Valete

Anderton, L. R. — English Literature, History. Dalby, W. E. — English Literature, History. Dixon, C. J. — French, English Literature (A), General Studies, Art. Gillett, J. C. — French, English Literature (Al), History, General Studies (A). Gray, B. K. — English Literature (A), Physics (Al), S.M.P. Maths. (A), Chemistry (Al). Harrod, J. — Physics, Biology, Chemistry, General Studies. Rolston, A. J. — History, Political Studies (A). Sampson, A. G. — Biology, Chemistry, Art. Stringer, H. S. — Biology, M.E.I. Maths., Chemistry, General Studies. Tapp, J. V. — M.E.I. Maths., General Studies, Economics. Thorpe, P. A. — Physics, Biology, Chemistry, General Studies.

At Ordinary Level (Grades A, B or C) or C.S.E. Grade 1:— Ashton, S. D. (11); Ashurst, W. A. (9); Aspinall, N. D. (11); Bentley, C. T. G. (7); Blackburn, T. J. (5); Blacker, A. W. (5); Booth, A. D. (8); Bowstead, M. D. (11); Brierley, J. N. D. (4); Broadbent, C. G. (5); Bunney, M. G. S. (10); Burton, P. G. (6); Carder-Geddes, A. D. G. (11); Chapman, R. P. A. (5); Close, P. S. (6); Coates, R. T. (8); Coverdale, R. E. (7); Cramb, I. D. M. (10); Dee, S. N. (4); Dixon, A. J. (11) ; Elston, R. S. (10); Etches, S. W. (5); Eyre, A. J. D. (11); Farrow, J. R. (4); Fawthrop, A. J. (6); Gee, M. C. S. (7); Giddings, S. H. (8); Gillett, A. M. (11); Green, A. W. (8); Hall, M. J. (6); Hall, R. B. (5); Hancock, C. G. L. (6); Harness, N. A. (7) ; Heap, T. A. (11); Hill, C. C. (7); Hitchenor, A. D. (7); Hjort, M. F. H. (7); Hobson, C. T. (3); Holden, J. R. (7); Hopkinson, C. H. (8); Ibbotson, P. R. J. (1); Iveson, R. H. (3); Jesper, M. G. (10); Johnson, A. R. M. (6); Johnson, P. E. (4); Jones, B. J. I. (3); Jones, T. R. W. (10); Kettlewell, T. S. (9); Linton, R. E. (4); Lister, R. W. (8); Litten, R. S. P. (5); Longthorp, S. P. (3); Ludley, J. D. (8) ; MacFarlane, D. J. B. (5); MacPherson, A. R. (3); McDonald, L. R. P. (6); Megginson, A. F. (5); Moayyedi, P. (9); Morris, S. R. A. (6); Nodder, A. P. (6); Oates, G. A. (8); Pal, D. K. (11); Pell, A. J. (2); Prendergast, J. A. (6); Prescott, A. R. (5); ProsserHigdon, T. N. (8); Reynolds, M. A. (5) ; Rooms, D. J. (1); Schofield, R. N. J. (8); Schoon, A. N. (6); Sellers, M. I. (8); Shipley, M. S. 0. (9); Taylor, J. P. M. (2); Taylor, J. R. C. (1); Topham, K. D. (9); Walker, C. R. (10); Wass, D. R. (9); Watson, J. D. F. (5); Webster, R. H. (5); Williamson, D. A. (11); Winchurch, J. C. (6); Wood, P. A. (1); Woollons, S. J. (7); Worner, C. M. (7); Wright, E. F. J. (9).

T. R. G.

Richard Grisdale left us after a year's appointment with us. We are grateful to him for his scholarly teaching to the bright, his sympathetic approach to the less academic, and his vigorous participation in five-a-side soccer and cricket. We wish him well for the future.

P.D.R.G.

M. J. A.

Joan Atkinson, as part-time French teacher, has in her three years in the School made many friends and become a fully integrated member of the teaching staff. It became obvious from her teaching of French that she was interested not only in the subject but also in the boys she was teaching. It was her faculty for finding the right words of help or encouragement for the struggler that made her so suitable as a confidential advisor to the girls when they joined the Sixth Form. Thus we are immensely grateful to Joan, 16

not only for her conscientious teaching but also her help with the personal relations of the School, in which she did such selfless and valuable service. We wish her and her husband every happiness in their move to the University of Exeter. P.D .R.G.

D. J. B.

Derek Butler joined the teaching staff in September, 1975 as a member of the Physics Department. After gaining his degree at Aston University and his P.G.C.E. at St. John's College in York, he set himself at St. Peter's in his first teaching appointment to make himself a really efficient Physics teacher. In his four years he decisively proved his skill, as his pupils and his exam results will testify.

Among his special interests were tennis, and film and television. It was appropriate that in his last summer at St. Peter's he should assist in the coaching of a most successful tennis team. In his coaching there were no fireworks but an impressive mixture of perception and determination. As regards his interest in film, the monument to his good work is now available in the School, and has been seen by many Peterites, present and past: I refer to his film of the School, shot, with the assistance of a team of enthusiasts among the boys, in time for the 535oth Anniversary of the School. A number of sequences in that film are unforgettable — the rowing and rugby sequences for instance, in which the tricks of slowing down or speeding up the camera enlarged our perception of the nature of the games with a strange novelty.

The time came however when Derek felt that his life would be more intensely fulfilled as a priest than as a teacher, and so now he leaves us to undertake his training for ordination.

His very perceptive talks from the pulpit on Science and Religion during one week and his invaluable aid at the weekend with Confirmation candidates at Marrick Priory suggest that he will have a great deal to offer in his chosen future. We are sorry to lose so good a Physics teacher, but we recognize his profound commitment, and wish him and Heather every happiness. P .D .R. G.

A. W. R.

Alan Roberts joined St. Peter's in September, 1973 to teach a variety of languages — his degree at Leeds University included French, Latin and Russian. Such teachers are invaluable and find their way into the less accessible interstices of the timetable. Although there have been only a trickle of Russian students in the School, Alan has provided this language for the occasional Sixth-former and for groups in the IIIrd forms: those who have gone onto their '0' levels have found it a strenuous and enjoyable process — membership of the most elitist club in the School! Alan's main work has been in French at all levels, and he has shown a consistent skill in adapting the language appropriately to the very wide range of language learning that we find in the School.

Alan has been much in demand outside the classroom for his genially exercised skills and the agreeable informality of his conversation. He has been a most valuable member of the rugby staff; in particular his skill in 17

encouraging a spirit of enjoyment among the third XV of the School has been most marked. Whatever game he has coached, rugby, tennis or cricket, there is enthusiasm far removed from fanaticism about his approach, which brings out the best in boys.

Last year, he undertook fresh responsibilities as a member of the Careers team in the strenuous process of interpreting the Birkbeck tests, and interviewing Fifth-formers. He is a good listener and a kind speaker. The temperate common sense of his reports has been most helpful and encouraging to a generation of boys.

He has also answered a popular need in his interest in and knowledge of modern music, and it was a delightfully characteristic idea that he should share this interest with the boys in a lunch hour once a week.

Alan established himself in our midst as a most delightful and unassuming conversationalist — both staff, and boys and girls felt that — and it was a particular pleasure to us all when his first-born son arrived upon the scene; we almost look upon young James as a Peterite!

We congratulate Alan on his appointment as Head of Modern Languages at St. Nicholas R.C. High School, in Northwich, and we wish him and Irene every happiness for the future.

P.D.R.G.

P. L. H.

Philip Harris, Scholar of Jesus College, Cambridge joined the staff of St. Peter's in January, 1946, having served seven years in the Technical and Training Command instructing in radio and radar. The School has been fortunate in keeping such a humane and skilful teacher for most of his professional life. Generations of boys (and a few girls too) have received the benefit of his instruction in the labs, and, if they misbehaved, the salutary catharsis of cleaning the lab. sinks.

Milestones of Philip's career after his arrival in 1946 were his appointment as overall Head of Science, the extension of the labs. that took place under his direction in 1955, and the series of Science Conversazioni that he planned in the sixties and seventies. So much has been recorded in The Peterite and is part of the official history of the School.

Perhaps I should add a more personal assessment of Philip from the twelve years during which I had the pleasure of being his colleague. As soon as I arrived, I could see it was a strong and lively Science Department with a consistent record of Oxbridge awards at one level and a concern for the less academic at another. In captaining his team of Science masters, he allowed them to develop individual initiatives and he co-ordinated the resulting pressure of space and equipment with a strong practical sense. He always took on himself a full programme of teaching, and took his full share of the range of abilities — the lowest sets as well as the top. Those who experienced his teaching found him in their early days a stringent and demanding teacher, clear, thorough and businesslike, but as they grew up they came to appreciate the less formal and more relaxed atmosphere of his sixth-form teaching. He enjoyed jokes and red herrings as much as the class did, but he was sternly insistent that there should be no fooling around. If he disapproved of something, he showed a tough bluntness that left the offender in no doubt.

His powers of administration were outstanding. The extraordinary upheaval of each Science Conversazione in which over half the boys in the School and over half the teaching space in the School were occupied, was managed by Philip with remarkable aplomb. Everyone was given his parameters within which he was free to display his thing — hence one experienced an exhilarating sense of freedom within bounds. I remember one stand in the Scott Block which epitomized those gatherings: a German exchange student was all set to give a display with explanatory spiel of something to do with crystals, and the guest of honour, one of the country's leading crystallographers, came up to hear this talk, led by Philip. Despite the boy's expostulations, he had to speak his piece — in English — to the distinguished expert; and he weathered the ordeal with near-fluency. I cannot readily think of a more educational exercise.

About ten years ago, Philip suggested that the Senior Science Society should invite to membership the girls of Queen Margaret's School, Escrick. It was through his invitations that this extension of the Society took place. Again Philip's guidance was not dictatorial or prescriptive. The ideas for talks came from a joint committee of pupils from each School and Philip then found the lecturers, whether on drugs or explosives or cosmetics or silicon chips, from nearby University or industry. He provided the framework within which the boys' and girls' curiosity could be satisfied. It was after seeing how well these joint meetings went that I felt it feasible for girls actually to join the School as full members — in lab. and classroom, instead of only at the social periphery.

Philip, up to his last term, took a full share of extracurricular activities, two of which merit special mention. During his teaching span here, he ran the R.A.F. Section and, voluntary as it became, it consistently attracted groups of enthusiastic recruits and satisfied them with opportunities of signalling, of visiting airfields, of flying, of passing exams. in aerial navigation and of gaining gliding certificates. And about four years ago, he capitalised on the new Sports Centre by taking as an option, groups of boys for table tennis. He entered his strongest players for local leagues and remarkable successes were recorded under his benign sponsorship. Thus he was innovating at the time when many teachers, as they approach the home straight, remain perfunctory. There was nothing perfunctory about Philip.

Philip Harris achieved an enormous amount in his time by way of instruction, pastoral assistance (and I haven't even mentioned his spell as Assistant Housemaster), and encouragement of boys through extracurricular activities. In pursuit of his aims, he was single-minded and extraordinarily persistent. During my twelve years at St. Peter's, I came to recognize various approaches from members of staff when they wished to gain authority for an innovation. Some bore down like battleships; some prepared the way with written prologues of explanation; some came up with a jaunty air of "Oh, by the way, Headmaster". Philip's technique was to sidle round the knots of coffee drinkers at break and stand unobtrusively at my elbow . . . until I turned. And I was caught. May I say that never on these occasions was I invited to authorize anything impractical, extravagant or extreme. He had always prepared his case immaculately and, if I ever said no, the more fool me.

Philip retired at Christmas 1978, and was thus released for globe-trotting in more convenient months than School holidays. It was typically generous

of this loyal teacher that he agreed to waive the right this last summer term in order to fill a temporary gap and that he taught with all his old skill, thoroughness and good humour.

To him and Margaret we wish every possible happiness in retirement, with many years of trips to exotic parts of the world.

P.D.R.G.

Date of Date of

Name House Leaving Name House Leaving Anderson, M. B. G 16.12.78 Healey, J. SH 16.12.78 Bronk, R. A. C. G 16.12.78 Markwick-Smith, Bramley, G. SH 16.12.78 J. R. G 16.12.78 Collingwood- Potter, M. R. T 16.12.78

Gittins, R. M 16.12.78 Rowbottom, R. A. R 16.12.78 Craig, R. E. Q 16.12.78 Theakston, M. I. G 16.12.78 Crowley, P. W. M. D 16.12.78 Wetherell, S. D. G 16.12.78 De Silva, P. W. S. T 16.12.78 Elliott, J. A. S. SH 22. 3.79 Hall, M. E. D 7. 5.79

JULY 1979

DRONFIELD Brooke, D. A., Dalby, Wendy E., Dixon, G., Johnson, P. M., Kay, D. J., Lister, S. R., Miller, K., Rooms, D. J., Sunley, M. C. J.

GROVE Blackburn, M. S. D., Burton, J. G., Casling, T. J., Chadwick, C. J., Cuckston, P. G., Harrod, Jane, Ibbotson, P. R. J., Kerr, M. P., Nield, R. D., Prosser-Higdon, T. N., Sampson, Anna G., Swiers, P. J., Tapp, Janine V., Thorpe, Prudence A., Worner, C. M.

QUEEN'S Blacker, A. W., Brown, J. E. A., Craig, R. M., Dixon, Caroline J., Ellison, J. F., Fender, P. G., Hunter, C. T., Leckenby, A. D., Macfarlane, D. J. B., Macpherson, A. R., Mainds, R. C. S., McCarter, P. E., Miller, D. C., Power, M. J., Prendergast, J. A., Rolston, Alicia J., Squire, N., Winder, G. J. M. F.

RISE Burdass, C. W., Mathews, C. B., Megginson, A. F., Rymer, C. G., Schoon, A. N., Shuttleworth, N. D., Spencer, C., Tyson, M. J., Wilson, J. P., Wright, G. A.

MANOR Barnish, W. A., Boyd, J. M., Carmichael, W. N., Ellison, D. M., Mortimer, W. N. B., Quirke, M. F., Rayson, I. C. M., Stringer, Helen S., Townsend, N. G.

TEMPLE Anderton, Louise, Dixon, S. M., Gray, Bridget K., Hare, J. N. W., Jemmett, N. J., Newitt, F. S., Pease, H. R. B., Raheem, M. A., Shilleto, S. J., Taylor, J. R. C., Watson, J. D. F., Whatmoor, N. W., Williamson, H. T. S.

SCHOOL HOUSE Andrews, S. J., Barrett, R. J., Beaumont, I. D., Bird, D. J., Brown, R. J., Buckle, S. M., Etches, S. W., Goodwin, S. J., Greenwood, P. D., Linton, R. E., Reed, A. C., Storey, J. M. V.