Our Story

In 1931, Margaret J R Lyttle (known to all as Greta) began teaching five young people in the living room of her home at 406 Barkers Road, Hawthorn. From the very beginning, the motto "Courage" pinpointed Greta’s child-centred approach, which quickly gathered momentum, forming the beginnings of what would become Preshil.

Soon after, Greta’s niece, Margaret E Lyttle, affectionately known by students as Magpie, and later Mug, joined the school. She later recalled those early days as joyful, if decidedly unconventional:

“Our dining room was a sub-primary room and an old tram car nearby in the garden was a library for the primary-aged children.”

It was, as a visiting school inspector noted, quite illegal—and a source of concern for the neighbours. Still, he approved the school’s registration, impressed by the strength of its program. Even then, Preshil was attracting educators ahead of their time. In 1933, Frances Derham, the pioneering art educator, joined the school, opening up new ways for young people to express themselves through art.

From a living room classroom to a school that would continue to challenge convention, courage has been part of Preshil’s story from the very start.

Photo credit: Foundation of school; Margaret Jane Ruth (Greta) Lyttle 1875-1944 and her mother Margaret P. McNeilly (1845-1924)

In 1937, as enrolments continued to grow, the primary school moved to its current home on Barkers Road, now known as the Arlington campus. Margaret J R Lyttle (Greta) and Margaret E Lyttle (Margaret) continued to live at the school, opening their home and the classroom to a number of Jewish refugee children.

Margaret later reflected on those years of teaching and care: “In those days, you were brought up to do things for other people.” By opening its doors to refugee families after the Second World War, Preshil laid the foundations for its long-held commitment to social awareness and justice.

Photo credit: View of Arlington, 395 Barkers Road Kew, from front garden late 1930s with staff and students.

When Margaret J R Lyttle (Greta) died suddenly in 1944, her niece Margaret E Lyttle stepped into leadership with a committed group of educators and a growing community of young people.

Margaret later recalled how Greta’s death left the older students without their teacher just weeks before compulsory formal exams, assessments that would determine where they would continue their senior studies. Undaunted, the students took responsibility for their learning. Working from approved texts, they supported one another and completed the course together.

Every student was accepted into the school of their choice—an extraordinary outcome under any circumstances. It was a moment that reflected what Preshil already stood for: young people trusted with real responsibility, strengthened by community, and supported to rise to the challenge together.

Photo credit: school library at Arlington.

By 1948, the school had grown to 184 students. Reflecting on this period, Margaret E Lyttle described Preshil as a place shaped by trust, continuity and shared purpose. The educators, she said, had worked together for many years, creating “a contented openness about the place”. Classroom doors were always open, and parents were regular, welcome visitors which was very different from the orthodox approach of the time, typically keeping families at arm’s length.

Margaret was clear about what mattered most in learning. Skills, she believed, were essential, but so was dignity. Children wanted to feel “normal”, like the child next door, while also being free to follow their natural curiosity. They were challenged and stimulated by ideas and knowledge, she observed, until adults either organised those instincts out of them, or frightened them into conformity.

At Preshil, educators were there to advise, demonstrate, work alongside and provoke thinking. Young people of all ages moved freely through the school. There were no bells to mark the day—the beginning was gentle, and the end came when energy faded and rest was needed.

Through the 1940s, 50s and 60s, Preshil continued to grow not just in size, but in significance, deepening its commitment to education shaped around young people, relationships and trust.

Photo credit: About 1952. Important Preshil group showing fairly typical group in the garden around Margaret Lyttle.

In the early 1970s, plans for a Secondary School emerged. By 1973, the vision became a reality. Year 7 students were first based in the Primary School hall, before moving into borrowed spaces at Holy Trinity Church in Kew, and later sharing some classes with Trinity Grammar.

“For a long time, many of us had dreamt of being able to bring the Preshil ethos into our thinking about secondary schooling,” Margaret recalled. “We talked over Sunday barbecues, argued and debated endlessly, and slowly gathered support from educationalists who believed in what we were trying to do—among them John Leppitt, who later became Head of Trinity Grammar, and Henry Schoenheimer, Senior Lecturer in Education at Monash University.”

Photo credit: climbing frame designed and built by students, Blackhall 1980s.

In 1975, the grand old mansion Yallambee was purchased, followed by Blackhall in 1978 and its neighbour, Kalimna, in 1990.

Photo credit: Blackhall.

By 1978, the school had extended through to Year 12. From Kindergarten through to VCE (and now International Baccalaureate) students are free to learn and explore who they are becoming with cohesion.

Photo credit: 1982, 6s and 7s.

In 1989, Margaret Lyttle was appointed a Member of the Order of Australia (AM) in recognition of her services to education.

Photo credit: 1992 Margaret Lyttle and her dog Seamus.