St Ignatius High School - Ignatian Yearbook (Cleveland, OH)

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I don't feel there's any great breakdown in school discipline. the case wasn't solved until a period of three days had elapsed. Ultimately the truth did come out — mainly because the police were colled in. Once the police got in the action we were able to discover who the responsible parties were for the trafficking and sale of drugs on campus. The case was eventually solved. Ignatian: Mr. Pennock. you have been here working with students for about seven years. In what ways in the typical Ignatian today different from such a student in your first years? Pennock: One difference 1 would have to state is that present Ignatians are more vociferous in letting their opinions and ideas be known. Another difference might be the apathy that present Ignatians have toward the school's pregrams — their apathy, lack of interest, or griping about the liturgy, the new extended homeroom period, or the lack of support for non-athletic extra-curriculars such as the debate team, the Harlequins, the band, and so forth. I also see Ignatians experimenting with and being involved with drug use. When I first started teaching here this drug use or abuse was not readily discernible or did not exist on such a large scale as it now does. I also see present day Ignatians. and this is on the positive side of things, being more aware of situations and happenings that are outside of themselves. As this awareness becomes more fully realized I see Ignatius students becoming involved with helping the less fortunate people who are caught up in these situations and circumstances. Those are some of the differences I've observed over the last seven years. Ignatian: Having been here for several years you have also seen or lived through various changes in teaching methods and educational policies. Can you summarize these changes and the extent to which they are now used? Pennock: Some of these changes that might relate to educational policies that I see presently in effect are fewer study halls, smaller classes, split classes, and the Interdepartmental Studies Program which taxes both the teachers' and students’ imagination with its newness and innovations. There seems to ho a desire to have students involved in the immediate community outside the school as this involvement relates to their course matter. There also has been measures taken to beef up the math department, the science department, and the theology department. And a couple of years ago the seniors were offered and still enjoy an elective English program. Some of the changes that might relate to teaching methods that I tion is examining itself. Ignatian: What further changes do yc anticipate in the future? Pennock: I think future changes w bo more student and parent relate Hopefully in the future wo will allc the student some constructive meeh nism to allow him to voice f opinions logically and have a say determing the policies that direct affect him. The students’ parei should also be able to express tin opinions regarding their son's educ tion. welfare, growing, and maturing also see a trend in interrelating at demic subjects as the ISP course I'm j person and a person who irys lo exhibit an amount of fair play; a person who lor the most part has his feet on the ground; and a person who strives to be tolerant, patient, and underslandingot the »hortcomings in human beings. have been able to observe is a desire on behalf of the faculty more than ever before to allow their students to question and to create a more open class atmosphere. Basically there's a desire to make the student more aware of himself and to help him become more responsible in using free time and in setting up his pregrams of study. Ignatian: Do you think these changes have been good for the school? Pennock: Yes. the school as an educational institution must allow itself occasional self scrutiny or self examination of its philosophy and policies. If a school doesn't allow change, things become stale, matter of fact, and routine. Whatever changes that have come about have been beneficial to the school because they let everyone know the institu- mentioned before does. St. Ignatius on the path of realizing that t reading, writing, arithmetic technic] is going to be a thing of the past. Ignatian: As an administrator for t last two years you have witnessed f new focus on the Apostolic Objects from its conception to the presi time. Can you summarize any ehanj brought about by the Apostc St. Ignatius is on the path realizing that the reading, wr ing, arithmetic technique going to be a thing of the past.' Objective since its conception? Pennock: I think the major change the emphasis placed on the individ as a Christian being who is involv no matter where he goes, in some s of community life. This emphasis the individual hopefully will pi each student to become more aware himself as a responsible, involved, c receptive member of that society. H ION MIAN is

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 . . . I guess I'd have lo say I had to develop a greater degree of patience than I had before. Pennock: If you mean do I favor a change or revision, then yes I do. However, I am reluctant as a one man committee lo initiate the mechanism for such a change until I'm relatively assured that students can give evidence that they an? responsible and mature enough to conduct themselves in a controlled manner. For example. I think of things like cleaning up after themselves in the Student Center or Senior Lounge, not destroying school property, not pushing or shoving other students down the stairs and so on. I think students have to exercise responsibility and control in these areas. If they cxiuld give evidence of this their battle cry or banner for change in the personal appearance code might have a better chance of succeeding. Ignatian: What are some of the I think tuture changes will be more student and more parent related. biggest discipline problems that you face concerning students in outside school acitivites — for example in sports activities, mixers, and plays? Pennock: Probably the biggest trouble that I experience is the lack of carrying through what the student is doing at school. What I mean is that five days a week and six or seven hours a day the student is exposed to certain positive and Christian values. Then when the student leaves school there are often times when he simple forgets about everything that he has been exposed to. I see selfishness involved and certainly a breakdown in self-control and self-discipline. If I were to cite some specific examples it would have to be in If I were to site some specific examples it would have to be in the area of drug abuse or the rampant alcohol consumption of some students here at school. the area of drug abuse or the rampant alcoholic consumption of some Students' here at school. They simply don't know how to control their use of alcoholic beverages and many students arc simply ignorant of the use of drugs. Ignatian: What was the single most challenging case of discipline you’ve encountered in your two years as assistant principal? Pennock: Most of the more serious cases involving breakdowns in discipline or violations against the school rules have been easily dispensed with or have been easily handled by myself. This is mainly because I find that ninety-five percent of the students involved with these serious offenses have been honest with me and told me the truth. As a result, not too much investigation or exploration on my behalf has resulted. I simply ask questions and the students have given me honest, direct, truthful answers. And certainly in any disciplinary sanction that might incur, this truthfulness and honesty goes a long, long way in lessening any punishment. To answer your question, yes. there was one case that I thought was quite challenging and it dealt with the sale, pushing, and use of drugs on campus. It also involved the two parties lying to me. As a result I was getting half truth, partial stories, and IC.NMlAN 1‘ 72 7

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“Sun kissed walls of learning, a grandeur more enduring than the blood stained walls of ancient citadels.” Nine The Escutcheon, 1924