#Trinity60‍

A teacher at Trinity for over thirty years, Jack Griffin is certainly one of the School's most experienced masters — indeed, his retirement at the end of this academic year will mark the end of a long and dedicated career in the teaching profession. Surprisingly, however, education was not always in the forefront of Jack's mind — a short period in agricultural banking, followed by the inevitable army years, form the basis of his early career. Teaching was always an attractive proposition, however, and so departure from the armed forces and a vacancy at the then Purley Grammar School led to an initial post as English master.

Why then teaching? "Well, right from a young boy, I always wanted to become a teacher — perhaps because I liked school and was very happy there; also, perhaps, because I preferred to work with young rather than old people".

So teaching turned out to be the right choice? "Definitely!" (Who would expect any other answer?) .

Though an obvious question, why was English the subject you chose? "Again, because I liked it and was good at it. My school days were very happy and so as a result I did well and enjoyed all the subjects". Though at Trinity, many members of the staff would perhaps prefer to see a different form of education system in Britain — Mr Griffin is certainly no exception: "The present dual state/private system is clearly unfair in that whilst people who can afford private education reap its benefits, those less well off are not so fortunate. That's not to say that comprehensives don't work in the right area and circumstances but intelligent young people can miss opportunities".

So what would be a better system? "The direct grant system — one of the factors behind my joining Trinity — was basically a good one. Now it's gone, though, I see little room for radical improvement".

So what about the time you recently spent in Australia — do you think we can learn any lessons from their system? "That's difficult to say — the school I was at was mixed and non-selective. The wide range of standards meant that pupils at either end of the spectrum suffered. Clearly, either selection or streaming would have improved the set up". As everyone knows, Jack Griffin visited Australia last year, exchanging places for the term with Mr McGuinness who came to Trinity. But was the trip worthwhile or simply just a holiday? "Certainly not a holiday — it was very informative".

Well, then, what was learnt? "Perhaps the most important thing was that there is no typical Australian — or rather, Australians do not fit in with our stereotyped impression of them".

Clearly overturning the typical image of 'Aussie', Foster's in hand, cork hat on head, kangaroo in background, did he notice anything else particularly about the people he stayed with? "Well, one thing was apparent: the tremendous welcome. It also seemed that most of the people were striving for their own national identity — not that of the Old Commonwealth or our rather false impression". In all, it seems, the trip was not only fun, but also educationally informative — or so I was led to believe!.

Leading on from the Australian trip, I wondered if any differences emerged between the Australian children and the tremendously polite and kind(!) youngsters of Britain. Clearly, only a comparison between Trinity and the school near Melbourne was possible. But one difference was apparent — "The children certainly seemed to have little respect for titles — they treated you for what you were as a person".

And so from Australia, back to England and Trinity. Jack Griffin will clearly be remembered most for his work as Head of Junior School — Yet why did he stick to that post? "It's important that the Junior master should teach all boys if possible, and I've enjoyed my job — though I also think that a mixture of sets, both junior and senior, is essential to any master, particularly one with responsibility lower down the school".Linked to this, I wondered if any problem ever arose over discipline; another important concern — "No, not really; as long as boys know exactly where they stand, and teachers are always seen to be fair — that's the most important thing".

So when Jack leaves, the things I suggested he'd be remembered for were his role as Junior Master and his strong sense of right and wrong (as well as his role in Community Service at Trinity, and his expertise with chalk in Room 2). Was there anything else for which he'd like to be remembered? "No, not really — as long as I'm remembered at all that would be nice enough".

So what will he remember of Trinity — perhaps the angelic pupils? "Not quite — though the mixture of hard work throughout the school and fun will stick in my mind. More important perhaps, though, is the extremely good Common Room atmosphere — no cliques — and the excellent staff/pupil relationship, as well as the hard work put in by all members of the school".

Finally, then, with retirement looming, with all the consequent spare time, what will he do? and what will he miss? "Teaching has certainly been fun, but one thing I won't miss is the endless marking". (I'm sure other teachers wouldn't agree here!). 

So what else is there to enjoy? "Firstly, not getting up at six-thirty every morning; also a little golf; being able to travel other than in August along with the rest of the country; a little woodwork: no, I too didn't realise he was another Mr Bridges" "and finally, more time with the family". Retirement is clearly something Jack means to enjoy. Rounding off, I wondered if any words of advice to the new Head of the Junior School might be apt — "Certainly not! Advice would clearly be out of place".

So, no final words. What is clear, however, is the fact that July '84 will certainly see the departure of one of the School's most experienced and respected masters, remembered not just for his roles in Community Service and as Junior Master, but also for his individual way of teaching and friendly classroom approach.