) and David (22yrs) Beacom, brothers whose graves were never known. I think about Eric Austin Tate (26yrs) and every other one of the brave young men who never truly had the chance to live their lives and who never saw home again.
Whilst the years roll on and new generations of Australians come together to commemorate the sacrifices of those who went to war, I encourage you to look deeper into each and every one of the names that are forever etched in your local Roll of Honour. Understand who those young men and women were, so we can honour their lives, dreams and ambitions as a living memory of what they did and what they gave up to protect our communities and our way of life.
They shall grow not old, as we that are left grow old:
Age shall not weary them, nor the years condemn.
At the going down of the sun and in the morning,
We will remember them.
Lest We Forget