Rangi: girls can do anything

Press, 18 June 1986, Page 14

Rangi: girls can do anything

The Rangi Ruru principal’s room is warm, light, and comfortable.

Eight senior pupils sit around eating lunch while the principal’s dog laps up all available scraps. With a cheery wave, the principal herself dashes off to a school choral concert.

There’s a distinctly friendly air between pupils, principal, and teachers, informal yet respectful. This relationship comes through in their evaluation of their school. There’s not much they don’t like about it. They think it has a lot to offer, and they like the way it is run — especially by the time you get to the seventh form. “If there’s anything that really bothers you, you can usually do something about it,” says Wendy Smither. Three are boarders, and most have family connections with the school, either through their mother, grandmother, or sisters. “The whole atmosphere of the place is encouraging — whatever your talents are the staff will help you to develop them. You don’t have to be into any particular sport or activity to gain recognition,” points out a boarder, Vicky Glass. The theme “girls can do anything” is often mentioned. All believe Rangi does much to help break down the traditional maie/female work and social expectations. “We’re encouraged to get to the top — and because there are no boys around we don’t really think, about some things being the domain of males. But neither do we do things just for the sake of doing a man’s job,” says Wendy.

The school is not a totally female domain, however, as pupils from boys’ schools attend classes such as German and music. “And if we want to

work hard we do — we’re not put down for it by others.” The single sex aspect of their school doesn’t worry them. Some think they probably work better without the distraction of males in the classroom. Susie Le Cren says she’d like the senior classes made co-ed, but the others don’t feel it would make much, difference. They are happy with the way things are. One of the best aspects of the school is the variety of clubs and activities offered, from photography to interact, outdoor recreation to sailing and skiing. “And if you’d like to develop a new club the staff will help you set it up. There’s no limit to how many clubs you can be involved with,” explains Vicky. They are also in favour of the committee system which has replaced the old hierarchy of prefects. It involves all the seventh form in committees covering areas such as sports, social, environment, and administration. “It means everyone has a say, and there’s not an elitist group that has nothing to do with anyone else,” comments Bridget Mayell. “And what we say is listened to — the staff like us to make suggestions about things.” What about the curriculum? The students are generally happy with the range offered, but would like to see subjects such as Japanese and horticulture introduced. From the third form, pupils are directed towards choosing subjects that are suitable for their career aims. In the sixth form, they have people from a number of different vocations visit the school to discuss their jobs.

Many are old girls who, as Wendy says, make the details on the career pamphlets come to life and

prove all things are possible. Work experience is also part of the curriculum. Pupil/teacher relations appear to be on good terms, especially at senior levels, where Bridget describes the teachers as more like friends. “And I think the size of the school is big enough and small enough — you can know everyone, but not to the point where you’re in each other’s hair.” They say they have a lot to do with other schools, and don’t feel their “private” status isolates them. “Sometimes people will think we regard ourselves as an elite group — but that’s not how we feel. And they don’t do it on an individual level,” points out Susie. “It’s when we’re out as a group, going to the museum or something, and we’re distinctive because we’re in uniform, that’s when people will pick on us.” Tory Crowder, who has recently started at Rang! after attending a similar school in England, says she doesn’t think there is Forum does" not include the regular News Line column this week. If you have items for News Line, please send them to Margaret Baker, Youth Reporter, “The Press,” P.O. Box 1005, Christchurch.

a great difference between her two schools. She does think the day girls make Rangi more balanced, and school life less intense than in England where the whole school lived in. They all believe, the school prepares them well

for going on to university, or to jobs. “The seventh form helps a lot. You have to organise activities and meetings, and there’s noone to look to, it’s up to you,” says Kerri Lightfoot. “It’s a great year because although there are exams,

there’s also a lot of fun in being part of the school decision-making.” Most of them plan to go on to tertiary education of some kind. All will take with them a firm knowledge that girls can, and do, do everything.