Trinity College School - Record Yearbook (Port Hope, Ontario Canada)

Page 31 text:

o 3' 'Q' I 'Al ,N , -4. .,- pu 'L Y-. -0' 40 '51 as Q -gn.. 1 FF ' T '2 r 'rYw'f'-'vw -, F AJ-, - ji- 1 .- Q .4 9 X , O . ,-f f Q

Page 30 text:

RT GALLERY u lf l'.'.4 lv ,H I 1 'J Nu'w,'l:.1ll.1J1ur Hmm NI! 'Ncglwupc :Xtlcr NIUIICXH Unix. EW-4 iw' I-'.. ', ' 1mlmNfwphurdllwrlllXi N1r VIIIIIIPNH -Pcnull, I9H5.Hllfl1PlIl I' RJH1 HAHlIwrmNIr Nuur1w -Ulu XIm1cI -Olly WSF.Hnllun1lx'1ul1li X1 1 V 1'-11 ol 1:1Xll Nlw'. NP.nck U1lI'g1xrclw.WNYf1ppus1lQ'l'n1r:4', lop lv RAW N1 --L' l.1I YH, IM Mum-J imma Klux. WHS lufvR1uhl. Rugcx N wl wr, Xu 'Nix liaulm-r M-mul. WH: linlmm lc!! Rumiall Xhuhicll 'I IM l'-x.u IM mv lluxaurf' f WW lfafllum Rzulzl, Craig l7.n1cxQlAurrnNl X 1' . ' XIYZ:'1!.1'k.!Xl.H,'.L', IUNQ -1- 'U-. -f--v.- W- -,:...Y.Y --.. . ,P rs-2' ,.f-V 1

Page 32 text:

THE N W MASTER Xlr. De Penciet' Q: llow is the job ot' jtinior tnaster dil'l'crent from being a regular inasterl' -X: l haxc no direct responsibility for course work or adyisees. l've liound l'xe had tnore class in- xolxcment than l expected. You could call me a tlo.iting master . Q: Wh.it's the dil'l'erencc between the School now and when you came'.' X: lhe grade nines are younger now, but their .icadcmics are better. Sly only criticism is that the kids are too goalaoricnted towards the professions, and lack ol' wonder ol' travelling. Oyerall, Trinity is a better school now. Q: what aspect ot' school life would you change? .-X: l'd like to see the school go co-ed, with as much mixture as possible. The eventual goal would be to haye as close to a 50-50 ratio as possible. I would continue to upgrade the academic calibre of the school. Q: Being one of the yottnger masters here, what lies within the scope ol' your music tastes? A: I enjoy playing just about anything written for the bagpipes, l like the Chicago Symphony: l'm learning about classical music and l enjoy listening to Nlahler, and Sibelius, but l also like British new wave. l listen to The Clash, lan Drury and The lilockheads, and, of course, The Police. Q: What are the attributes ol' your ideal teacher? N: Nly ideal teacher would be Socrates. He had the ability to generate questions from his pupils. A teacher must dispel his bias unless he can defend his views, He should try and inspire his students with a love ol' books. Q: XN'hat's your sicw' on Trinity's disciplinary systein? A: At the time ot' writing, we're going through a major overhaul ot' the system. l-'or tninor offences tlateness, skipping class, etc.t, the House handling ot' matters ought to work. But the major crimes? If the big problems like drugs and alcohol are to be addressed, a re-examination ol' students' priorites is needed. Q: Do you think Trinity lacks anything that other schools might have, or vice versa? A: When l was here, Trinity lacked a really good Zlrl and music programme tthat has changedl. The School now seems more willing to recognize outside activities other than sports. Mr. Wright is an unusually good conciliator and has the right priorities for the school. Overall, I would be very hard pressed to find a better school. Nlr. llel'encicr on the pipes.