Our uniforms, copies of those of English schools, indicated that we were only partially at home in our environment. In winter, we wore pine green tunics, cream blouses, green flannel blazers, dark brown cotton stockings, green velour hats, and brown cotton gloves. In summer, we wore starched green linen dresses with cream collars, the same blazer, beige socks, a cream panama hat, and the same brown gloves. Woe betide the student caught shedding the blazer or the gloves in public, even when the thermometer was over 100 degrees. She was letting down the school, behaving unbecomingly, and betraying the code involved in being a lady. Ladies, we learned, did not consider comfort more important than propriety in dress or manners. Disciplinary action was taken instantly when it was learned that an Abbotsleigh student had not leapt to her feet in train or bus to offer her seat to an older person, male or female. Speaking loudly, sitting in public in any fashion except bolt upright with a ramrod-straight back, were likewise sorts of behavior which let down the school. When the more rebellious asked why this was so, the answer was clear and unequivocal. We were an elite. We were privileged girls and young women who had an obligation to represent the best standards of behavior to the world at large. The best standards were derived from Great Britain, and should be emulated unquestioningly. Those were the standards which had led to such a sizable part of the map of the globe being colored red, and we let them slip at our peril. No one paused to think that gloves and blazers had a function in damp English springs which they lacked entirely in our blazing summers.
Speech was another important aspect of deportment. One's voice must be well modulated and purged of all ubiquitous Australian diphthongs. Teachers were tireless in pointing them out and stopping the class until the offender got the word right. Drills of "how now brown cow" might have us all scarlet in the face with choked schoolgirl laughter, but they were serious matters for our instructors, ever on guard against the diphthongs that heralded cultural decline.
The disciplinary system also modeled the British heritage. We were an elite. Ergo we were born to be leaders. However, the precise nature of the leadership was by no means clear. For some of our mentors, excelling meant a fashionable marriage and leadership in philanthropy. For others, it meant intellectual achievement and the aspiration to a university education.
-- Jill Ker Conway, The Road from Coorain, New York: Vintage, 1989, 101-102.