The 1970s proved an era of major change for the Harris. It had to face new challenges with the raising of the school-leaving age to 16, the introduction of comprehensive education,and the establishment of a split-site school. Many pessimists predicted a dramatic decline in standards and a rapid erosion of the traditions which had characterised the school since its foundation. Happily, these gloomy forecasts have proved unfounded and the Harris, in its Centenary year, is still in a healthy and flourishing state.

It is unfair to read too much into comparisons between different periods in the history of the school but, nevertheless, some interesting facts do emerge. In 1907, shortly after the introduction of the leaving certificate examinations, Dr Brebner recorded that Harris pupils had gained 76 passes at the Intermediate Certificate and 119 at the Senior level - a considerable achievement for the time. Fifty years later, Mr Hope recorded the school results in a more easily recognisable fashion with the note that pupils had achieved 125 awards in the "Highers". Such figures pale into insignificance when compared with the successes of the current generation of pupils.

The figures for 1983, the latest available, show a dramatic increase in awards. At "O" Grade, candidates were presented in 27 different subjects and achieved over 2,300 awards; at "Higher", almost 800 awards were gained in 22 different subjects; and, in the Certificate of Sixth Year Studies, twelve subjects were represented with a total of 64 awards. In all, over 600 candidates were presented and amassed some 3,200 awards. The number of awards was also reflected in the number of pupils gaining admission to University, with a figure of almost sixty a year becoming common. While this massive increase is partly a reflection of the increased size of the upper school, it nevertheless demonstrates that, despite all the gloomy predictions about the effects of comprehensivisation, the academic standards of the Harris have been more than maintained.

All five Rectors were well aware of the need to maintain academic standards but they also realised that a school should not be judged solely on the basis of examination results. Throughout its hundred-year history, the Harris had always encouraged activities beyond the classroom in the knowledge that an escape from the rigid discipline of the formal curriculum provided, not only welcome relaxation, but an opportunity for the pupils to demonstrate and develop their talents in whatever field they lay. The "reign" of Mr Hamilton has witnessed a widening of the "informal curriculum" which would have met with the hearty approval of his predecessors.

A school is part of the community and, as such, should play its part in the life of the community as a whole. During the 1970s, more and more of the children were given their chance to discover the sense of satisfaction which could be derived from useful community service. In 1971, a Voluntary Society was founded in the school and it was soon involved in a wide range of activities. Old pennies and threepenny pieces were collected to help the war-blinded; a collection of used stamps raised money for the "Action for the Crippled Child" association; and books, toys and games were delivered to Strathmartine Hospital. Senior girls visited the elderly and housebound, taking with them blankets made from a collection of knitted squares, while the boys played their part by re-decorating a fire-damaged house. Inevitably, most of these activities were organised by the senior pupils but there was ample opportunity for the younger children to play their part:

1B2 spent an afternoon at Strathmartine Hospital taking with them books of stories which they had written themselves and Christmas parcels for the children. 3K2 raised £20 to buy parcels for old age pensioners and delivered them personally.

The Voluntary Society, as such, lasted for a relatively short time but the principle of community service which it established proved much longer lived. Christmas parcels are still collected in the school and the junior pupils deliver them, not only to the senior citizens in the neighbourhood, but to their counterparts in Falkland as a way of saying "thank you" for the patience and hospitality shown to school parties throughout the year. Among the seniors, the concept of community service is still well-established as is illustrated by the number of pupils who have achieved the distinction of being awarded McManus Citizenship Awards.

The Voluntary Society was only one way in which pupils could broaden their outlook by participating in activities outwith the classroom. It was soon superseded by a much more ambitious undertaking in the shape of the Duke of Edinburgh Award scheme. This scheme derived from a fundamental belief in the potential of today's youngsters:

Young people growing up are eager to grasp opportunities for enjoyment, for developing their personalities and for working out their place in a world where the individual often seems an insignificant part. They show a willingness to accept substantial challenges if they see them to be worthwhile and to have a relevance to the needs of their own societies. They want to improve themselves, to create, to dare and to work out their relationships with friends and with the wider community.

By encouraging youngsters to undertake the challenge of a wide range of activities, this potential might be fulfilled, giving those taking part a sense of responsibility and a maturity which would prepare them for the challenges they would face in their adult lives.

In order to qualify for this award, youngsters had to participate in activities in four different areas. A Skills element encouraged participants to take up and persevere at any of a wide variety of practical, cultural or social activities. The different activities chosen by pupils in the Harris are ample illustration of the wide range of interests among today's teenagers. Many pupils opted for a practical skill. A large number tended to choose the cookery course and an invitation to the annual dinner prepared by them was much sought after amongst the school staff. Others selected a long-standing interest such as stamp-collecting, chess or lapidary. For those with musical interests, involvement in a choir or improving individual skill on the classical guitar fulfilled the requirements of the scheme. The school's fine record at debating encouraged others to participate in debating or public speaking competitions while those with more sporting interests were able to develop their knowledge and understanding of their chosen sport by undertaking a course in umpiring or refereeing. Whatever the choice of course the skills element fulfilled the same function. The pupils were encouraged to develop and sustain an interest over a long period, demonstrating their powers of perseverance, and in so doing gained a degree of skill or a greater depth of knowledge of their chosen field.

The second element of the scheme, known by the simple title of Service, also allowed a wide range of choice. Many pupils opted for some form of Voluntary service such as helping at Old Folk's Homes or special schools for the handicapped. For others, courses of specialist training prepared them to combat an emergency. The fire service, for example, provided an extensive course involving knowledge of fire prevention, emergency procedures and use of fire-fighting equipment, and training in first-aid which would be of practical assistance in the event of a fire. The school's strong record in swimming encouraged others to undertake the lifesaving course. Once again this involved a practical element for the pupils had to demonstrate their ability to cope with simulated emergencies but they were also given instruction in physiology and in emergency medical treatment in order to prepare them for all contingencies. All these courses required a considerable amount of hard work - a minimum of sixty hours spread over twelve months for the Gold Award - and were rigorously assessed by practical tests coupled with stringent written examinations.

The third element of the scheme, Physical Recreation, again permitted a wide range of choice. At the Harris, however, most pupils took part in the physical achievement and swimming options. These activities were not limited to the super-fit for the basic criterion for granting an award was that, during a minimum period of six weeks, pupils should show an improvement on their initial standard, both in terms of effort and enthusiasm and standards of performance attained. Such courses could be gruelling but they had definite benefits. The pupils, whatever their initial standard, gained a sense of achievement and satisfaction from meeting a physical challenge and, for many, the enjoyment of participating in such activities developed into an enjoyment of physical pursuits long after they left school.

The fourth element of the award scheme is possibly the best known - the expedition. Each year, groups of Harris pupils made their way to Glenmore or the area round Loch Tay to complete the final requirement for their awards. The tasks set were by no means simple for, at Gold Standard, participants were required to undertake a four-day expedition, camping out for three nights, and covering a distance of fifty miles over far from easy terrain. After much careful pre-planning, groups of four set out on an expedition designed "to encourage a sense of adventure and discovery". Each member of the party was loaded with a pack of about a quarter of body-weight for all necessary equipment had to be carried. The list of requirements makes somewhat daunting reading for each party required two two-man tents, primus stoves, cooking and eating equipment, sleeping bags, change of clothing, food, first-aid kit and survival sack - the last two items underlining the fact that this was not a challenge to be taken lightly. As always, problems could occur:

The main problem is the weather. On a good day, we would set out at about 8.00 a.m. and would expect to make camp by five or six at night but, on one expedition, we were still walking until 9 o'clock. When it rains, everyone becomes a bit miserable and you tend to trudge along hardly speaking to one another and forgetting to take notes for your log. The packs become much heavier as they become rain-sodden, making it all the harder to keep going. Mist can be a problem, too, and the instruction we received in map-reading and using a compass become vital but heavy rain and high winds can be even worse. If conditions get too bad, we have to decide if it is safe to go on or whether we should take the escape route instead. This can be a difficult decision since everyone desperately wants to complete the course but we know that, if we try to continue in dangerous conditions, an assessor will turn us back and we will have been failed.

The role of the assessor demonstrates another important principle of the expedition. It was designed to encourage a sense of adventure but not one of foolhardy recklessness. To qualify for the award, participants had to show qualities of physical endurance but these had to be linked to a sense of responsibility for the welfare of the group and a mature judgment in matters of safety.

If the performance of the pupils in all four elements was considered to be of high enough standard, they qualified for Duke of Edinburgh awards at Bronze, Silver or Gold Levels. The course was not easy, but for many Harris pupils, it had its benefits:

It takes a lot of time and a lot of effort, but it's enjoyable. You learn a lot, get to know more people and make new friends. The expedition can be hard, but, looking back on it, it was good fun.

Certainly, this opinion must have been shared by many Harris pupils for the school's record in the award scheme is an enviable one. By the end of the 1983-84 session, a total of 258 Bronze, 169 Silver, and 82 Gold awards had been gained by Harris Academy pupils. While this says a great deal about the perseverance of the youngsters involved, some of the credit for this proud record must go to the many staff and helpers who have freely given of their time to instruct the pupils. Pride of place, however, must be given to David Stibbles, the driving-force behind the school's involvement in the scheme. Hopefully, he will achieve his great ambition and the school's Centenary Year will be marked by the hundredth Harris Gold Award.

The Harris has equal cause to be proud of the record of its sports sides. Almost a century ago, the first Rector had been instrumental in founding a football side which, he felt, would foster the spirit of esprit de corps so vital to a new school. Certainly, he would have been proud of the performance of the soccer side of 1976 when it won the Scottish Schools' Cup at Hampden, the first East of Scotland side to achieve this feat. Equally pleasing would have been the enthusiasm of the young supporters who travelled to cheer on their side - ample proof that Dr Brebner's aim had been fulfilled.

Similar success was almost achieved by the Boys' Hockey side for, in two consecutive years, they reached the final of the Scottish Schools' Cup, only to fall at the last hurdle. Some consolation for these defeats was gained in 1981, however, when the Harris emerged victorious in the Scottish Indoor Hockey Cup, defeating old rivals Morgan in the final. The high standard of the school hockey sides was also demonstrated at local level with the Midlands Cups, at both senior and Under-16 level, becoming almost a Harris monopoly.

For several years, Harris players formed the backbone of the Midlands side and this was soon reflected at national level. When only fifteen years old, Paul Golden was selected to play for the Scottish Schoolboys Under-19 Indoor Squad, an honour which he gained in three consecutive years before completing the double by gaining his outdoor "cap". This honour opened the floodgates and the last decade has witnessed a consistent Harris representation in the Scottish Schoolboys Squads. From among so many, one player deserves special mention for Keith Dyer was chosen to represent his country at two sports - hockey and cricket - a unique distinction for a Harris schoolboy.

The hockey honours were not limited to the boys for the girls' sides also achieved their successes. These were once again reflected in international honours when Elizabeth Robertson was selected for Scottish Schoolgirls in three consecutive seasons from 1973 to 1976, while, more recently, Caroline Urquhart and Pauline Lyon have also gained the distinction of representing their country. Further honours were gained by members of the girls' netball team where Elizabeth Dorman reached the final trials for the Scottish Schoolgirls and Helen Christie went a stage further by being selected for the Scottish pool. In recent years, success had also been gained in a rather less traditional sport. In 1980, a trampolining club was founded in the school and, within a year, had achieved its first major success with a victory in the team event of the Scottish Schoolgirls Championships in Edinburgh.

The school rugby sides tended to be characterised by creditable, but not outstanding, performances. Many fine wins were gained within the region and Harris players were regularly chosen to represent the Midlands district but success on a national scale was never quite achieved. There were some high spots, however. In the late seventies, for example, the 3rd Year XV set new standards for the school when it won every match in three consecutive seasons, amassing a massive total of 1,802 points and conceding only 47. This improvement in fortunes appears to have continued for the 1983-84 season was one of the senior XV's most successful and was marked by the selection of Derek Milne to represent Scottish Schoolboys against Wales and Zimbabwe - the first Harris pupil to gain such an honour. More recently, a second pupil was similarly honoured when Gary Kenhard was selected to play against Wales in the famous surroundings of Cardiff Arms Park.

While the last fifteen years have witnessed many successes, the greatest progress was probably achieved by the swimming club under the able direction of Frank Osborne. Throughout the 1970s, Harris pupils became regular winners of titles at the Scottish Schools Championships, often setting national records in the process. Such success inevitably resulted in international recognition for several pupils. In 1975, Douglas Campbell was selected for the Scottish Schools swimming team while older brother, Kenneth, also made his mark by gaining a place in the Scottish Under-21 waterpolo team. Others soon followed their example and Philip Gordon, Paul Marshall and yet another member of the Campbell family, on this occasion Ian, all achieved international selection. Such success was the result of much hard work:

Our day usually lasts from six o'clock in the morning, when we get up for training, until approximately nine at night when we finally crawl into bed. Our day normally consists of two one-hour sessions of training, two half-hour exercise sessions plus a hard day's work at school. In our training sessions we notch up about 6,500 metres and in our exercise sessions we usually manage 200 sit-ups, 100 press-ups and numerous other flexibility and strengthening routines.

Such dedication helped several pupils to further honours in their later careers and, coupled with the school's long-established tradition of lifesaving, established the Harris as one of the outstanding swimming schools in the country - a fact duly recognised by successive awards of the Trident Trophy.

Success was not limited to the sportsmen of the school. The "Lit", or, to give it its full title, The Literary and Debating Society also had its moments of triumph. During the last decade, many long hours were spent preparing pupils to take part in Public Speaking or Debating competitions. This earned its due reward in 1982. At the Aberdeen University Schools Debate, the Harris, at its first attempt, won every single trophy. This was soon followed by even greater success when Kerry Flynn and Siobhan McManus went on to win not only the regional but the national final of the English Speaking Union Debate - the third time the Harris had achieved this feat. The school was awarded the Balfour Trophy while the victorious team received a more tangible reward in the shape of a three-week holiday in the United States.

The success of the debating teams was ample illustration that pupils, given patient encouragement, were more than capable of overcoming their natural diffidence. For some, this led to the natural sequel of performing in front of an even larger audience. For many years, a Drama Club had existed in the school, and, from small beginnings, the pupils were encouraged to take on greater challenges. In 1972, a double bill of "The Canterbury Pilgrims" and "Murder in the Cathedral" gave fledgling actors and actresses the opportunity to demonstrate their abilities, while less ambitious productions for the younger pupils provided a valuable lesson in the necessary process of overcoming understandable stage-fright. Such efforts culminated in a mature and thoughtful production of "The Diary of Anne Frank" in 1980. For many among the large audiences, the "feeling that they really should attend a school production" soon turned into genuine admiration for the maturity of the young cast. This admiration was not confined to doting relatives for the talents of two of the pupils soon received formal recognition when Anna Newell and Fiona Dallas were rewarded for their efforts by gaining places in the Scottish Youth Theatre.

The music department also played a major part in the Harris contribution to the "performing arts". Soon after the foundation of the School Orchestra in 1952, the then Rector, Mr Hope, observed "that the players had made remarkably good progress". This progress continued with the orchestra undertaking more and more ambitious projects, while the newly­formed choir became accustomed to performing, not only at school services, but in front of the general public. Once again, the efforts of the pupils and the staff of the music department received deserved recognition when, in 1979, no less than six pupils were members of the National Wind Band of Scotland while Gordon Mackay, at the tender age of thirteen, was accepted for the National Youth Orchestra of Scotland - one of several Harris pupils to receive this distinction.

Staff of the time will remember Gordon's natural reluctance as a violinist to risk damaging his hands and his consequent refusal to play rugby, preferring instead the "safer" sport of hockey. While there must be some doubts as to the "safety" of this choice, it was a decision shared by another talented musician. James Crabb was an outstanding accordionist while still at primary school, winning many national age-group titles. During his time at the Harris, his talents have brought him more and more prestigious awards. The British junior title was followed by success in the British Open Competition while this, in turn, led to victory in the British Virtuoso Class - the highest possible award in this country. For someone to whom manual dexterity was vital, he also achieved remarkable success in the unlikely role of a hockey goalkeeper where his talents saw him awarded a place in the Scottish Schoolboys side.

The last decade witnessed great progress in both music and drama and it was natural that this should result in the fusion of the two disciplines in the form of a series of ambitious productions. The proposal to stage "West Side Story" raised more than a few eyebrows in the school staffrooms. Such an undertaking seemed far too challenging for a cast of pupils while the organisation required to stage such a production was more than a little daunting. Once again, just as for the "Mikado" almost twenty years before, many staff found themselves "volunteered" for extra duties while the pupils themselves had to combine school work with a regular schedule of rehearsals. All the effort proved worthwhile for the production was an outstanding success, paving the way for equally ambitious but equally successful productions of "Oliver" and "Guys and Dolls". Such success must have been particularly satisfying for one "veteran" of school musicals. The youthful Koko of the "Mikado" had assumed a different role but, as Musical Director, Donald Stewart was still playing an important part in the musical traditions of the Harris.

Certainly, the academic record of the school and the wide variety of extra­curricular activities offered are ample evidence that the Harris continues to meet its objectives of "enabling all the pupils to belong to the school community, and therefore to the wider community, and to achieve their full potential academically, personally and socially".